This blog was written by SDN Apprenticeship Development Specialist, Bradley Goldsworthy
If you work in the apprenticeship sector, you’ll have noticed the world is shifting faster than ever.
What was once a relatively stable environment for curriculum design is now being reshaped by a wave of reforms and rising expectations. Some changes are already underway; others are on the horizon. However, they all point in the same direction: if we don’t rethink how we plan and deliver our apprenticeship curriculum now, we risk falling behind, impacting not only our employers but, crucially, our learners.
At SDN, we’ve been deep in conversation with providers across the country – hearing your concerns, sharing insights, and looking closely at what the latest changes mean on the ground. Here’s a snapshot of what’s changing, why it matters, and how you can stay ahead.
Shorter apprenticeships, the clock is ticking.
Let’s start with what’s the most headline-grabbing change: the reduction of the minimum apprenticeship duration from 12 months to 8 months.
While this applies across the board, the initial rollout is being tested in three trailblazer sectors: green energy, healthcare, and the creative industries.
At first glance, shorter apprenticeships might seem like a win with greater agility, faster completions, and better employer alignment. But the ‘goalposts’ haven’t moved. We’re still expected to deliver the same depth, breadth, and quality of training and support – just in less time.
This raises the stakes for curriculum design:
- Which apprenticeships would benefit from this change?
- Which apprenticeships should remain at the minimum of 12 months?
- How do we avoid overburdening our learners with a condensed timeframe?
- How do you sequence learning to build competency efficiently?
- How can we manage our employer’s new expectations and keep their involvement at the heart of the delivery?
- Are your teams ready to support learners through a faster-paced programme?
This isn’t about cutting corners – it’s about designing smarter.
Functional Skills – a new layer of importance for contextualisation
For many providers, Functional Skills delivery has always been one of the trickiest parts of the apprenticeship journey. From adequate internal staffing, to demonstrating the true value to learners and employers.
And now, the pressure’s mounting. There’s renewed scrutiny on learner outcomes and more emphasis on how well English and maths are embedded – not just taught.
Embedded English and maths are not a new notion, but they now come with an added level of importance.
The old model of bolting Functional Skills on the side? It’s not going to cut it anymore. Instead, curriculum teams need to think differently:
- Are English and math skills woven into the vocational content for our levels of learners?
- How are you identifying gaps early – and intervening fast?
- Do your staff have the skills and confidence to support Functional Skills throughout the journey?
We’re seeing the rise of a more integrated, responsive approach to English and maths, and it’s reshaping how providers plan, sequence, and deliver their curriculum.
EPA reform – substantial changes are imminent, think ahead.
If you’re still planning your EPA delivery as a final hurdle at the end of the programme, it’s time for a mindset shift.
From August 2025, the government has confirmed major reforms to the end-point assessment process:
- Some assessment components will take place during the training programme, not just at the end.
- Training providers will be able to deliver certain assessment activities, previously reserved for EPAOs.
- The focus of EPA will shift more clearly to knowledge and skills, while behaviours will be assessed during training with employer input.
These aren’t small tweaks – they fundamentally reshape the relationship between delivery and assessment. For curriculum leads, this means thinking carefully about:
- When and how readiness for assessment is determined.
- What quality assurance processes will be needed internally?
- How tutors, trainers, and assessors will need to collaborate across the learner journey.
We’re not just talking about new paperwork. We’re talking about new roles, new responsibilities, and a new way of working.
What does this mean for our curriculum teams?
The choices that we make now about sequencing, support, assessment, and staff development will shape learner outcomes, employer satisfaction, and organisational resilience.
And this isn’t a one-time rethink. It’s ongoing. Responsive. Collaborative.
So, ask yourself and your team:
- Is your curriculum agile enough to adapt as these changes roll out?
- Are you empowering your staff with the tools and training to deliver high-quality learning in a faster, more flexible world?
- Are you prepared not just for what’s already announced but for what’s next?
Want to explore this further? SDN can support you.
These are precisely the kinds of conversations we have in our apprenticeship curriculum design masterclasses.
We’ll unpack the changes, share practical models, and work through real-world scenarios that help you redesign your curriculum with clarity and confidence. It’s a space for providers to collaborate, learn from each other, and get ahead of the curve.
If you’re looking for answers or even just the right questions to ask, this is the room to be in.
Book onto our next ‘Apprenticeship curriculum design’ masterclass here.