This apprenticeship is available for new starts from 1 June 2024.
Option 3 of ST0457 Engineering technician is being replaced with this new apprenticeship ST1315 - Aircraft maintenance technician and is available for information only.
This apprenticeship is in development and is subject to change
An apprenticeship is only available for delivery when both the standard and assessment plan is approved and a funding band (core government contribution) has been assigned to the standard.
If you'd like to get involved and contribute to the development of this apprenticeship, please read about developing standards and assessment plans. You can email the trailblazer contact using the details on this page.
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This apprenticeship standard will be reviewed after three years
Aircraft maintenance technicians work in the civil and military engineering sector in the aviation industry. Aircraft maintenance is required to ensure the continuing airworthiness of an aircraft or aircraft component. Aircraft include small aeroplanes, airliners, jet fighters, helicopters, and other air vehicles. The sector is highly regulated, to ensure the safe and correct functioning of the aircraft. Employers range in size from small to large and include small airfield maintenance operators, large international commercial airlines, aircraft manufacturers and the military.
Aircraft maintenance technicians maintain and certify aircraft. They check, repair, and modify mechanical, electrical and electronic aircraft components and systems. They conduct safety checks and select aircraft technical logs and work schedule information. They select and check tools and equipment to carry out aircraft component inspection. They perform scheduled and unscheduled maintenance. They rectify faults and communicate work carried out with stakeholders. They complete documentation, handover work and reinstate the work area. They may be required to work shifts, to work at height and in confined spaces. They may work in a range of environments including hangars, outdoors and workshops. They may be required to hold an Aircraft Maintenance Licence. Licences are issued by the Civil Aviation Authority (CAA), European Union Aviation Safety Agency (EASA) or Military equivalent.
Aircraft maintenance technicians interact with flight crew, cabin crew, customers, and engineering colleagues. They typically report to shift leaders, supervisors, or managers.
They are responsible for complying with civil and or military regulations. They must also meet organisational requirements. Work must comply with health, safety, environmental and sustainability rules and regulations. They must wear personal protective equipment. They must ensure the health and safety of themselves, their colleagues, and customers. They must complete tasks within defined timescales. They must work professionally and responsibly. They may be required to work on their own or as part of a team.
Individual employers will set the recruitment and selection criteria for their Apprenticeships. In order to optimise success, candidates will typically have 4 GCSEs at Grade C or at Grade 4 or equivalent, including mathematics, English and a science.
| Duty | KSBs |
|---|---|
|
Duty 1 Conduct health and safety checks of the maintenance activity work area. For example, comply with risk assessments and safe systems of work. |
K1 K2 K3 K5 K7 K10 K14 K22 K24 K25 K27 |
|
Duty 2 Follow instructions for aircraft data, publications and maintenance documents required for the maintenance activity. |
K3 K4 K5 K7 K8 K10 K12 K15 K16 K18 K19 K25 K26 K27 |
|
Duty 3 Prepare for aircraft maintenance activity. |
K2 K3 K10 K11 K12 K21 K22 K23 K24 K25 |
|
Duty 4 Complete aircraft or aircraft component inspection activities. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K12 K25 K26 K27 |
|
Duty 5 Conduct aircraft or aircraft component unscheduled maintenance activity. Reactive and breakdown maintenance. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K12 K13 K15 K16 K20 K24 K25 K26 K27 |
|
Duty 6 Perform aircraft or aircraft component scheduled maintenance activities. Planned and preventative maintenance or out of phase servicing (OOP). |
K2 K3 K5 K6 K7 K8 K9 K10 K12 K13 K15 K20 K24 K25 K26 K27 |
|
Duty 7 Rectify aircraft or component faults. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K12 K13 K15 K16 K20 K24 K25 K26 |
|
Duty 8 Inform stakeholders of aircraft maintenance work status. For example, engineers, supervisors, colleagues, contractors, and customers. |
K2 K3 K4 K5 K13 K14 K16 K17 K18 K19 K21 K23 K25 K26 K27 |
|
Duty 9 Complete aircraft documentation required for aircraft or aircraft component maintenance work. |
K3 K5 K7 K13 K14 K17 K18 K19 K25 K26 K27 |
|
Duty 10 Reinstate the work area on completion of maintenance activity. |
K1 K2 K3 K5 K11 K22 K24 K25 K27 |
K1: Awareness of health and safety regulations, standards, and guidance - their purpose and impact on role: Control of Substances Hazardous to Health (COSHH), good housekeeping, Health and Safety at work Act, manual handling, Personal Protective Equipment (PPE), risk assessments, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), safe systems of work, types of hazards.
Back to Duty
K2: Responsibilities of technician's role including near miss reporting and working at height procedures.
