Personal Development is one of the four key judgement areas in the Ofsted Education Inspection Framework (EIF) and covers a range of topics.
The personal development curriculum should be planned in the same way that the core subject curriculum, using naturally occurring opportunities within learning activities to discuss the key elements, so that these are seamlessly aligned to the core curriculum. In this way, apprentices are more likely to engage with the discussions in context and remember the concepts by relating them to their own practice.
The provider prepares learners for life in modern Britain by: teaching them how to protect themselves from radicalisation and extremist views; helping to equip them to be responsible, respectful, active citizens who contribute positively to society; developing their understanding of fundamental British values; developing their understanding and appreciation of diversity; celebrating what we have in common; and promoting respect for the different protected characteristics as defined in law.— Further education and skills inspection handbook, taken from the definition of 'Good' for Personal Development
These are defined as Democracy, Respect and Tolerance, the Rule of Law and Individual Liberty.
"Apprentices benefit greatly from learning in a highly inclusive and supportive environment. Apprentices develop a mature understanding of different views and opinions. They demonstrate an excellent awareness of fundamental British values and the importance of cultural tolerance and respect in the workplace." Brunel University, Outstanding, 2024
We have created a range of information and resources to help you to embed British Values into the delivery of your degree apprenticeship programme.
This is defined as preparing learners for life in modern Britain by teaching them how to protect themselves from radicalisation and extremist views.
"Students and apprentices know about the dangers posed by radicalisation and extremist views. They learn how to recognise signs that peers or colleagues may be at risk." Manchester Metropolitan University, Outstanding, 2022.
Prevent Duty e-learning (CPD Training)
This is defined as "developing responsible, respectful and active citizens who are able to play their part and know how to become involved in public life".
"Apprentices benefit from a range of opportunities that prepare them well to become more responsible citizens. Apprentices on the level 6 digital and technology solutions professional apprenticeship study a computing module which provides them with information and guidance about ethical hacking. They are reminded to comply with all relevant legislation when undertaking the practice and, consequently, apprentices understand their responsibilities." University of Leeds, Good, 2022
Queen Mary Centre for Public Engagement
Queen Mary Academy Guide to embedding sustainability in the curriculum
Queen Mary Students' Union https://www.qmsu.org/
Our range of information and resources to help you to embed British Values into your delivery may also be helpful when thinking about citizenship.
This is defined as developing apprentices "understanding and appreciation of diversity; celebrating what we have in common; and promoting respect for the different protected characteristics as defined in law."
"Learners and apprentices demonstrate a clear understanding of the principles of equality and diversity. They work well in culturally diverse groups and understand the importance of treating others with dignity and respect. For example, senior leader apprentices from the specialised faith cohort regularly discuss sensitive issues such as women’s place in religion, reflecting on how this differs between faiths. Thishelps apprentices to broaden their understanding of a range of religions and cultures different to their own." University of Birmingham, Good, April 2024
Queen Mary Equality, Diversity and Inclusion webpages
Introducing Inclusion e-learning (mandatory training for staff) https://cpd-training.qmul.ac.uk/course/view.php?id=232 (CPD Training)
Workshop for educators - Intercultural Teaching and Learning Strategies: Improving Communication and Inclusivity https://cpd-training.qmul.ac.uk/course/view.php?id=163 (CPD Training)
This is defined as preparing "learners for future success in education, employment or training by providing: unbiased information to all about potential next steps; high-quality, up-to-date and locally relevant careers guidance; and opportunities for encounters with the world of work."
"Leaders and managers ensure that apprentices have access to high-quality, impartial careers advice and guidance. Specialist advisers from the university’s careers service use the significant resources available to them, including detailed labour market intelligence, employment databases and research tools, to work with teaching staff to provide apprentices with expertly tailored advice about future career choices." University of Teeside, Outstanding, 2019
Careers and Enterprise Support for Degree Apprentices
This is defined as helping apprentices to "know how to keep physically and mentally healthy."
"Lecturers are mindful of apprentices’ workload, and highly effective at enabling apprentices to maintain a balance between study, work and life. They help apprentices to develop resilience and maintain their well-being in a variety of ways. These include social action projects focused on loneliness, as well as participating in university-student-run societies. In addition, a comprehensive well-being service supports apprentices with a range of personal and welfare concerns, underpinned by a strong culture of safeguarding. As a result, apprentices feel very well supported, becoming more resilient throughout their training." University of Bournemouth, Outstanding, 2024
Student Advice and Signposting Hub - information on providing general academic guidance and personal support to Queen Mary students
Safeguarding essentials e-learning (mandatory training for staff) https://cpd-training.qmul.ac.uk/course/view.php?id=306 (CPD Training)
Educators should continue to develop English and maths skills for all apprentices. In a degree apprenticeship this might include, for instance:
"Apprentices continue to develop their English and mathematical skills during the apprenticeship. For example, in English they develop academic writing skills and referencing, and use technical terms competently. In mathematics, chemical plant engineering apprentices use mathematics to calculate processes and to consolidate and extend their previous learning." University of Strathcylde, Good, 2024
Queen Mary Academic Skills Centre
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