Creating aircraft components and equipment, specialising in a specific engineering discipline (for example - airframe, design and stress, systems integration, support engineering or manufacturing engineering).
This occupation is found in the civil and military aerospace sector. The occupation can be found in large, medium and small employers across the world. Aerospace engineers may work on specific aerospace products and associated integrated aerospace environments and infrastructure. Examples include aerospace manufacturers, aerospace support services, airports, aircraft carriers and air traffic control.
The broad purpose of the occupation is to design and develop aircraft, aeronautical components and associated systems including operational support. They support customers by aiming to improve flight safety, aircraft efficiency and reduce costs. They review aerospace products and develop design and manufacturing processes or systems. They use project management and continuous improvement techniques. They also address the environmental impact of flight by adopting latest technologies. They are typically office-based. They may be required to work in production facilities and test facilities. They may also work in hangars or outdoors on the aircraft or ground equipment. They may be required to support customers in the UK and worldwide. Depending on the product, they may be required to work in confined spaces and at height. Depending on the nature of the work, they may be required to work shift patterns.
In their daily work, an employee in this occupation interacts with colleagues across the organisation. For example manufacturing, project management, finance, human resources and procurement. They may also interact with customers, other specialist engineers, technicians, partners and suppliers. They will also work with different levels of engineers across multiple engineering disciplines. Depending on the organisation, they typically report to Senior Engineers, Senior Specialists or Chief Engineers.
An employee in this occupation is responsible for working ethically and professionally. Aerospace engineers work to Civil and Military Aviation regulatory requirements. They must meet statutory and company regulations, taking responsibility for health and safety. They also take responsibility for environmental and sustainablity regulations, cost, quality, accuracy and efficiency. They must proactively find solutions to problems and identify areas for business improvement. Aerospace engineers work individually and as part of a team. Depending on the size and structure of the organisation they may manage technicians or teams of engineers.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 48 months. The EPA period is typically 9 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the aerospace engineer, the qualification required is:
BEng Aerospace engineering; BSc Aerospace engineering or other engineering degree that fully aligns to the KSBs on the apprenticeship
EAL Diploma in engineering and advanced manufacturing (development competence)
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 10000 words (with a 10% tolerance).
You will have 32 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 5 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Royal Aeronautical Society (RAeS) for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This apprenticeship aligns with Institute of Mechanical Engineers (IMECHE) for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This apprenticeship aligns with Institution of Engineering and Technology (IET) for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This occupation is found in the civil and military aerospace sector. The occupation can be found in large, medium and small employers across the world. Aerospace engineers may work on specific aerospace products and associated integrated aerospace environments and infrastructure. Examples include aerospace manufacturers, aerospace support services, airports, aircraft carriers and air traffic control.
The broad purpose of the occupation is to design and develop aircraft, aeronautical components and associated systems including operational support. They support customers by aiming to improve flight safety, aircraft efficiency and reduce costs. They review aerospace products and develop design and manufacturing processes or systems. They use project management and continuous improvement techniques. They also address the environmental impact of flight by adopting latest technologies. They are typically office-based. They may be required to work in production facilities and test facilities. They may also work in hangars or outdoors on the aircraft or ground equipment. They may be required to support customers in the UK and worldwide. Depending on the product, they may be required to work in confined spaces and at height. Depending on the nature of the work, they may be required to work shift patterns.
In their daily work, an employee in this occupation interacts with colleagues across the organisation. For example manufacturing, project management, finance, human resources and procurement. They may also interact with customers, other specialist engineers, technicians, partners and suppliers. They will also work with different levels of engineers across multiple engineering disciplines. Depending on the organisation, they typically report to Senior Engineers, Senior Specialists or Chief Engineers.
An employee in this occupation is responsible for working ethically and professionally. Aerospace engineers work to Civil and Military Aviation regulatory requirements. They must meet statutory and company regulations, taking responsibility for health and safety. They also take responsibility for environmental and sustainablity regulations, cost, quality, accuracy and efficiency. They must proactively find solutions to problems and identify areas for business improvement. Aerospace engineers work individually and as part of a team. Depending on the size and structure of the organisation they may manage technicians or teams of engineers.
Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved academic qualifications of 96* UCAS points or above at A-Level standard or equivalent, to include two STEM based subject such as Maths, Physics, ICT, Computing, Electronics. Plus Five GCSEs at Grade 4 and above** including Mathematics, English and Double Science or equivalent qualification. (*Equal to 240 UCAS points. Prior to 2017,**equal to Grades C and above).