Back to Duty
K3: Standard operating procedures (SOPs). What they are and why they are important.
Back to Duty
K4: Engineering maintenance report of occurrences: processes and procedures for reporting and addressing unexpected issues.
Back to Duty
K5: Maintenance activities: approved methods and practices for aircraft and aircraft components.
Back to Duty
K6: Aircraft maintenance strategies and practices: planned, preventative and reactive methods and their frequency.
Back to Duty
K7: Aircraft visuals and symbols in the workplace.
Back to Duty
K8: Principles of aircraft systems.
Back to Duty
K9: Properties and characteristics of aircraft materials.
Back to Duty
K10: Preparatory consideration for maintenance activity.
Back to Duty
K11: Tools and equipment: types of tools and equipment, tool control. Calibrated equipment requirements including calibration certificates.
Back to Duty
K12: Aircraft maintenance consumables: types of consumables, properties, characteristics, and impact of their use.
Back to Duty
K13: Operational considerations and impact of aircraft maintenance on the organisation or operation.
Back to Duty
K14: Aircraft maintenance environment: interdependencies and function between regulators and different teams, limits of responsibility and autonomy with the associated reporting channels.
Back to Duty
K15: Engineering mathematical techniques and principles: calculations, conversions, graphical expressions, symbols, and formulae.
Back to Duty
K16: Problem solving principles: define the problem, collect evidence, analyse evidence, determine the cause and the maintenance activity.
Back to Duty
K17: Written communication techniques. Aircraft maintenance engineering terminology.
Back to Duty
K18: Documentation requirements: records, electronic or paper.
Back to Duty
K19: Information technology: Management Information Systems (MIS), spreadsheets, presentation, word processing, email, virtual communication. General Data Protection Regulation (GDPR). Cyber security.
Back to Duty
K20: Awareness of digital technologies and information systems: connected technologies in the aviation industry.
Back to Duty
K21: Verbal communication techniques: giving and receiving information, matching style to audience, barriers in communication and how to overcome them.
Back to Duty
K22: Awareness of environmental and sustainability regulations, standards, and guidance: Environmental Protection Act, sustainability, recyclable materials and waste disposal procedures. Climate change agreements. Carbon Reduction Commitment (CRC).
Back to Duty
K23: The Equality Act: requirements and impact on organisation. Principles of equity, diversity, and inclusion in the workplace and their impact on organisations or stakeholders. Unconscious bias.
Back to Duty
K24: Human factors: importance and potential consequences, features and limitations of human performance, factors affecting human performance.
Back to Duty
K25: Workplace training and development activities: continual professional development.
Back to Duty
K26: Quality assurance principles and practice.
Back to Duty
K27: Team working principles: team integration, collaborative team working.
Back to Duty
S1: Collect and interpret information or data to perform maintenance tasks.
Back to Duty
S2: Record or enter information: paper based or electronic. For example, job sheets, risk assessments, equipment service records, test results, handover documents and manufacturers' documentation, asset management records, work sheets, checklists, waste environmental records and any reporting requirements.
Back to Duty
S3: Comply with health and safety regulations and procedures. Apply safe systems of work. For example, risk assessments, COSHH, tool control and use of equipment and tools.
Back to Duty
S4: Identify problems, collect evidence, analyse evidence, and determine the cause and maintenance activity required.
Back to Duty
S5: Plan, organise and use resources to complete tasks.
Back to Duty
S6: Follow instructions. For example, manufacturers and maintenance procedures.
Back to Duty
S7: Follow standard operating procedures (SOPs).
Back to Duty
S8: Apply mathematical techniques and engineering principles to solve engineering problems.
Back to Duty
S9: Apply maintenance methods and practices. For example, remove, refit, replace, repair, systems or components.
Back to Duty
S10: Test and check aircraft equipment or aircraft systems. For example, built in test equipment, flight control systems, line replacement units or items.
Back to Duty
S11: Assess condition of aircraft components and aircraft equipment. Identify action required. For example, visual inspections.
Back to Duty
S12: Select, check, use, store and control tools and equipment. For example, ground support equipment or test equipment.
Back to Duty
S13: Apply good housekeeping, for example, prior to, during and after completion of the activity to the work area.
Back to Duty
S14: Use information technology. For example, for document creation, communication, and information management. Comply with GDPR and cyber security.
Back to Duty
S15: Comply with environmental and sustainability regulations and procedures. Segregate resources for reuse, recycling, and disposal.
Back to Duty
S16: Communicate with others verbally for example, colleagues and stakeholders.
Back to Duty
S17: Communicate in writing.
