Work-Based Project: Creating Impact
This module is the culmination of the practical training and learning on the degree apprenticeship and allows you to demonstrate key knowledge, skills and behaviours that underpin being a successful Level 6 Financial Services Professional in your chosen specialism, incorporating the work-based and academic skills you will have developed.
You will design, carryout and write up a significant work-based project that contains real activity done in your role and demonstrates many of the aspects of the apprenticeship standard. The project will describe what you did, how you did it and the benefits that resulted from it. The project forms one of the mandatory components of the End Point Assessment for your Degree Apprenticeship.
Having the opportunity to develop skills of analysis, evaluation, project scoping and compilation of a professional report enables the apprentice to engage with the Financial Services Professional standards in preparation for the End Point Assessment (EPA) assessment of the degree apprenticeship.
Details of the EPA process are listed in https://www.instituteforapprenticeships.org/apprenticeship-standards/financial-services-professional/
The work-based project will be completed in the last few months of the apprenticeship, following Gateway, and will be 5,500 words (+/- 10%). excluding references and supportive evidence. After Gateway, the Apprentice will submit the project to the End-Point Assessment Organisation. It will be a substantive evidence-based project related to the business demonstrating the application of skills, knowledge, and behaviours. It will be related to the specific specialism option that the apprentice has chosen from the Standard.
The project should include evidence of how the project was delivered and the outcomes achieved e.g. relevant emails or client feedback. The Project should relate to the Apprentice’s chosen specialist option and must include product evidence to validate the account provided in the Project Report. This may include, but is not restricted to, the following: Research Analysis, Objectives, Gant Chart, PIR, Feedback, Budget, SWOT Analysis, Costing, Budgeting, Milestones, Contingency Plan, Risk, Resources…
Words included in the product evidence will not count towards the final word count for the Project Report
Full module specification
|Module title:||Work-Based Project: Creating Impact|
|Duration of module:||
Duration (weeks) - term 1: |
32Duration (weeks) - term 2:
32Duration (weeks) - term 3:
The primary aim of the module is to equip you with the skills and knowledge to meet the criteria for the work-based project as set out in the Financial Services Professional Assessment Plan. To achieve this aim, you will work towards developing the following academic and professional skills:
- problem solving (linking theory to practice, developing your own ideas with confidence, responding creatively to resolving problems, handling large amounts of diverse data critically, identifying, selecting, and using appropriate sources of information)
- collaboration (respecting the views and values of others, taking initiative, supporting others in their learning, maintaining group cohesiveness and productively)
- structure (identifying key demands of the task, making decisions about task management, developing strategies to ensure individual and group progress, developing and implementing plans of action)
- time (managing time effectively as an individual and group member to meet short-term and long-term deadlines, juggling multiple priorities and competing deadlines effectively, setting and maintaining work priorities)
- self and peer review (taking responsibility for your own learning and progress, learning from and using feedback from multiple sources, responding actively to feedback, dealing with and learning from criticism).
The module guides and supports the apprentice in the development and execution of their chosen project, in collaboration with their academic mentor and the apprentice’s line manager / workplace mentor.
ILO: Module-specific skills
- 1. Assess a problem from multiple angles to ensure all relevant issues are considered (7), demonstrating understanding the impact the external environment on Financial Services as appropriate to own role, together with relevant best practices. (1)
- 2. Learn to gather appropriate facts and evidence to make decisions effectively, using a structured approach, critically evaluate and draw accurate conclusions.
- 3. Identify opportunities for application of new knowledge, using skills of analysis and persuasion to develop and execute a project proposal.
ILO: Discipline-specific skills
- 4. Demonstrate deep understanding of clients/customers relevant service requirements relevant to own role (internal and external) as appropriate (3), through evidencing sound knowledge of the products and services through work product present in the appendix (2).
- 5. Be creative, innovative, and enterprising when seeking solutions to business needs, whilst understanding relevant boundaries, demonstrating improvement and impact of proposed solutions in the recommendations section of the final report (12)
- 6. Integrate solutions to business needs situated within the chosen apprenticeship specialism option and relevant Learning Outcomes as per the assessment plan in the Financial Services Professional apprenticeship standard.