| Duty | KSBs |
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Duty 1 Plan, lead and support the delivery of aerospace projects ensuring integration with key stakeholders, company objectives and strategies. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 K28 K29 K30 K31 K32 |
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Duty 2 Communicate key performance indicators, progress, risks and issues at all levels of the business, throughout the product lifecycle and through design reviews and technical reports. |
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Duty 3 Identify, evaluate, derive and maintain technical requirements for aerospace projects in line with regulatory and certification requirements. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K17 K18 K19 K20 K22 K23 K24 K25 K26 K28 K29 K30 K31 K32 |
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Duty 4 Design or redesign aerospace products, systems and services to fulfil defined project requirements. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K19 K25 K26 K28 K29 K31 K32 |
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Duty 5 Generate, utilise, validate and verify technical analyses models and simulations to predict the performance of aerospace products and systems. |
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Duty 6 Oversee and project manage the production of prototype systems and components to validate and verify functionality and performance of aerospace products. |
K7 K14 K16 K17 K18 K20 K21 K24 K25 K26 K28 K29 K30 K31 K32 |
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Duty 7 Develop, define, execute testing of aerospace products or systems for certification and stakeholder acceptance. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K14 K17 K18 K19 K20 K22 K23 K24 K28 K29 K31 K32 |
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Duty 8 Analyse test and in-service data to review the suitability and performance of aerospace products and systems, utilising data analytics techniques. |
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Duty 9 Verify that aerospace processes, products and systems comply with local, national and international regulatory, legislative, customer and company standards throughout the life cycle. For example, quality, environmental, anti-bribery and corruption, Official Secrets Act, export control, health and safety standards. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K17 K20 K28 K29 K30 K31 K32 |
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Duty 10 Review performance of aerospace products, processes and systems, assess the cause of any faults or problems and propose modifications. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K17 K18 K19 K20 K22 K23 K24 K25 K26 K27 K28 K29 K30 K31 K32 |
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Duty 11 Implement and coordinate the continuous improvement of aerospace products, processes and systems. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K22 K23 K24 K25 K26 K27 K28 K29 K30 K31 K32 |
K1: Mathematics: the mathematical techniques and analytical methods required to model mechanical and electrical systems: algebra, calculus, geometry, trigonometry, statistics.
Back to Duty
K2: Aeronautical engineering design: the creative design process including defining the problem, creating and evaluating ideas to select the design solution for a given aerospace engineering application and environment.
Back to Duty
K3: Testing the engineering solution: the tools to support the process such as root cause analysis; requirements definition; simulation; production drawings; design for manufacture, cost and maintenance.
Back to Duty
K4: Systems engineering: the system lifecycle from concept to disposal; requirements validation and verification; architecture definition, sub-system design and testing; integration; design for support and maintenance; functional safety, cyber vulnerability, data acquisition and secure data handling.
Back to Duty
K5: Mechanical engineering: theory, design and application of mechanical equipment and systems, and the fundamental laws and theorems that govern them; including force and moment systems, free body diagrams, equilibrium, friction, beam theory, hydrostatics, kinematics, Work-Energy and Impulse-Momentum methods, vector algebra, scalar and graphical approaches.
Back to Duty
K6: Aircraft structural engineering: analysis and modelling for the determination of the effects of loads on physical structures, mechanisms, and their associated components: static and fatigue stress, structural failure modes, safe-life and fail-safe design, Finite Element Analysis (FEA).
Back to Duty
K7: Materials: the main classes of engineering materials and their associated mechanical, electrical and environmental properties. Techniques for selecting materials to achieve manufacturing and design requirements.
Back to Duty
K8: Thermodynamics: core thermodynamic concepts, system types and the application to engineering systems: basic power cycles and their thermodynamic analysis.
Back to Duty
K9: Electrical and electronic engineering: theory, design and application of equipment and systems which use electricity and electromagnetism, and the fundamental laws and theorems that govern electrical and electronic systems; alternating current and direct current (AC/DC), circuit design, transformers, motors, drives, analogue and digital.
Back to Duty
K10: Aircraft stability and control: theoretical and practical aspects and principles of aircraft flight and performance.
Back to Duty
K11: Aircraft systems: mechanical and electrical flight control systems, sensors, power generation and transmission, flying control surfaces, avionics, fuel, landing systems.
Back to Duty
K12: Software engineering: principles of how to create and use computer programming applied to engineering systems, including real-time applications.
Back to Duty
K13: Data analytics: data handling considerations (data protection and encryption), introduction to machine learning and Artificial Intelligence.
Back to Duty
K14: Manufacturing: techniques for producing finished products efficiently and sustainably; common methods and models for the manufacturing process, Additive Manufacturing, composites and advanced metallic materials.
Back to Duty
K15: Industry 4.0: impacts on organisations, integration of automation, digital systems and manufacturing engineering systems.
Back to Duty
K16: Project management for aerospace activities: project planning, management of risks, commercial awareness, financial management and resourcing.
Back to Duty
K17: Principles of quality control and quality assurance techniques in an aerospace environment.
Back to Duty
K18: Continuous improvement methodologies.
Back to Duty
K19: Problem solving tools and techniques.
Back to Duty
K20: National and international safety requirements: statutory, regulatory, organisational and certification principles in an aerospace environment.
Back to Duty
K21: Computer-aided design: 2D and 3D CAD using software packages.