Back to Duty
S18: Consider the properties and characteristics of aircraft materials and the possibility of damage to aircraft whilst performing the activity. For example, barely visible impact damage.
Back to Duty
S19: Select aircraft consumables for carrying out maintenance activity.
Back to Duty
S20: Carry out pre-use checks of resources and ensure sufficient supplies of materials and consumables for maintenance activity.
Back to Duty
S21: Carry out and record planned and unplanned learning and development activities.
Back to Duty
S22: Apply equity, diversity and inclusion policies and procedures.
Back to Duty
S23: Apply quality assurance procedures. For example, completion of aircraft servicing schedules or aircraft technical logs.
Back to Duty
S24: Apply team working principles.
Back to Duty
B1: Prioritise health and safety, flight safety and consider human factors.
Back to Duty
B2: Collaborate within teams, across disciplines and external stakeholders.
Back to Duty
B3: Respond and adapt to work demands and situations.
Back to Duty
B4: Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice.
Back to Duty
B5: Takes responsibility for their own work.
Back to Duty
B6: Consider the environment and sustainability.
Back to Duty
B7: Support a diverse and inclusive culture.
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: 2
Ofqual regulated
The CAA CAP 1814 mandates one foundation competence qualification at level 2.
Level: 3
Ofqual regulated
The CAA CAP 1814 mandates one development competence qualification at level 3.
Level: 3
Ofqual regulated
The CAA CAP 1814 mandates one development knowledge qualification at level 3.
This standard aligns with the following professional recognition:
This is a regulated occupation.
Civil Aviation Authority (CAA) or European Aviation Safety Agency (EASA). Only Part 147 training providers must be approved by the regulator body.
Training Provider does not require approval by regulator body
EPAO does not require approval by regulator body
This document explains the requirements for end-point assessment (EPA) for the aircraft maintenance technician apprenticeship. This apprenticeship has integrated qualifications which are used for EPA purposes.
The awarding organisation (AO) is accountable for the mandated qualifications that are used as the integrated assessment methods (knowledge test and development competence assessment). The end-point assessment organisation (EPAO) must take responsibility for the interview underpinned by a portfolio of evidence. EPAOs and AOs must work collaboratively to manage the delivery of the EPA.
The Institute for Apprenticeships and Technical Education (IfATE) have agreed a unique EPA model for those apprenticeships where the UK Civil Aviation Authority (CAA), the regulatory body for aviation within the UK, specifies the qualifying requirements for aircraft maintenance and aircraft worthiness.
Aircraft maintenance technician apprentices, their employers, training providers and other interested parties should read this document.
A full-time aircraft maintenance technician apprentice typically spends 36 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period typically lasting 3 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR). The integrated assessment method must be conducted in line with the conditions set by the qualification's awarding organisation.
Occupational competence is outlined by the EPA grade descriptors. The integrated assessment methods must be graded by the awarding organisation, or the centre, where centre devised assessment is used. The EPA outcome is determined by the EPAO. The EPAO must combine the outcomes of integrated and non-integrated assessment methods to determine the apprentice’s overall grade.
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - knowledge test:
Assessment method 2 - development competence assessment:
Assessment method 3 - interview underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
On-programme - typically 36 months
|
The apprentice must:
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the interview, the apprentice must submit their portfolio of evidence.
The apprentice must also pass the following qualifications: One of the following Level 2 qualifications
and, one of the following Level 3 development competence qualifications
and, one of the following Level 3 knowledge qualifications
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
|
End-point assessment - typically 3 months
|
The grades available for each assessment method are below
Knowledge test:
Development competence assessment:
Interview underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship aligns with:
This apprenticeship aligns with:
This apprenticeship aligns with:
|
|
Re-sits and re-takes
|
|
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 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the occupational standard and ready to undertake an EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
One of the following Level 2 qualifications:
and, one of the following Level 3 development competence qualifications
and, one of the following Level 3 knowledge qualifications:
Portfolio of evidence requirements:
The apprentice must compile the 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 the interview. It will typically contain 10 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 interview. The independent assessor should review the portfolio of evidence to prepare questions for the interview. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The knowledge test and development competence assessment must be passed and completed prior to the interview taking place.
This is an integrated assessment method. The knowledge statements aligned to this assessment method will be assessed by the apprentice passing one of the knowledge qualifications listed below:
For the knowledge test assessment method, the apprentice completes one of the listed knowledge qualifications. This will give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method. The knowledge test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
This assessment method is being used because:
The delivery of the knowledge test, which is assessed by the integrated knowledge qualifications, must align with the conditions set out by the awarding organisation for the integrated qualifications. The knowledge can be tested using, for example, assignments, essays, multiple-choice tests or any other method of testing as determined by the AO.
