Chartered Town Planner Degree Apprenticeship

Overview

Combining an innovative and interdisciplinary taught programme with supported workplace learning and practical experience, this Degree Apprenticeship has been designed specifically to address the requirements of the Chartered Town Planner Apprenticeship standard.

On successful completion of the apprenticeship, a Master’s degree in Spatial Planning and full membership of the Royal Town Planning Institute (RTPI) will have been achieved.

UK Partnerships and Apprenticeships

+ 44 (0) 1865 534900 option 4

apprentices@brookes.ac.uk

Entry criteria and costs

The cost of the Apprenticeship for 2024/25 entry (drawn down from the monthly employer levy): £12,950 (subject to annual review)

Apprentices must be working in planning with workplace learning opportunities, holding either:

first or upper second-class honours degree (or equivalent) in any subject; or
a lower second-class honours degree where relevant planning and development experience can be demonstrated.

Applicants without a first degree, and demonstrating 3+ years planning experience, can also be considered (with prior agreement of Faculty) for progression onto the Apprenticeship by completing our Certificate in Spatial Planning Studies. Please Note: this programme is a standard qualification delivery, not fundable via the Levy.

As well as:

hold English and Maths Level 2 equivalent to GCSE A*-C or 9-4
be eligible to join the Apprenticeship scheme in England

Functional Skills English and/or Maths can be studied during the apprenticeship if eligible Level 2 qualifications are not already held; however, both must be completed before progression onto the End Point Assessment. It is an employer's discretion whether they may prefer these to be achieved by staff before enrolling on the apprenticeship.

Learning outcomes

MSc Spatial Planning awarded by Oxford Brookes
Chartered Town Planner status through full membership of the Royal Town Planning institute (RTPI)
Sophisticated practical and professional skills acquired through the combination of workplace learning and a theoretically informed but practice-focused taught programme
Specialist interdisciplinary expertise that complements the apprentice’s role in the workplace
The desire and ability to tackle the unprecedented challenges that our built and natural environments face in the coming decades, and to become positive drivers of change within their profession.

Teaching overview

Core learning is typically delivered over 2 - 2.5 years. Apprentices enrolled for the on-campus study mode will attend classes one day per week during semester, as well as participating in a three day intensive module mid-way through the apprenticeship.

For apprentices enrolled on the open learning study mode, most teaching takes place remotely. Open learners access live teaching sessions one day per week during semester, via Zoom. They also have the option of attending classes in-person at their choosing. On-campus attendance in Oxford remains required for a three-day intensive module midway through the apprenticeship.

Learning progress will be monitored through regular meetings between the employer, apprentice and university staff.

Study modules

Compulsory modules:

Frameworks for Planning: Law, Policy and Professional Practice
Planning for Sustainable Futures: Environment, Health and Society
Place Making
Research Methods
Research Project
Planning Practice: Skills, Behaviours and Professional Development

Optional modules (apprentices must choose one of the following four options):

Contemporary Approaches to Urban Design
Effective and Proportionate Environmental Impact Assessment
Sustainable Development
Urban Regeneration and Historic Conservation

End Point Assessment

The End Point Assessment (EPA) brings together evidence demonstrating that apprentices have the competencies required to gain MRTPI status. Typically taken over 12 months, it consists of two distinct assessment methods supported by a reflective journal (minimum 4,500 words) undertaken in year 2 of the taught programme.

The two assessment methods are:

Professional Discussion with Independent Assessor - 50 minute discussion of the apprentice’s experience, reflective journal and competencies.
Assessment of Professional Competence (APC) assignment - Written submission of 5,500 words (+/-10%) in which the apprentice must use case studies to demonstrate their experience and competencies.

Performance in each method will be graded separately by independent assessors, in accordance with the requirements detailed in the EPA assessment plan. Both elements must be passed overall. Apprentices are required to pass Method 1 before they can submit their APC written assignment.

The Oxford Brookes experience

Housed in a multi-disciplinary Faculty that produces research across the full spectrum of built environment disciplines
Forms part of a highly regarded Planning School that has been offering planning courses for nearly sixty years
Taught by a multi-disciplinary team that that includes experienced practitioners and high-profile researchers
Focused on real-world issues and the key challenges that our built and natural environments face in the coming years
Takes a practical approach to planning education with a particular focus on developing the knowledge and skills that professional planners need to operate effectively in the workplace
Provides a rich and supportive learning environment as well as wide-ranging networking and professional development opportunities
Draws on the research strengths and interests of the core teaching team and the wider School of the Built Environment
Offers an interdisciplinary curriculum and the opportunity for an apprentice to develop specialist expertise that complements their role in the workplace