Back to Duty
K22: Aerodynamics: high and low speed aerodynamic techniques, laminar and turbulent flow, boundary conditions, drag and friction, compressible flow and Computational Fluid Dynamics (CFD).
Back to Duty
K23: Fluid dynamics: different fluid flow types and the application to turbo machinery, hydraulics, pneumatics and liquid fuel: laminar and turbulent flow, boundary conditions, drag and friction, compressible flow and Computational Fluid Dynamics (CFD).
Back to Duty
K24: Environment and sustainability: end to end value chain for sustainable products; Hydrogen, SAF (Sustainable Aviation Fuels) and electrification. Avoidance, use and disposal of harmful materials according to appropriate environmental regulations.
Back to Duty
K25: Teamwork and leadership: negotiation techniques, conflict management, people development techniques, performance management, diversity and inclusivity.
Back to Duty
K26: Information technology: digital tools for engineering activities, configuration management, research and analysis.
Back to Duty
K27: Information technology: digital tools for presentation of data, digital communication and collaboration packages.
Back to Duty
K28: Communication techniques: verbal and written.
Back to Duty
K29: Report writing techniques and methods.
Back to Duty
K30: Presentation techniques.
Back to Duty
K31: Time management techniques.
Back to Duty
K32: International standards for engineering representations, drawings, and graphical information.
Back to Duty
S1: Communicate with stakeholders: verbal and written.
Back to Duty
S2: Write reports: data, technical information, drawings, outcomes and recommendations
Back to Duty
S3: Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities. Presenting technical results or trade studies into design reviews.
Back to Duty
S4: Use information technology: digital tools for presentation of data, digital communication and collaboration packages.
Back to Duty
S5: Use information technology: digital tools for engineering activities, configuration management, research and analysis. For example, exploiting data analytics, artificial intelligence and machine learning.
Back to Duty
S6: Use problem solving tools and techniques, for example: Root Cause Analysis (RCA) Process Failure Modes Effects Analysis (PFMEA), Fishbone and Practical Problem Solving (PPS).
Back to Duty
S7: Use continuous improvement methodologies. For example, Kaizen, Lean manufacturing and Kanban.
Back to Duty
S8: Produce and review design solutions, drawings, sketches using Computer Aided Design (CAD) and manual systems.
Back to Duty
S9: Model real-world systems and products using, for example Computer Aided Modelling (CAM), Finite Element Modelling (FEM), Model Based System Engineering (MBSE).
Back to Duty
S10: Assess different designs to identify solutions for a given aerospace engineering application and environment.
Back to Duty
S11: Produce systems solutions considering integrated structural engineering designs.
Back to Duty
S12: Develop and execute test plans to support aerospace product validation and approval.
Back to Duty
S13: Design functional aerospace systems and assemblies from component level. For example, designing elements of a landing gear to produce a complete landing system.
Back to Duty
S14: Apply project management techniques. For example, estimating, programming, risk, cost and budget control, time management and resource management.
Back to Duty
S15: Identify and comply with legal and statutory requirements. For example, health and safety, environmental protection, sustainability, aerospace certification requirements and data protection.
Back to Duty
S16: Plan and manage own time.
Back to Duty
S17: Work with and lead others including, negotiation, conflict management and developing others.
Back to Duty
B1: Lead by example to promote health and safety.
Back to Duty
B2: Lead by example and promote environment, ethical and sustainable practices.
Back to Duty
B3: Adapt to challenging or changing situations and be resilient to the effects.
Back to Duty
B4: Collaborate and promote teamwork across disciplines.
Back to Duty
B5: Lead by example to promote accessibility, diversity and inclusion.
Back to Duty
B6: Commits to their own and others' professional development.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (integrated degree)
Level: 4
Ofqual regulated
This standard partially aligns with the following professional recognition:
Royal Aeronautical Society (RAeS) for Incorporated Engineer (IEng)
This apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level.
Institute of Mechanical Engineers (IMECHE) for Incorporated Engineer (IEng)
This apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level.
Institution of Engineering and Technology (IET) for Incorporated Engineer (IEng)
This apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level.
This is a regulated occupation.
Civil Aviation Authority
Training Provider does not require approval by regulator body
EPAO does not require approval by regulator body
V1.1
This document explains the requirements for end-point assessment (EPA) for the aerospace engineer degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering their EPA.
Aerospace engineer apprentices, their employers and training providers should read this document.
A degree-apprenticeship enables the awarding of a degree within the achievement of an apprenticeship. This means the degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. Therefore, the apprenticeship and the degree must be completed, passed and awarded together to achieve the aerospace engineer degree-apprenticeship.
Apprentices must complete and pass all on and off-the-job training before completing an EPA to determine occupational competence.
A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on both the register of apprenticeship training providers (RoATP) and the register of end-point assessment organisations (RoEPAO). The apprentice's employer must select an HEP who is on both registers.
If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in accordance with this assessment plan. However, the number of credits devoted to EPA may vary across HEPs. The recommended EPA contribution is a 12th of the total credit value.