The apprentice must be given at least 2 weeks' notice of the date and time of any tests.
The administration of the knowledge tests assessed by the integrated knowledge qualifications must align to the conditions set by the awarding organisation. The tests for the units or modules will either be set, marked and graded by the AO, or the AO may allow centre devised assessment.
Tests that are taken in a controlled environment must be taken in the presence of an invigilator who is the responsibility of the AO. The AO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The AO is responsible for the security of the test including the arrangements for on-line testing. The AO must ensure that their security arrangements maintain the validity and reliability of the test. The AO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
Where centre devised assessments are used, the centre is responsible for invigilation in controlled environments including having an invigilation policy, and for the security of the tests including on-line testing.
The responsibility for the marking of the test is with the AO. They must produce a marking scheme to be followed. Marking by computer is allowed where question types support this, for example multiple-choice tests. The AO is responsible for overseeing the marking, standardisation and moderation of the test.
To ensure marking judgements are fair and accurate, and uphold the principles of the EPA, the marking of all integrated or parts of the integrated assessments, must be marked or graded by someone independent of the apprentice.
Where centre devised assessments are used, the marking and grading must align with the conditions set by the AO.
Where the test is taken in a controlled and invigilated environment, this must be a quiet room, free from distractions and influence. The AO must check the venue is suitable.
The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.
The AO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers or subject matter experts for this occupation. The AO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The AO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The AO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The AO must produce the following materials to support the test:
The AO must ensure that the materials are subject to quality assurance procedures including standardisation and moderation.
Where centre devised assessment is used, the question and resource development is the responsibility of the centre and should align to the conditions set by the AO.
This is an integrated assessment method. The KSBs aligned to this integrated assessment method will be assessed and graded in line with the requirements of the awarding organisation and contribute to the overall outcome of the apprenticeship and the qualification. The KSBs aligned to this assessment method will be assessed by the apprentice passing one of the development competence qualifications listed below.
To ensure the aligned KSBs are assessed, the details for each qualification, including mandating some units, are noted below. These requirements are to ensure assessment of KSBs and are outside the requirement to achieve the qualification:
Level 3 Diploma in Aerospace and Aviation Engineering (Development Competence) 601/9051/6 – Pearson BTEC
Level 3 Diploma in Aviation Maintenance (Development Competence) C&G No.4608-30; QAN 601/9036/X
• All mandatory units, and at least 1 unit from 309 - 312, or 314 - 328, or 335 - 353
Level 3 Diploma in Aviation Maintenance (Development Competence) – Military C&G 4608-60; QAN 603/2068/0
• Completion of the qualification
EAL Level 3 Diploma in Aviation Maintenance (Development Competence) – 603/0372/4
• All mandatory units, any group B unit and at least 1 unit from group C 009 - 028, or 035 - 053
In the development competence assessment, an independent assessor completes the assessment of the apprentice in line with the requirements of the qualification. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The development competence assessment must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The delivery of the development competence assessment must align with the conditions set out by the AO for the integrated qualification.
The apprentice must be given notice of the development competence assessment.
Where the AO delivers the assessment, they must manage invigilation of the apprentice during the assessment to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The apprentice must have the format and timescales of the development competence assessment explained to them before the assessment starts.
The independent assessor must ask questions in line with the requirements of the qualification. Follow-up questions are allowed where clarification is required.
To ensure marking judgements are fair and accurate, and uphold the principles of the EPA, the marking of all integrated or parts of the integrated assessments, must be marked or graded by someone independent of the apprentice.
Where centre devised assessments are used, the centre is responsible for invigilation in controlled environments including having an invigilation policy, and for the security of any assessments. Where centre devised assessments are used, the marking and grading must align to the conditions set by the AO. To ensure marking judgements are fair and accurate, and uphold the principles of the EPA, the marking of all integrated or parts of the integrated assessments, must be marked or graded by someone independent.
The independent assessor must keep accurate records of the assessment. They must record:
The development competence assessment may take place in a simulated environment selected by the AO for example a training provider's premises, a training facility in the employer's premises, a test centre or a similar simulated environment. The environment must relate to the apprentice's natural work environment. Equipment and resources needed for the development competence assessment must be provided or organised by the AO who can liaise with the employer to provide these. Where centre devised assessment is used, the training provider or centre delivering the assessment is responsible for equipment and resources.
The AO must develop a purpose-built assessment specification. It is recommended this is done in consultation with employers or subject matter experts for this occupation. The AO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification must be reviewed to ensure it remains fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The AO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The AO must produce the following materials to support the development competence assessment:
The AO must ensure that the integrated qualification materials are subject to quality assurance procedures including standardisation and moderation.
