• To provide an overview of the class agenda and the expected learning objectives

Coach welcome apprentices to lesson and run through the session outline and learning objectives. Coach can run an ice breaker from here .

• Understand the data lifecycle and describe what happens at each stage

The data life cycle describes what happens to a piece of data from when it is created to when it is deleted and everything in between. Apprentices need to know the name of each stage (technically usage is not part of the BCS definition of the cycle, but we have included it as we think it is relevant) and understand what activities happen at each stage. Use this as an opportunity to understand the group's understanding of data and their expectations of how it should be used. At each stage discuss likely concepts they will need to understand- for example, during creation, how is the data created and what is its purpose? How is it stored? Is it being stored and processed lawfully? At what point does the data become out of date or obsolete? What are the data laws that govern its use? There is a short activity for apprentices to think about the data they use regularly so they can start to think about their work in data terms.

• Understand the Data Analytics Lifecycle and describe what happens at each stage

Following on from the data lifecycle we also want apprentices to think about the data analytics lifecycle. It is important apprentices know about both and are able to distinguish between them. The data analytics lifecycle may be called different things by different providers, but for us we follow the plan, data prep, analyse, model, refine and communicate cycle. You should run through each stage and discuss possible activities that might occur at each. The activity should help apprentices think about this. Encourage apprentices to think about their own projects and see how they can apply these stage to it. Most of this module is about helping apprentices think about how to plan out their projects. Most of the cycle will be covered in the two bootcamps.

• Identify who the key decision makers and contributors are in your project

The rest of the module will focus on the plan stage of the project and the first part of this is identifying stakeholders. In this section you want to guide apprentices to think about those who have influence on their projects and therefore how closely they need to manage them. For example, line managers should be regularly informed whereas the sales staff may need to be updated at the end of the project. You will show apprentices the different types of stakeholder which will help them consider who theirs are so they can start to plan how to manage them.

• Understand how to manage stakeholders in your project

Now stakeholders have been identified it is time to consider how they are to be managed. The key focus of this section is to help apprentices understand how they can elicit the right information from their stakeholders. If you know what a stakeholder wants then you can keep them at arms length by ensuring your work is in line with their expectations. A helpful tool for apprentices is the types of questions they ask which you will help them consider. There is an exercise which will allow apprentices to practice planning questions to help understand stakeholder expectations.

• Understand the information required to build a project brief

This is a shorter section in terms of your input as you give the floor to apprentices to discuss their experiences around communicating with stakeholders. What success have they seen? Where have things gone wrong? Try and summarise their thoughts and add some anecdotes from your own experience.

• Understand what information should be contained in a project brief

A crucial part of planning a project is designing a project brief that captures all the required information in one document that all stakeholders can access and agree to. You will guide and discuss with apprentices the what, when, who and why of a project so they understand what information they need to convey. This includes deadlines, problem statements, stakeholders and deliverables. There is an exercise for apprentices to review three examples of a brief to discuss what is good and bad about them.

• To recap the day

Go through the learning objectives again and show apprentices the assignments and check for their understanding. You may want to create a kahoot quiz, but if you do please make sure you have submitted a create resource request first. Remind apprentices to complete session attendance log and update their OTJT.

• To provide an overview of the class agenda and the expected learning objectives

Coach welcome apprentices to lesson and run through the session outline and learning objectives. Coach can run an ice breaker from here .

• To understand what is meant by data classification

This session focusses on an important part of planning a project- classifying data. What does it look like? Where does it come from? How should it be treated? This section will focus on what data classification is, and why it is an important step to be carried out. Help apprentices to think about the data they use and consider the content, context and users.

• Understand the different types of data you may use in a project

In this session the them of planning a project will continue through apprentices considering what the data may look like in their projects. Note, we are talking high level (quantitative vs qualitative) not the specific data types that programming languages use (string, number, float, etc). Please avoid talking about programming data types as you will likely confuse the apprentices. The aim of this section is for apprentices to plan out what tools, visualisations and models they may need to build based off the type of data they will receive. Understanding whether their data is quantitative or qualitative will allow them to anticipate issues and predict the best course of action they will need to follow. This section can lead to interesting discussions around specific data (is time discrete or continuous?)

• Explain the difference between structured and unstructred data

As well as considering the source and types of data they will be using, apprentices should also think about its structure. People tend to think of data as row and columns, and while much of the data apprentices will be using will be in this format, it is not all the data that exists in the world (or even their role). Apprentices will make use of unstructured data all the time (emails, videos, phone calls, etc) and this section can open their eyes to the possibility of applying data analytics technique to improve their role (how can they join information from emails/reports to make decisions more quickly and effectively?). A common cause of confusion is Excel spreadsheets. WHile the data within may be stored in a structured format, the sheet itself is unstructured as it does not conform to strict rules and itself is not easily readable.

• Understand where your data has come from

In a project brief, apprentices need to state where their data has come from as this will allow them to show considerations such as legal compliance and permissions. Go through each type of source and discuss what sort of data this might be and how they might want to use it. In all likilihood the data apprentices will use in their roles will be propietary and they need to demonstrate they have taken the necessary steps to ensure it is protected. Use this to discuss what steps they can take to protect their data and find out what types of data they regularly use. This is followed by a short exercise where apprentices can explore different file types, so they can see how they are structured and consider their advantages and disadvantages.

• Understand different ways data could be stored

When considering the data we use, we need to think about where it is stored. Apprentices should state in their projects where they are accessing the data, how they gained access and what the additional security steps are. This topic will be covered again in our database fundamentals module.

• Understand the ETL process

Throughout the course we will emphasise to apprentices the importance of having clean data. This section will help apprentices consider the risks of poor quality data and how they can reduce them. Like the previous section, this will be covered more thoroughly throughout our technical bootcamps but it is important apprentices are aware that they should always be questioning the quality of the data they are using and demonstrate what they have done to ensure it is clean. Ask apprentices for their experiences with poor quality data and what happened as a result.

• Understand how GDPR affects the way we use data

This entire session has been about helping apprentices assess their data before they use it, but one topic we have been skirting around is GDPR and the ethical use of data. This section will dive deeply into what GDPR contains and why it is important in the apprentice's role. It is crucial they know that any data that contains PII must be used in accordance to GDPR. Take opportunities to find out what apprentices already know, and address any gaps they have. The exercise will be an interesting experience to help them understand more what they need to do to protect their data. Apprentices should then be prepared to explain how they have used data safely in their portfolio.

• Understand the principles of Principle by Design

Following on from GDPR, apprentices need to demonstrate they understand the 7 principles behind privacy by design. Go through each principle and discuss them to ensure they understand. Apprentices need to show they are following these principles in all projects by reflecting on how they affect their role.

• Understand what the portfolio is

To demonstrate understanding of what they have been taught, apprentices have to compile a portfolio documenting projects where they have applied acquired skills. This section introduces what the portfolio is, take time to answer any questions they apprentices might have. Note, apprentices should only start building their portfolio once they start appplying acquired skills, which won't happen in reality until after the Excel bootcamp.

• Recap the day

Go through the learning objectives and assignments and clarify anything apprentices may still not understand. Go to Kahoot! and run the module 1 Kahoot quiz (apprentices can download the app on their phone, or just use their browser). Make sure apprentices update tehir OTJ and complete the SAL.