A full-time apprentice typically spends 48 months on-programme (this means in training before the gateway) working towards occupational competence as an aerospace engineer. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA should then be completed within an EPA period lasting typically 9 months.
Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in accordance with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.
This EPA has 2 assessment methods.
The grades available for each EPA method are:
EPA method 1 - project: report and presentation with questions:
EPA method 2 - professional discussion, underpinned by a portfolio of evidence:
The result from each EPA method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 48 months
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The apprentice must:
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End-point assessment gateway
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For the apprentice to pass gateway, the employer must confirm that the apprentice is working at or above the level of occupational competence. The apprentice must:
Apprentices must submit all gateway evidence to their EPAO as required, including any relevant organisation specific policies and procedures as requested by the EPAO. |
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End-point assessment - typically 9 months
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Grades available for each method: Project: report and presentation with questions
Professional discussion, underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This degree-apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The apprentice, on completion of this degree-apprenticeship will partially satisfy the requirements for registration at this level.
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 9 months.
The expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.
The apprentice’s employer must confirm that they think the apprentice is working at or above the level of occupational competence as an aerospace engineer (degree). The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the following gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 8 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the professional discussion. Assessors should review the portfolio of evidence to prepare questions for the professional discussion assessment method. They are not required to provide feedback after this review.
Apprentices must submit all gateway evidence to their EPAO as required, including any relevant organisation specific policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through gateway.
The project: report and presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This assessment method has 2 components:
a project report
presentation with questions and answers
The project and any components must be assessed holistically to decide the grade for this assessment method. The academic assessor assesses the project: report and presentation with questions against the EPA grading criteria. The occupational assessor must contribute to EPA grading decisions of the project: report and presentation with questions. In the case of differing EPA grading decisions between the two assessors, the occupational assessor’s decision is final.
This EPA method is being used because
• it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
• it allows for a range of aerospace engineering activities to be demonstrated
• it provides a cost-effective assessment, as it minimises assessor time and makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity
The apprentice must complete a project based on any of the following:
The project must cover the following themes:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a report and presentation.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include technical internal or external support. However, the project output must be the apprentice's own work and will be reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice's own work when it is submitted.
The report must include at least:
The project report must have a word count of 10000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the relevant KSBs mapped to this assessment method.
The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 32 of the EPA period.
In the presentation with questions the apprentice delivers a presentation to the assessors on a set subject. The assessors must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The presentation will provide an overview of the apprentice's project and the project report. The assessors must ask questions after the presentation. All presentations must include at least:
The apprentice must deliver their presentation to both assessors at the same time.
The assessors must ask questions after the presentation.
The presentation with questions must last 60 minutes. This will typically include a presentation of 25 minutes and questioning lasting 35 minutes. The assessors can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The assessors must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required. The assessors must use the full time available for questioning.
The purpose of the assessors questions will be to assess the following themes:
The purpose of the assessors questions will also be to:
The apprentice must prepare and submit their presentation to the EPAO at the same time as the report which is a maximum of 32 weeks after the gateway. The apprentice must notify the EPAO, at the submission of the presentation, of any technical requirements for the presentation.
For the presentation, the apprentice will have access to:
The assessors must have at least 2 weeks to review the project report and presentation speaker notes and supporting materials, before the presentation is delivered by the apprentice, to allow them to prepare questions.
The EPAO must give the apprentice at least 2 weeks notice of the date and time of the presentation with questions.
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs must ensure that questions are refined and developed to a high standard.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the project: report and presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, the assessors and the apprentice have a formal conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
The occupational assessor assesses the professional discussion against the EPA grading criteria and makes the EPA grade decision.
The academic assessor must contribute to the EPA grading decisions of the professional discussion.
In the case of differing EPA grading decisions between the two assessors, the occupational assessor’s decision is final.
This EPA method is being used because:
the professional discussion is an accurate method to assess those KSBs that are not likely to occur in the post gateway project.
an aerospace engineer is expected to discuss their findings and results of work-based tasks or previous projects in a formal setting and explain in detail their results.
the professional discussion will be underpinned by a portfolio which may outline:
• examples of work, work-based training, development activities and performance reviews that the apprentice has undertaken during the “on-programme” apprenticeship period
• details of the work, tasks or projects undertaken including a high-level overview, key objectives, deliverables, time periods for the work and a detailed description of the activities and apprentice’s contributions
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The assessors conduct and assess the professional discussion.
The purpose of the assessors questions will be to assess the following themes:
develop test plans
engineering integration
leadership, teamwork and communication
software engineering
concept of industry 4.0
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The assessors must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence, however the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The assessors can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
For the professional discussion, the assessors must ask at least 8 questions. Follow-up questions are allowed. The assessors must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method at the highest possible grade.