Where centre devised assessments are used, the question and resource development is the responsibility of the centre and should align to the conditions set by the AO.
In the interview, an independent assessor asks the apprentice questions. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The interview must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the interview.
The purpose is to assess the apprentice’s competence against the following themes:
The EPAO must give an apprentice a minimum of 2 weeks' notice of the interview.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the interview.
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 interview must last for 60 minutes. The independent assessor can increase the time of the interview by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 6 questions. The independent assessor 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 independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview 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 interview should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
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 interview:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
A pass for this assessment method will be acheived as detailed below.
|
|---|---|
|
Knowledge qualification
K1 K15 K24 |
The apprentice will be assessed in line with the conditions set by the awarding organisation. In order to pass, the apprentice must achieve the requirements of the pass criteria of the integrated qualification. Awarding organisations or centres must make clear in their marking criteria which grade boundary for the integrated assessment method represents a pass grade for the EPA. |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
A pass for this assessment method will be acheived as detailed below.
|
|---|---|
|
Development competence assessment
K3 K5 K8 K10 K11 K18 S1 S2 S3 S5 S6 S7 S9 S10 S11 S12 S13 S19 S20 |
The apprentice will be assessed in line with the conditions set by the awarding organisation. In order to pass, the apprentice must achieve the requirements of the pass criteria of the integrated qualification. Awarding organisations or centres must make clear in their marking criteria which grade boundary for the integrated assessment method represents a pass grade for the EPA. |
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
|
|---|---|---|
|
Health, safety, environment and sustainability
K2 K22 S15 B1 B6 |
Describes how they comply with environmental and sustainability regulations and procedures and consider the environment and sustainability through the efficient use of resources. Describes how they identify and segregate resources for reuse, recycling and disposal in line with company procedures. Describes the responsibilities of their role including near miss reporting and how they prioritise health and safety, flight safety and consider human factors. (K2, K22, S15, B1, B6) |
Explains how following their company’s procedures reduces the impact on the environment. (K22, S15)
|
|
Maintenance, installation and repair
K4 K6 K9 K12 K13 S18 |
Explains the engineering maintenance processes and procedures for reporting and addressing unexpected issues. (K4) Explains maintenance strategies and practices for planned, preventative and reactive methods and their frequency. Describes the operational considerations and impact of aircraft maintenance on the organisation or operation. (K6, K13) Describes aircraft maintenance consumables, including the properties, characteristics and the impact of their use. (K12) Describes how they consider the properties and characteristics of aircraft materials and the possibility of damage to the aircraft, for example barely visible impact damage, whilst performing maintenance activities. (K9, S18)
|
None. |
|
Engineering
S8 |
Explains how they apply mathematical techniques, and engineering principles to solve engineering problems. (S8) |
None. |
|
Problem solving and fault finding
K16 S4 |
Describes the problem solving techniques they use to identify a problem, how they collect and analyse evidence and determine the cause, and maintenance activity required to rectify the problem. (K16, S4) |
Describes the problems solving techniques they used to identify the underlying causes and solutions to complex problems for example, multiple causes. (K16, S4) |
|
Digital and information technology
K19 K20 S14 |
Describes how they use information technology in work tasks in compliance with GDPR and cyber security requirements. (K19, S14) Explains digital technologies and information systems and connected technologies used in the industry. (K20) |
None. |
|
Team working
K14 K27 S24 B2 B3 |
Describes how they apply team working principles to meet their team's work goals and how they respond and adapt to work demands and situations. (K27, S24, B2, B3) Describes the aircraft maintenance environment including the interdependencies and function between the regulator and different teams. Describes the limits of their responsibility and autonomy, with the associated reporting channels. (K14) |
Explains the impact teamwork has on work activity completion within the company. (K27, S24) |
|
Communication
K7 K17 K21 S16 S17 |
Describes how they use verbal communication techniques suitable for the context, overcoming barriers and adapting style and use of terminology to suit the audience. (K21, S16) Describes aircraft visuals and symbols used in the workplace. (K7) Describes how they communicate in writing in the workplace using techniques suitable for the context. (K17, S17) |
Describes when they have given advice and guidance during a verbal technical handover. (K21, S16) |
|
Continual professional development
K25 S21 B4 |
Outlines the planned and unplanned learning and development activities they have carried out and shows a commitment to future continued professional development to maintain and enhance competence. (K25, S21, B4) |
None. |
|
Quality assurance
K26 S23 B5 |
Describes how they take responsibility for their work when applying quality assurance procedures for example completion of aircraft servicing schedules and aircraft technical logs, in line with company requirements. (K26, S23, B5) |
None. |
|
Equity, diversity and inclusion
K23 S22 B7 |
Describes how they apply equity, diversity and inclusion policies to support a diverse and inclusive culture in the workplace, taking account of unconscious bias. (K23, S22, B7) |
Explains the benefits of supporting a diverse and inclusive culture for the business. (K23, S22) |
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must grade the interview in line with this EPA plan. The EPAO must be notified of the outcomes of the integrated assessment methods.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve a distinction, the apprentice must achieve a pass in the knowledge test and the development competence assessment and a distinction in the interview underpinned by a portfolio of evidence.
