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August 16, 2025Open Access

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

Key Points

Apprentices following the revised curriculum experienced a remarkable increase in endpoint assessment success rates, rising from 25% to 100%.
Those engaged with the updated model reported greater confidence, enhanced learning experiences, and improved adaptability to workplace demands.
The research utilized a mixed-methods approach to evaluate two distinct cohorts: traditional curriculum versus the redesigned curriculum emphasizing structured techniques.
Strong support from external validation, including Ofsted, highlights the importance of effective curriculum design in vocational education.

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.

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