The assessors must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers and Professional Engineering Institutions (PEI) of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers and Professional Engineering Institutions (PEI). The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. The EPAO must ensure that questions are refined and developed to a high standard.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion, underpinned by a portfolio of evidence:
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Design assessment and problem solving
K2 K17 K19 K20 K24 S6 S10 S15 B1 B2 |
Critically assesses aerospace engineering designs to identify potential solutions and inform their decision making. Identifies a solution to a defined aeronautical engineering problem that promotes the environment and sustainable practices in-line with the brief. (K2, K24, S10) Uses problem-solving tools and techniques and evaluates how they make a difference to either the customer or the business. (K19, S6) Evaluates the extent to which the project solution complies with national and international legal, statutory, organisational and certification requirements, and aligns with aerospace quality control and assurance processes. (K17, K20, S15) Acts as a role model to promote ethical, environmental and sustainable practices and health and safety in line with organisational policies (B1, B2)
|
Critically evaluates how they use problem solving tools or techniques to better support decision making and business objectives. (K19, S6) Identifies solutions which exceed the requirements set out in the project brief regarding, for example, time, quality, cost, sustainability or environmental impact. (K24, S10) |
|
Engineering activities
K1 K13 K26 S5 |
Uses digital tools, data analysis and mathematics to undertake aerospace engineering activities, including configuration management, research and analysis, to achieve the outcomes of the project brief. (K1, K13, K26, S5) |
Critically evaluates the advantage to the business of using digital tools and data analysis within aerospace engineering activities. (K13, K26, S5) |
|
Project management
K16 K31 S14 S16 |
Applies project management techniques to ensure their project meets the brief within the timescale, cost and quality constraints. Identifies and manages risks to deliver aerospace activities in line with organisational policies and project objectives. (K16, S14) Manages their own time in line with agreed budgets and organisational policies. (K31, S16) |
Critically evaluates their own management of time, costs and risks, outlining how they supported business objectives and priorities, outlining what they would do differently to improve their management of future projects. (K16, S14) Applies contingency planning techniques to mitigate risks to time, cost and quality. (K31, S16) |
|
Continuous improvement
K18 S7 |
Uses continuous improvement methods towards the delivery of the project. (K18, S7) |
Critically evaluates the impact on project outcomes of applying continuous improvement methodologies. (K18, S7) |
|
Report writing
K29 S2 |
Writes reports conveying technical information, including data and drawings, with outcomes and recommendations that meet the needs of the project brief and target audience. (K29, S2) |
N/A |
|
Presentation skills
K27 K30 S3 S4 |
Delivers the presentation and conveys the project’s process, outcomes and technical information using digital tools and presentation techniques that meet the needs of the audience. (K27, K30, S3, S4) |
N/A |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
|
Design and modelling
K6 K21 K32 S8 S9 |
Explains and evaluates how they review design solutions to aerospace engineering challenges and produce sketches and drawings using computer-aided design (CAD) and manual systems that meet the business need. (K21, K32, S8) Explains and evaluates how they model real-world aircraft engineering systems and products using a digital modelling system to meet a business need. (K6, S9) |
|
Develop test plans
K3 S12 |
Defines test criteria and evaluates how they implement test plans that provide quantitative data that underpins aerospace product validation and approval decisions. (K3, S12) |
|
Engineering integration
K4 S11 S13 |
Explains and evaluates how they design functional aerospace systems and assemblies from component level that incorporate integrated engineering designs and produces solutions that meet a business need. (K4, S11, S13) |
|
Leadership, teamwork and communication
K25 K28 S1 S17 B3 B4 B5 |
Justifies their use of verbal and written communication techniques when interacting with stakeholders to negotiate and manage conflicts. (K28, S1) Articulates how they maintain resilience and adapt to challenging or changing situations whist collaborating with, leading and developing others to achieve desired outcomes. (K25, S17, B3, B4) Evaluates how they lead by example to ensure diversity, equality, inclusivity and accessibility needs of others are met. (B5) |
|
Continuous professional development
B6 |
Evaluates the impact of their own professional development on their technical and professional competence. Explains how their investment in the professional development of others has impacted both the individual and the business. (B6) |
|
Software engineering
K12 |
Outlines the principles of creating and applying computer programming in engineering systems, including real-time applications. (K12) |
|
Manufacturing
K14 |
Explains the techniques and common methods and models used in efficient and sustainable manufacturing of finished products, including the use of additives, composites and advanced metallic materials. (K14) |
|
Concept of industry 4.0
K15 |
Articulates the impact industry 4.0 is having on the ways of working in organisations and the benefits digitisation brings. (K15) |
The assessment methods contribute equally to the overall EPA pass grade.
Performance in the EPA determines the apprenticeship grade of:
The EPAO must combine the final grades for the individual assessment methods to determine the overall EPA grade as follows:
If the apprentice fails one or more assessment methods, they will be awarded an overall EPA fail.