Awarding organisations should make clear in their marking criteria which grade boundary for the integrated assessment method represents a pass grade for the EPA. This pass grade must reflect demonstration of occupational competence in the KSBs.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Knowledge test | Development competence assessment | Interview underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|---|
| Fail | Any grade | Any grade | Fail |
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they 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. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should 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.
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.
The 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 |
As a minimum, the EPAO must:
|
|
Awarding organisation |
As a minimum, the Awarding Organisation must:
Where this is not possible, by exception, a person who has delivered the assessed content may administer the assessment. This is providing they are not the sole administrator.
In rare circumstances, training provider staff may mark the integrated assessment method. This will only be to mark tests where there is a right or wrong answer, for example, multiple-choice tests. Strict arrangements must be in place for monitoring, moderation and quality assurance.
Where centre devised assessment is used, the AO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
In addition, where centre devised assessment is used, the training provider must:
|
The EPAO, AO and training provider 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.
The EPAO, AO and training provider must have special considerations arrangements for the EPA. This should include:
Special considerations 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 an EPAO and AO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs and AOs for this EPA must adhere to the requirements within the roles and responsibilities table.
EPAOs must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
This apprenticeship aligns with:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Awareness of health and safety regulations, standards, and guidance - their purpose and impact on role: Control of Substances Hazardous to Health (COSHH), good housekeeping, Health and Safety at work Act, manual handling, Personal Protective Equipment (PPE), risk assessments, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), safe systems of work, types of hazards. Back to Grading |
Knowledge test |
|
K2
Responsibilities of technician's role including near miss reporting and working at height procedures. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K3
Standard operating procedures (SOPs). What they are and why they are important. Back to Grading |
Development competence assessment |
|
K4
Engineering maintenance report of occurrences: processes and procedures for reporting and addressing unexpected issues. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K5
Maintenance activities: approved methods and practices for aircraft and aircraft components. Back to Grading |
Development competence assessment |
|
K6
Aircraft maintenance strategies and practices: planned, preventative and reactive methods and their frequency. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K7
Aircraft visuals and symbols in the workplace. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K8
Principles of aircraft systems. Back to Grading |
Development competence assessment |
|
K9
Properties and characteristics of aircraft materials. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K10
Preparatory consideration for maintenance activity. Back to Grading |
Development competence assessment |
|
K11
Tools and equipment: types of tools and equipment, tool control. Calibrated equipment requirements including calibration certificates. Back to Grading |
Development competence assessment |
|
K12
Aircraft maintenance consumables: types of consumables, properties, characteristics, and impact of their use. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K13
Operational considerations and impact of aircraft maintenance on the organisation or operation. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K14
Aircraft maintenance environment: interdependencies and function between regulators and different teams, limits of responsibility and autonomy with the associated reporting channels. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K15
Engineering mathematical techniques and principles: calculations, conversions, graphical expressions, symbols, and formulae. Back to Grading |
Knowledge test |
|
K16
Problem solving principles: define the problem, collect evidence, analyse evidence, determine the cause and the maintenance activity. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K17
Written communication techniques. Aircraft maintenance engineering terminology. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K18
Documentation requirements: records, electronic or paper. Back to Grading |
Development competence assessment |
|
K19
Information technology: Management Information Systems (MIS), spreadsheets, presentation, word processing, email, virtual communication. General Data Protection Regulation (GDPR). Cyber security. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K20
Awareness of digital technologies and information systems: connected technologies in the aviation industry. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K21
Verbal communication techniques: giving and receiving information, matching style to audience, barriers in communication and how to overcome them. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K22
Awareness of environmental and sustainability regulations, standards, and guidance: Environmental Protection Act, sustainability, recyclable materials and waste disposal procedures. Climate change agreements. Carbon Reduction Commitment (CRC). Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K23
The Equality Act: requirements and impact on organisation. Principles of equity, diversity, and inclusion in the workplace and their impact on organisations or stakeholders. Unconscious bias. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K24
