From classroom to workplace: Leveraging best practices in teacher training for apprenticeship curriculum design

Abstract

This study examines how integrating deliberate practice, a spiral curriculum, and structured theory-to-practice alignment can improve apprenticeship outcomes, based on a model from the Level 5 learning and skills teacher (LST) apprenticeship. Using a mixed-methods approach, the research compares two cohorts: one following a traditional curriculum and another engaging with a redesigned model emphasizing scaffolded learning and retrieval practice. Findings indicate a significant improvement in end-point assessment (EPA) success rates, with distinctions rising from 25% to 100%. Apprentices in the revised curriculum reported increased confidence, deeper learning, and greater workplace adaptability. The study highlights the value of Rosenshine's Principles of Instruction and Cognitive Load Theory in structuring learning experiences to enhance skill acquisition and assessment performance. Despite a small sample size, external validation from Ofsted supports the findings. The study suggests that a well-structured curriculum can strengthen vocational education and calls for further research into its application across apprenticeship programs.