To achieve an overall EPA pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, apprentices must achieve a distinction in the project and a pass in the professional discussion.
| Project: report and presentation with questions | Professional discussion, underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Distinction |
An apprentice who fails one or more assessment method(s) can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
An apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they will be required to amend the project output in line with the assessors’ feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO (HEP) |
As a minimum, the EPAO (HEP) must:
|
|
Training provider (HEP) |
As a minimum, the training provider (HEP) must:
|
|
Occupational assessor |
As a minimum, an occupational assessor must:
|
|
Academic assessor |
As a minimum, an academic assessor must:
|
|
External examiner |
As a minimum, the external examiner must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.
EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:
Affordability of the EPA will be aided by using at least some of the following:
This degree-apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The apprentice, on completion of this degree-apprenticeship will partially satisfy the requirements for registration at this level.
This degree-apprenticeship aligns with:
Royal Aeronautical Society (RAeS) for Incorporated Engineer (IEng)
Institute of Mechanical Engineers (IMECHE) for Incorporated Engineer (IEng)
Institution of Engineering and Technology (IET) for Incorporated Engineer (IEng)
The outcome of the EPA must be aggregated with the degree to enable the degree-apprenticeship to be awarded. Once the overall EPA grade has been determined in accordance with this EPA plan, aggregation can be achieved in a variety of ways. This will be determined during the creation of the degree-apprenticeship. Examples of how this aggregation can work include:
HEPs can explore other ways of aggregating the EPA with the degree outcomes in-line with the latest IfATE degree-apprenticeship policy
| Knowledge | Assessment methods |
|---|---|
|
K1
Mathematics: the mathematical techniques and analytical methods required to model mechanical and electrical systems: algebra, calculus, geometry, trigonometry, statistics. Back to Grading |
Project: report and presentation with questions |
|
K2
Aeronautical engineering design: the creative design process including defining the problem, creating and evaluating ideas to select the design solution for a given aerospace engineering application and environment. Back to Grading |
Project: report and presentation with questions |
|
K3
Testing the engineering solution: the tools to support the process such as root cause analysis; requirements definition; simulation; production drawings; design for manufacture, cost and maintenance. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K4
Systems engineering: the system lifecycle from concept to disposal; requirements validation and verification; architecture definition, sub-system design and testing; integration; design for support and maintenance; functional safety, cyber vulnerability, data acquisition and secure data handling. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K5
Mechanical engineering: theory, design and application of mechanical equipment and systems, and the fundamental laws and theorems that govern them; including force and moment systems, free body diagrams, equilibrium, friction, beam theory, hydrostatics, kinematics, Work-Energy and Impulse-Momentum methods, vector algebra, scalar and graphical approaches. Back to Grading |
No mapped assessment methods |
|
K6
Aircraft structural engineering: analysis and modelling for the determination of the effects of loads on physical structures, mechanisms, and their associated components: static and fatigue stress, structural failure modes, safe-life and fail-safe design, Finite Element Analysis (FEA). Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K7
Materials: the main classes of engineering materials and their associated mechanical, electrical and environmental properties. Techniques for selecting materials to achieve manufacturing and design requirements. Back to Grading |
No mapped assessment methods |
|
K8
Thermodynamics: core thermodynamic concepts, system types and the application to engineering systems: basic power cycles and their thermodynamic analysis. Back to Grading |
No mapped assessment methods |
|
K9
Electrical and electronic engineering: theory, design and application of equipment and systems which use electricity and electromagnetism, and the fundamental laws and theorems that govern electrical and electronic systems; alternating current and direct current (AC/DC), circuit design, transformers, motors, drives, analogue and digital. Back to Grading |
No mapped assessment methods |
|
K10
Aircraft stability and control: theoretical and practical aspects and principles of aircraft flight and performance. Back to Grading |
No mapped assessment methods |
|
K11
Aircraft systems: mechanical and electrical flight control systems, sensors, power generation and transmission, flying control surfaces, avionics, fuel, landing systems. Back to Grading |
No mapped assessment methods |
|
K12
Software engineering: principles of how to create and use computer programming applied to engineering systems, including real-time applications. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K13
Data analytics: data handling considerations (data protection and encryption), introduction to machine learning and Artificial Intelligence. Back to Grading |
Project: report and presentation with questions |
|
K14
Manufacturing: techniques for producing finished products efficiently and sustainably; common methods and models for the manufacturing process, Additive Manufacturing, composites and advanced metallic materials. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K15
Industry 4.0: impacts on organisations, integration of automation, digital systems and manufacturing engineering systems. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K16
Project management for aerospace activities: project planning, management of risks, commercial awareness, financial management and resourcing. Back to Grading |
Project: report and presentation with questions |
|
K17
Principles of quality control and quality assurance techniques in an aerospace environment. Back to Grading |
Project: report and presentation with questions |
|
K18
Continuous improvement methodologies. Back to Grading |