Human factors: importance and potential consequences, features and limitations of human performance, factors affecting human performance. Back to Grading |
Knowledge test |
|
K25
Workplace training and development activities: continual professional development. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K26
Quality assurance principles and practice. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K27
Team working principles: team integration, collaborative team working. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Collect and interpret information or data to perform maintenance tasks. Back to Grading |
Development competence assessment |
|
S2
Record or enter information: paper based or electronic. For example, job sheets, risk assessments, equipment service records, test results, handover documents and manufacturers' documentation, asset management records, work sheets, checklists, waste environmental records and any reporting requirements. Back to Grading |
Development competence assessment |
|
S3
Comply with health and safety regulations and procedures. Apply safe systems of work. For example, risk assessments, COSHH, tool control and use of equipment and tools. Back to Grading |
Development competence assessment |
|
S4
Identify problems, collect evidence, analyse evidence, and determine the cause and maintenance activity required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S5
Plan, organise and use resources to complete tasks. Back to Grading |
Development competence assessment |
|
S6
Follow instructions. For example, manufacturers and maintenance procedures. Back to Grading |
Development competence assessment |
|
S7
Follow standard operating procedures (SOPs). Back to Grading |
Development competence assessment |
|
S8
Apply mathematical techniques and engineering principles to solve engineering problems. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S9
Apply maintenance methods and practices. For example, remove, refit, replace, repair, systems or components. Back to Grading |
Development competence assessment |
|
S10
Test and check aircraft equipment or aircraft systems. For example, built in test equipment, flight control systems, line replacement units or items. Back to Grading |
Development competence assessment |
|
S11
Assess condition of aircraft components and aircraft equipment. Identify action required. For example, visual inspections. Back to Grading |
Development competence assessment |
|
S12
Select, check, use, store and control tools and equipment. For example, ground support equipment or test equipment. Back to Grading |
Development competence assessment |
|
S13
Apply good housekeeping, for example, prior to, during and after completion of the activity to the work area. Back to Grading |
Development competence assessment |
|
S14
Use information technology. For example, for document creation, communication, and information management. Comply with GDPR and cyber security. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S15
Comply with environmental and sustainability regulations and procedures. Segregate resources for reuse, recycling, and disposal. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S16
Communicate with others verbally for example, colleagues and stakeholders. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S17
Communicate in writing. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S18
Consider the properties and characteristics of aircraft materials and the possibility of damage to aircraft whilst performing the activity. For example, barely visible impact damage. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S19
Select aircraft consumables for carrying out maintenance activity. Back to Grading |
Development competence assessment |
|
S20
Carry out pre-use checks of resources and ensure sufficient supplies of materials and consumables for maintenance activity. Back to Grading |
Development competence assessment |
|
S21
Carry out and record planned and unplanned learning and development activities. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S22
Apply equity, diversity and inclusion policies and procedures. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S23
Apply quality assurance procedures. For example, completion of aircraft servicing schedules or aircraft technical logs. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S24
Apply team working principles. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Prioritise health and safety, flight safety and consider human factors. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B2
Collaborate within teams, across disciplines and external stakeholders. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Respond and adapt to work demands and situations. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B5
Takes responsibility for their own work. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B6
Consider the environment and sustainability. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B7
Support a diverse and inclusive culture. Back to Grading |
Interview underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Knowledge qualification
K1 K15 K24 |
Awareness of health and safety regulations, standards, and guidance - their purpose and impact on role: Control of Substances Hazardous to Health (COSHH), good housekeeping, Health and Safety at work Act, manual handling, Personal Protective Equipment (PPE), risk assessments, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), safe systems of work, types of hazards. (K1) Engineering mathematical techniques and principles: calculations, conversions, graphical expressions, symbols, and formulae. (K15) Human factors: importance and potential consequences, features and limitations of human performance, factors affecting human performance. (K24) |
None |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Development competence assessment
K3 K5 K8 K10 K11 K18 S1 S2 S3 S5 S6 S7 S9 S10 S11 S12 S13 S19 S20 |
Standard operating procedures (SOPs). What they are and why they are important. (K3) Maintenance activities: approved methods and practices for aircraft and aircraft components. (K5) Principles of aircraft systems. (K8) Preparatory consideration for maintenance activity. (K10) Tools and equipment: types of tools and equipment, tool control. Calibrated equipment requirements including calibration certificates. (K11) Documentation requirements: records, electronic or paper. (K18) |
