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Recognition of Prior Learning (RPL) is defined as a method of recognising, assessing and, where appropriate, crediting previous learning or attainment (i.e. has its source in experience which occurred prior to the learner undertaking their current programme), where that experience was not formally assessed and credit rated.

The assessment of RPL for purposes of entry to, or credit within, a programme must centre on the demonstration by the learner of the skills, knowledge and understanding required to progress successfully within the programme.

Informal learning is defined as knowledge and skills gained through life and work experiences as well as through non-formal (non-certificated) learning, development and training activities or programmes.

Credit transfer is a process through which previously assessed and certificated learning is considered and, where appropriate, recognised for learning purposes. It can enable a learner to transfer credit gained within one programme of study to another programme of study at the same time or a different institution. Credit can be used from a previously uncompleted or completed award. The credit that is transferred can be used, where appropriate, as a foundation on which to build towards an award at a higher level or stage. For instance, if an applicant to a Tes Institute Apprenticeship Programme has gained credits in relation to Functional Skills, they can apply to transfer those credits to their Tes Institute programme.

This policy applies to all applicants to and learners on, Tes Institute Apprenticeship Programmes.

The Apprenticeship Programme applicant provides information relating to their prior qualifications when enrolling for the programme, including information about their current English and maths qualifications. Evidence of prior learning, such as copies of verified certificates and/or acceptable exemption evidence, is requested from the applicant and validated against Apprenticeship Standard requirements and DfE guidance.

Information about any prior learning is confirmed on the Apprenticeship Commitment Statement and confirmation of the qualification and timescale for completion is confirmed on the Apprenticeship Agreement and Commitment Statement, which are then signed by all parties.

2.1    Knowledge, Skills and Behaviour (KSB) Audit

Before starting the Apprenticeship Programme, each apprentice carries out a full review of their prior learning, mapped against each section of the relevant Apprenticeship Standard, which is divided into knowledge, skills and behaviour (KSB). The apprentice discusses each separate KSB with their mentor and grades themselves in terms of their relevant and solid prior knowledge on each bullet point. These are all reviewed by a Tes Institute Head of Programme to analyse and identify any skill gaps. 

Guidance is provided to support apprentices in completing the KSB audit. In order to be assessed at the highest level, they must list evidence from three separate secure examples witnessed in their practice from across different contexts, e.g. year groups or schools, which Tes Institute may request to view, along with their pre-course KSB audit. Once on the Apprenticeship Programme, the apprentice’s pathway tutor will provide guidance for further reviews.

This audit forms the personal learning record for each apprentice which determines the tailored pathway for their apprenticeship. This initial audit stays with them throughout their apprenticeship where it is reviewed at the triangulation meetings to ensure distance travelled is monitored and appropriate targets are set to ensure progress is made against the relevant Apprenticeship Standard.

2.2    Teacher Apprenticeship Programme

The application process for the Tes Institute Teacher Apprenticeship Programme will include checks to ensure that applicants meet the following minimum eligibility requirements (using the individual’s personal learning record where applicable):

• a degree awarded by a UK higher education provider, or a recognised equivalent     qualification;
• a standard equivalent to grade C/4, or above, in English and mathematics GCSEs;
• achieved a standard equivalent to a grade C/4, or above, in a GCSE science subject (early years and Primary applicants).

Applicants must also be deemed suitable to train to teach. This will be judged on a wide range of evidence, including information from application forms, referees’ reports, results of any entry tests or tasks, applicants’ portfolios and interviews. Applicants sit a maths and English test as part of their interview process. During interview, an applicant’s prior achievement might result in exemption from certain programme requirements.

Once an applicant has met the eligibility and suitability requirements and been offered a place on the Teacher Apprenticeship Programme, Tes Institute will undertake a detailed initial assessment of their prior education, training, qualifications and work experience against each of the Teachers’ Standards, in order to check that the Programme is the appropriate programme for them and to ensure that the apprentice is not undertaking any training unnecessarily, as well as to identify gaps in the apprentice’s skills and knowledge.