Project: report and presentation with questions |
|
K19
Problem solving tools and techniques. Back to Grading |
Project: report and presentation with questions |
|
K20
National and international safety requirements: statutory, regulatory, organisational and certification principles in an aerospace environment. Back to Grading |
Project: report and presentation with questions |
|
K21
Computer-aided design: 2D and 3D CAD using software packages. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K22
Aerodynamics: high and low speed aerodynamic techniques, laminar and turbulent flow, boundary conditions, drag and friction, compressible flow and Computational Fluid Dynamics (CFD). Back to Grading |
No mapped assessment methods |
|
K23
Fluid dynamics: different fluid flow types and the application to turbo machinery, hydraulics, pneumatics and liquid fuel: laminar and turbulent flow, boundary conditions, drag and friction, compressible flow and Computational Fluid Dynamics (CFD). Back to Grading |
No mapped assessment methods |
|
K24
Environment and sustainability: end to end value chain for sustainable products; Hydrogen, SAF (Sustainable Aviation Fuels) and electrification. Avoidance, use and disposal of harmful materials according to appropriate environmental regulations. Back to Grading |
Project: report and presentation with questions |
|
K25
Teamwork and leadership: negotiation techniques, conflict management, people development techniques, performance management, diversity and inclusivity. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K26
Information technology: digital tools for engineering activities, configuration management, research and analysis. Back to Grading |
Project: report and presentation with questions |
|
K27
Information technology: digital tools for presentation of data, digital communication and collaboration packages. Back to Grading |
Project: report and presentation with questions |
|
K28
Communication techniques: verbal and written. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K29
Report writing techniques and methods. Back to Grading |
Project: report and presentation with questions |
|
K30
Presentation techniques. Back to Grading |
Project: report and presentation with questions |
|
K31
Time management techniques. Back to Grading |
Project: report and presentation with questions |
|
K32
International standards for engineering representations, drawings, and graphical information. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Communicate with stakeholders: verbal and written. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S2
Write reports: data, technical information, drawings, outcomes and recommendations Back to Grading |
Project: report and presentation with questions |
|
S3
Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities. Presenting technical results or trade studies into design reviews. Back to Grading |
Project: report and presentation with questions |
|
S4
Use information technology: digital tools for presentation of data, digital communication and collaboration packages. Back to Grading |
Project: report and presentation with questions |
|
S5
Use information technology: digital tools for engineering activities, configuration management, research and analysis. For example, exploiting data analytics, artificial intelligence and machine learning. Back to Grading |
Project: report and presentation with questions |
|
S6
Use problem solving tools and techniques, for example: Root Cause Analysis (RCA) Process Failure Modes Effects Analysis (PFMEA), Fishbone and Practical Problem Solving (PPS). Back to Grading |
Project: report and presentation with questions |
|
S7
Use continuous improvement methodologies. For example, Kaizen, Lean manufacturing and Kanban. Back to Grading |
Project: report and presentation with questions |
|
S8
Produce and review design solutions, drawings, sketches using Computer Aided Design (CAD) and manual systems. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S9
Model real-world systems and products using, for example Computer Aided Modelling (CAM), Finite Element Modelling (FEM), Model Based System Engineering (MBSE). Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S10
Assess different designs to identify solutions for a given aerospace engineering application and environment. Back to Grading |
Project: report and presentation with questions |
|
S11
Produce systems solutions considering integrated structural engineering designs. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S12
Develop and execute test plans to support aerospace product validation and approval. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S13
Design functional aerospace systems and assemblies from component level. For example, designing elements of a landing gear to produce a complete landing system. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S14
Apply project management techniques. For example, estimating, programming, risk, cost and budget control, time management and resource management. Back to Grading |
Project: report and presentation with questions |
|
S15
Identify and comply with legal and statutory requirements. For example, health and safety, environmental protection, sustainability, aerospace certification requirements and data protection. Back to Grading |
Project: report and presentation with questions |
|
S16
Plan and manage own time. Back to Grading |
Project: report and presentation with questions |
|
S17
Work with and lead others including, negotiation, conflict management and developing others. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Lead by example to promote health and safety. Back to Grading |
Project: report and presentation with questions |
|
B2
Lead by example and promote environment, ethical and sustainable practices. Back to Grading |
Project: report and presentation with questions |
|
B3
Adapt to challenging or changing situations and be resilient to the effects. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B4
Collaborate and promote teamwork across disciplines. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B5
Lead by example to promote accessibility, diversity and inclusion. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B6
Commits to their own and others' professional development. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Design assessment and problem solving
K2 K17 K19 K20 K24 S6 S10 S15 B1 B2 |
