Undergraduate computing courses inevitably include a high degree of regeneration in order to keep abreast of this rapidly changing field. Introductory programming modules in particular need to adapt to changing trends and languages. Until recently, the focus of debate within the Oxford Brookes University curriculum has therefore been on the course content, but since 2012 there has been a major change in the method of delivery through the introduction of a new apprenticeship model. This paper seeks to reflect on this, and other recent changes which have led to improved student engagement and results. The data is limited however, and so the results presented here are not conclusive.