This initial assessment is carried out at their place of work, i.e. the school where their main placement is taking place. The subject specialist pathway tutor assigned to each apprentice attends the school on a pre-arranged date and holds in-depth discussions with the apprentice, recording evidence against the Teachers’ Standards. As part of these discussions, the initial progress made by the apprentice, for instance in undertaking any pre-course reading or completing the relevant online subject knowledge audit, is reviewed and the background and subject specialism of the apprentice discussed, e.g. any relevant knowledge acquired while studying for their degree.

An important aspect of the initial assessment is identifying the apprentice’s prior knowledge and ensuring this is built upon. The tutor conducting the assessment will analyse the apprentice’s prior knowledge against the Teachers’ Standards and use this to adapt the training provided to the apprentice.

As part of the initial assessment, the tutor will also speak to the School Mentor and Programme Coordinator assigned to support the apprentice. The school’s learning offer, including the support provided to apprentices, is recorded and any additional needs of the apprentice noted, so that further support can be put in place if required.

Once the initial assessment has been carried out, the tutor is responsible for completing the assessment report and uploading it to the apprentice’s portfolio on the Tes online learning platform. Any gaps in knowledge, skills and behaviours are recorded and clear targets and milestones are then set against the Teachers’ Standards in discussion with the apprentice. Those apprentices who have an equivalence in maths and/or English will complete Functional Skills Level 2 in English and maths during their apprenticeship.

Tes Institute will incorporate the Teachers’ Standards into the online platform, so that data on knowledge and skills gaps against the Standards is recorded and each apprentice can upload evidence to show progress in plugging those gaps and meeting the Standards.

2.3    Process overview – Teacher Apprenticeship

• Assessment at application re eligibility and suitability
• Initial assessment against Teachers’ Standards
• Personalised training programme put in place with targets and milestones
• Ongoing assessment against targets
• Additional support put in place if required
• Progress against targets monitored via observations, online assessment and discussions with supporting professionals
• Sufficient evidence gathered for final assessment
• Final assessment
• Recommendation for QTS if assessment successful

2.4    Teaching Assistant (TA) Apprenticeship Programme

The application process for the Tes Institute Teaching Apprenticeship Programme will include checks to ensure that applicants meet the following minimum eligibility requirements (using the individual’s personal learning record where applicable):

• a standard equivalent to grade C/4, or above, in English and mathematics GCSEs;

- where an apprentice does not have either/both Level 2 Functional Skills will be completed
- whist on the apprenticeship programme.

Applicants must also be deemed suitable to undertake the Level 3 apprenticeship training. This will be judged on a wide range of evidence, including information from application forms and interviews. Applicants sit a maths and English diagnostic test as part of their onboarding.

Once an applicant has met the eligibility and suitability requirements and been offered a place on the Teaching Assistant Apprenticeship Programme, Tes Institute will undertake a detailed initial assessment of their prior education, training, qualifications and work experience against the Apprenticeship Standards, in order to check that the Programme is the appropriate programme for them and to ensure that the apprentice is not undertaking any training unnecessarily, as well as to identify gaps in the apprentice’s skills and knowledge. Pre-programme all apprentices complete a KSB audit (knowledge, skills and behaviour audit), to ascertain and recognise their prior learning, this also determines their length of programme.

2.5    Functional Skills

All apprentices are required to undertake Functional Skills assessments, unless they can provide satisfactory exemption certificates, checked by Tes Institute, as part of their RPL. Apprentices complete their Initial Assessment, Diagnostic Assessment, Learning Resources and Distance Travelled Diagnostics on the Skills Forward platform and their assessments results are monitored and recorded on the Functional Skills Progress spreadsheet and results recorded on the Tes PICS system. Tes Institute pathway tutors support apprentices following their functional skills diagnostic tests/assessments on the Skills Forward platform with working through resources matched to their learning gaps. When the apprentices progress to a certain point in their assessments, completion of the Functional Skills tests is then discussed with the apprentice and their Pathway Tutor.

Tes Institute has a robust and comprehensive moderation process in place, which reviews all aspects of programme provision, including RPL. As part of Tes Institute’s internal quality assurance process, pathway tutor judgements are scrutinised, including sampling of any RPL judgements.

All KSB audits are revisited at each tutor visit to the apprentice. These are all quality assured by the Apprenticeship Leadership Team to highlight progress and identify areas of development. All tutor reports are read by the Apprenticeship Leadership Team and RPL is monitored regularly to ensure apprenticeship programmes are personalised appropriately.