Aeronautical engineering design: the creative design process including defining the problem, creating and evaluating ideas to select the design solution for a given aerospace engineering application and environment. (K2) Principles of quality control and quality assurance techniques in an aerospace environment. (K17) Problem solving tools and techniques. (K19) National and international safety requirements: statutory, regulatory, organisational and certification principles in an aerospace environment. (K20) Environment and sustainability: end to end value chain for sustainable products; Hydrogen, SAF (Sustainable Aviation Fuels) and electrification. Avoidance, use and disposal of harmful materials according to appropriate environmental regulations. (K24) |
Use problem solving tools and techniques, for example: Root Cause Analysis (RCA) Process Failure Modes Effects Analysis (PFMEA), Fishbone and Practical Problem Solving (PPS). (S6) Assess different designs to identify solutions for a given aerospace engineering application and environment. (S10) Identify and comply with legal and statutory requirements. For example, health and safety, environmental protection, sustainability, aerospace certification requirements and data protection. (S15) |
Lead by example to promote health and safety. (B1) Lead by example and promote environment, ethical and sustainable practices. (B2) |
|
Engineering activities
K1 K13 K26 S5 |
Mathematics: the mathematical techniques and analytical methods required to model mechanical and electrical systems: algebra, calculus, geometry, trigonometry, statistics. (K1) Data analytics: data handling considerations (data protection and encryption), introduction to machine learning and Artificial Intelligence. (K13) Information technology: digital tools for engineering activities, configuration management, research and analysis. (K26) |
Use information technology: digital tools for engineering activities, configuration management, research and analysis. For example, exploiting data analytics, artificial intelligence and machine learning. (S5) |
None |
|
Project management
K16 K31 S14 S16 |
Project management for aerospace activities: project planning, management of risks, commercial awareness, financial management and resourcing. (K16) Time management techniques. (K31) |
Apply project management techniques. For example, estimating, programming, risk, cost and budget control, time management and resource management. (S14) Plan and manage own time. (S16) |
None |
|
Continuous improvement
K18 S7 |
Continuous improvement methodologies. (K18) |
Use continuous improvement methodologies. For example, Kaizen, Lean manufacturing and Kanban. (S7) |
None |
|
Report writing
K29 S2 |
Report writing techniques and methods. (K29) |
Write reports: data, technical information, drawings, outcomes and recommendations (S2) |
None |
|
Presentation skills
K27 K30 S3 S4 |
Information technology: digital tools for presentation of data, digital communication and collaboration packages. (K27) Presentation techniques. (K30) |
Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities. Presenting technical results or trade studies into design reviews. (S3) Use information technology: digital tools for presentation of data, digital communication and collaboration packages. (S4) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Design and modelling
K6 K21 K32 S8 S9 |
Aircraft structural engineering: analysis and modelling for the determination of the effects of loads on physical structures, mechanisms, and their associated components: static and fatigue stress, structural failure modes, safe-life and fail-safe design, Finite Element Analysis (FEA). (K6) Computer-aided design: 2D and 3D CAD using software packages. (K21) International standards for engineering representations, drawings, and graphical information. (K32) |
Produce and review design solutions, drawings, sketches using Computer Aided Design (CAD) and manual systems. (S8) Model real-world systems and products using, for example Computer Aided Modelling (CAM), Finite Element Modelling (FEM), Model Based System Engineering (MBSE). (S9) |
None |
|
Develop test plans
K3 S12 |
Testing the engineering solution: the tools to support the process such as root cause analysis; requirements definition; simulation; production drawings; design for manufacture, cost and maintenance. (K3) |
Develop and execute test plans to support aerospace product validation and approval. (S12) |
None |
|
Engineering integration
K4 S11 S13 |
Systems engineering: the system lifecycle from concept to disposal; requirements validation and verification; architecture definition, sub-system design and testing; integration; design for support and maintenance; functional safety, cyber vulnerability, data acquisition and secure data handling. (K4) |
Produce systems solutions considering integrated structural engineering designs. (S11) Design functional aerospace systems and assemblies from component level. For example, designing elements of a landing gear to produce a complete landing system. (S13) |
None |
|
Leadership, teamwork and communication
K25 K28 S1 S17 B3 B4 B5 |
Teamwork and leadership: negotiation techniques, conflict management, people development techniques, performance management, diversity and inclusivity. (K25) Communication techniques: verbal and written. (K28) |
Communicate with stakeholders: verbal and written. (S1) Work with and lead others including, negotiation, conflict management and developing others. (S17) |
Adapt to challenging or changing situations and be resilient to the effects. (B3) Collaborate and promote teamwork across disciplines. (B4) Lead by example to promote accessibility, diversity and inclusion. (B5) |
|
Continuous professional development
B6 |
None |
None |
Commits to their own and others' professional development. (B6) |
|
Software engineering
K12 |
Software engineering: principles of how to create and use computer programming applied to engineering systems, including real-time applications. (K12) |
None |
None |
|
Manufacturing
K14 |
Manufacturing: techniques for producing finished products efficiently and sustainably; common methods and models for the manufacturing process, Additive Manufacturing, composites and advanced metallic materials. (K14) |
None |
None |
|
Concept of industry 4.0
K15 |
Industry 4.0: impacts on organisations, integration of automation, digital systems and manufacturing engineering systems. (K15) |
None |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Standard, end-point assessment plan and funding band revised but funding remained the same. | 08/11/2023 | Not set | Not set |
| 1.0 | Approved for delivery | 03/09/2015 | 07/11/2023 | Not set |
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