Welcome to Off‑The‑Job Training Course

This interactive course unlocks as you complete each activity, task, and quiz. Work through the sections in order, open the accordions, and complete the short activities. Your progress will be saved automatically so you can return at any time.

📖 Aims and Objectives (Click me to expand)

By the end of this course you will be able to:

• Understand what counts as off‑the‑job training.
• Identify suitable activities that meet funding rules.
• Record your off‑the‑job hours accurately and confidently.
• Use workplace opportunities to build your skills and evidence.
• Meet your required off‑the‑job hours with ease.

📖 What You Will Need

Suggested resources

• Your apprenticeship standard or qualification details.
• A notebook or digital tool for tracking hours.
• Your work rota or weekly schedule.
• 30–45 minutes per section.
• A quiet space to focus.

🧩 Start: Begin the course

Think about how confident you currently feel about off‑the‑job training. When ready, move into Section 1 to explore what counts and what doesn’t.

Section 1: What Counts as Off‑The‑Job Training?

📖 Understanding the definition

Learning new knowledge, skills, and behaviours

Off‑the‑job training must help you gain new skills or knowledge related to your apprenticeship. It cannot be part of your normal day‑to‑day duties.

During paid working hours

All off‑the‑job training must take place within your paid working hours unless your employer chooses to give time back.

Relevant to your apprenticeship

Activities must link directly to your apprenticeship standard or qualification units.

📘 Example: Completing online learning modules linked to your apprenticeship counts as off‑the‑job training.

📘 Example: Shadowing a colleague to learn a new process also counts, as long as it develops new skills.

🧩 Activity: Identify what counts

List three activities you have done recently that developed new skills or knowledge. Decide whether each one counts as off‑the‑job training.

❓ Quick Quiz: What Counts?

Off‑the‑job training must help you learn new skills or knowledge.

Your normal daily duties always count as off‑the‑job training.

Training must take place during paid working hours.

Anything done outside work hours automatically counts.

💭 Reflect: Your understanding

Which activities in your role do you think could count as off‑the‑job training, and why?

Section 2: Examples of Off‑The‑Job Activities

🧩 Warm‑up: Think about your role

Consider tasks you do that help you learn something new, even if they are not part of your usual routine.

📖 Suitable off‑the‑job activities

Training sessions

Workshops, webinars, online modules, and classroom learning all count.

Shadowing and mentoring

Observing experienced colleagues to learn new processes or techniques.

Project work

Working on tasks that stretch your skills or introduce new responsibilities.

Research and reading

Reading policies, procedures, or industry guidance that supports your learning.

📘 Example: A learner shadows a supervisor to learn how to complete stock checks, gaining new skills.

📘 Example: A learner completes a safeguarding module as part of their apprenticeship.

📖 Activities that do NOT count

Everyday duties

Tasks you already know how to do and perform regularly.

Breaks or personal time

Lunch breaks, travel time, or personal errands do not count.

Unrelated tasks

Activities not linked to your apprenticeship standard.

📘 Example: Serving customers in a role you already perform daily does not count as off‑the‑job training.

❓ Quick Quiz: Suitable Activities

Shadowing a colleague to learn a new skill counts as off‑the‑job training.

Taking your lunch break counts as off‑the‑job training.

Online learning linked to your apprenticeship counts.

Tasks you already do every day automatically count.

💭 Reflect: Your activities

Which off‑the‑job activities could you make more use of in your workplace?

Section 3: Recording Your Off‑The‑Job Hours

📖 Why accurate recording matters

Funding requirements

Accurate records ensure your apprenticeship meets government funding rules.

Progress tracking

Recording hours helps you and your tutor see your progress over time.

Confidence

Knowing your hours are correct helps you feel confident at reviews and assessments.

📘 Example: A learner logs each training session with the date, duration, and activity description.

📖 How to record hours effectively

Be specific

Record what you did, when you did it, and how long it took.

Link to criteria

Where possible, link activities to your apprenticeship units or learning outcomes.

Record regularly

Update your log weekly to avoid forgetting important details.

📘 Example: “Completed online module on safeguarding – 1 hour (Unit 3, LO2).”

❓ Quick Quiz: Recording Hours

Recording off‑the‑job hours helps meet funding rules.

You only need to record hours at the end of your apprenticeship.

Being specific about what you did makes your log clearer.

It is fine to guess the number of hours later.

💭 Reflect: Your recording habits

How often do you currently record your off‑the‑job hours, and what could help you improve?

Section 4: Making the Most of Off‑The‑Job Training

🧩 Task: Identify opportunities

List three opportunities in your workplace where you could learn something new and count it as off‑the‑job training.

📖 Using workplace opportunities

Stretch tasks

Ask to take on tasks that develop new skills or knowledge.

Shadowing

Spend time observing colleagues in roles or tasks you want to learn.

Training resources

Use online learning, manuals, or internal training materials.

📘 Example: A learner asks to help with stock ordering to develop organisational and IT skills.

📘 Example: Another learner shadows a team leader to learn about shift planning.

❓ Quick Quiz: Making the Most of Training

Shadowing can be used to gain new skills and count as off‑the‑job training.

You should avoid asking for new tasks at work.

Online learning can support your off‑the‑job hours.

Only classroom learning counts as off‑the‑job training.

💭 Reflect: Your next step

What is one new learning opportunity you could explore in your workplace this week?

Section 5: Bringing It All Together

🧩 Task: Create your off‑the‑job plan

Plan your next four weeks of off‑the‑job training. Include activities, estimated hours, and how each one links to your apprenticeship.

📖 Final tips for success

Be consistent

Regular small activities add up quickly and help you stay on track.

Be proactive

Look for opportunities to learn, even in everyday tasks.

Be confident

Recording your hours accurately helps you meet your requirements with confidence.

📘 Example: A learner plans one online module, one shadowing session, and one reading task each week.

📘 Example: Another learner uses a digital logbook to track hours and link them to criteria.

❓ Quick Quiz: Final Check

Small, regular activities help you meet your off‑the‑job hours.

You should only complete off‑the‑job training at the end of your apprenticeship.

Recording hours accurately builds confidence.

Only classroom learning counts as off‑the‑job training.

💭 Reflect: Your next step

What is one action you will take this week to strengthen your off‑the‑job training?