ILO: Personal and key skills
- 7. Professional impact: Take the initiative to meet challenging individual and team performance measures in line with organisation policy, values, standards, and sector relevant regulatory requirements. (4) Deliver projects as required. (5)
- 8. Continuous improvement and adaptability:. Identifies opportunities to drive higher performance and improve service/processes delivered, including collaboration outside of their team for best practice. (10) Leads and/or contributes to development of specific changes through to implementation this may include projects wider than their role. (11)
- 9. Communication and networking: Demonstrate strong interpersonal skills and communicates complex information in a clear manner (8) evidencing collaboration with multiple stakeholders to deliver business outcomes (9).
- 10. Motivation: Contribute to the development of strategic and operational plans for own area. Manage and reports on progress of specific elements of this in own area of responsibility. Visible role model, and coaches others where appropriate, demonstrating how individual and/or team performance measures were exceeded as a result of the project. Follow and promote appropriate organisational procedures and policies.
- 11. Attention to detail: Take ownership for the quality of work and recognise and resolve errors (13).
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Seminars (Master classes)||12||Taking place during scheduled Face-to-face masterclasses there will be at least 12 hours of taught input.|
|Online activities and PDP coaching||38||Ongoing support in project write-up, drawing upon academic guidance|
|Applied Professional Development||250||Guided and independent learning which will be applied to the work context in the execution of the project.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|1. In consultation with line manager, academic mentor and module lead, an agreed proposal is used as the basis to execute the final project. Evidence of stakeholder buy-in must be evident||Equivalent to 1,000 words.||1-6||Academic lead or mentor written and / or verbal feedback.|
|2. After having developed your proposal taking on board feedback, submit PowerPoint slides outlining the critical success factors in delivering this project and clearly linking the Learning Outcomes in your apprenticeship standard (including specialism) to your project.||PPT 15 slides||1-11||Academic lead or mentor written and / or verbal feedback.|
|3. Review of draft and progression||N/A||1-11||Academic lead or mentor written and / or verbal feedback.|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|1. Internal and external analysis of project subject matter||20||1,500 words||1-9||Written / verbal feedback|
|1. Project report: Provide a complete project report linking all the project learning outcomes of the Financial Services Professional apprenticeship, including the option specialism outcomes. The final report will be structured and will include ample product evidence in the appendix validating the account provided. A duplicate of the final report will be submitted where project learning outcomes are clearly annotated in the report and cross-mapped to the evidence locator||80||5,500 words||1-11||Written feedback.|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|1. As per original||Internal/external analysis||1-9||6 weeks|
|2. As per original||Project report||1-11||6 weeks|
Defer – as first time
Refer – capped at 40%
The syllabus provides apprentices with detailed assessment information, including relevant literature and resources. The project proposal is analysed in detail and apprentices are provided with theory on following topics:
- project management techniques and tools
- Strategic and analytical frameworks (e.g., SWOT, PESTLE, BCG matrix, Porter’s 5-forces…)
- Project write-up tools and coaching
- Reflection and writing skills
The module focuses on a lot of individual interaction with apprentices.
Learning and Teaching
â?? Self-directed and self-managed research, with support from module lead , academic mentor lead and a line manager in apprentice’s organisation.
â?? Formative feedback from module lead and academic mentor
â?? Mentoring support and feedback from a senior colleague/s in the workplace.
â?? Ongoing reflection against self-development plan.
Indicative learning resources - Basic reading
Cottrell, S. (2010) Skills for success: personal development and employability. Palgrave Macmillan
Day, T. (2018) Success in Academic Writing. Palgrave Study Skills. Palgrave Macmillan.
Kahneman, D. (2012) Thinking Fast and Slow. Penguin: UK
Miller, D. (2014) Brilliant Personal Effectiveness: What to know and say to make an impact at work. Pearson: UK
Cottrell, S (2017) Critical Thinking Skills; Developing Effective Analysis, argument and reflection.
Paul, D., Cadle, J., & Thomas, P (2012) The Human Touch: Personal Skills for Professional Success. BCS: UK
Winstanley, D. (2009) Personal Effectiveness. Excel Books: UK
Module has an active ELE page?
Last revision date