Collect and interpret information or data to perform maintenance tasks. (S1) Record or enter information: paper based or electronic. For example, job sheets, risk assessments, equipment service records, test results, handover documents and manufacturers' documentation, asset management records, work sheets, checklists, waste environmental records and any reporting requirements. (S2) Comply with health and safety regulations and procedures. Apply safe systems of work. For example, risk assessments, COSHH, tool control and use of equipment and tools. (S3) Plan, organise and use resources to complete tasks. (S5) Follow instructions. For example, manufacturers and maintenance procedures. (S6) Follow standard operating procedures (SOPs). (S7) Apply maintenance methods and practices. For example, remove, refit, replace, repair, systems or components. (S9) Test and check aircraft equipment or aircraft systems. For example, built in test equipment, flight control systems, line replacement units or items. (S10) Assess condition of aircraft components and aircraft equipment. Identify action required. For example, visual inspections. (S11) Select, check, use, store and control tools and equipment. For example, ground support equipment or test equipment. (S12) Apply good housekeeping, for example, prior to, during and after completion of the activity to the work area. (S13) Select aircraft consumables for carrying out maintenance activity. (S19) Carry out pre-use checks of resources and ensure sufficient supplies of materials and consumables for maintenance activity. (S20) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Health, safety, environment and sustainability
K2 K22 S15 B1 B6 |
Responsibilities of technician's role including near miss reporting and working at height procedures. (K2) Awareness of environmental and sustainability regulations, standards, and guidance: Environmental Protection Act, sustainability, recyclable materials and waste disposal procedures. Climate change agreements. Carbon Reduction Commitment (CRC). (K22) |
Comply with environmental and sustainability regulations and procedures. Segregate resources for reuse, recycling, and disposal. (S15) |
Prioritise health and safety, flight safety and consider human factors. (B1) Consider the environment and sustainability. (B6) |
|
Maintenance, installation and repair
K4 K6 K9 K12 K13 S18 |
Engineering maintenance report of occurrences: processes and procedures for reporting and addressing unexpected issues. (K4) Aircraft maintenance strategies and practices: planned, preventative and reactive methods and their frequency. (K6) Properties and characteristics of aircraft materials. (K9) Aircraft maintenance consumables: types of consumables, properties, characteristics, and impact of their use. (K12) Operational considerations and impact of aircraft maintenance on the organisation or operation. (K13) |
Consider the properties and characteristics of aircraft materials and the possibility of damage to aircraft whilst performing the activity. For example, barely visible impact damage. (S18) |
None |
|
Engineering
S8 |
None |
Apply mathematical techniques and engineering principles to solve engineering problems. (S8) |
None |
|
Problem solving and fault finding
K16 S4 |
Problem solving principles: define the problem, collect evidence, analyse evidence, determine the cause and the maintenance activity. (K16) |
Identify problems, collect evidence, analyse evidence, and determine the cause and maintenance activity required. (S4) |
None |
|
Digital and information technology
K19 K20 S14 |
Information technology: Management Information Systems (MIS), spreadsheets, presentation, word processing, email, virtual communication. General Data Protection Regulation (GDPR). Cyber security. (K19) Awareness of digital technologies and information systems: connected technologies in the aviation industry. (K20) |
Use information technology. For example, for document creation, communication, and information management. Comply with GDPR and cyber security. (S14) |
None |
|
Team working
K14 K27 S24 B2 B3 |
Aircraft maintenance environment: interdependencies and function between regulators and different teams, limits of responsibility and autonomy with the associated reporting channels. (K14) Team working principles: team integration, collaborative team working. (K27) |
Apply team working principles. (S24) |
Collaborate within teams, across disciplines and external stakeholders. (B2) Respond and adapt to work demands and situations. (B3) |
|
Communication
K7 K17 K21 S16 S17 |
Aircraft visuals and symbols in the workplace. (K7) Written communication techniques. Aircraft maintenance engineering terminology. (K17) Verbal communication techniques: giving and receiving information, matching style to audience, barriers in communication and how to overcome them. (K21) |
Communicate with others verbally for example, colleagues and stakeholders. (S16) Communicate in writing. (S17) |
None |
|
Continual professional development
K25 S21 B4 |
Workplace training and development activities: continual professional development. (K25) |
Carry out and record planned and unplanned learning and development activities. (S21) |
Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice. (B4) |
|
Quality assurance
K26 S23 B5 |
Quality assurance principles and practice. (K26) |
Apply quality assurance procedures. For example, completion of aircraft servicing schedules or aircraft technical logs. (S23) |
Takes responsibility for their own work. (B5) |
|
Equity, diversity and inclusion
K23 S22 B7 |
The Equality Act: requirements and impact on organisation. Principles of equity, diversity, and inclusion in the workplace and their impact on organisations or stakeholders. Unconscious bias. (K23) |
Apply equity, diversity and inclusion policies and procedures. (S22) |
Support a diverse and inclusive culture. (B7) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 01/06/2024 | Not set | Not set |
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