Working with laboratory animals.
This occupation is found in a range of organisations, typically including charities, universities, pharmaceutical companies, breeders, contract research organisations and biotechnology research and development organisations. The nature of the work and species that are used will depend on the organisation, some work in very specific fields using only a few species others, whereas the universities, may be multispecies with a wide range of techniques and research fields. Animal technologists are likely to be laboratory based.
The broad purpose of the occupation is to carry out complex scientific procedures on laboratory animals. This occupation requires a high degree of technical skill and knowledge to ensure that techniques are carried out with a high degree of accuracy and precision, helping to ensure high standards of scientific research and that the welfare of the animals is considered at all times. Animal technologists are required to work with a range of scientific equipment in complex environments. They require a broad knowledge of science, animal anatomy and physiology, technical in-vivo scientific procedures, including aseptic techniques, animal welfare legislation and animal husbandry in order to practice effectively. They also require high levels of manual dexterity.
In their daily work, an employee in this occupation interacts with a range of internal and external stakeholders. They are required to communicate effectively with their team and the wider research community (including researchers, Home Office Inspectors, named Veterinary Surgeons and named Animal Care and Welfare Officers).
An employee in this occupation will be responsible for carrying out scientific procedures and tasks independently and in compliance with the Animals (Scientific Procedures) Act 1986 Amendment Regulations 2012 (and other related animal welfare legislation, including the Veterinary Surgeons Act 1966 and the Animal Welfare Act 2006). They are required to plan, manage and carry out their own work on time and to the required quality, in accordance with work instructions. An Animal Technologist is likely to operate within a team and report to a supervisor/ line manager.
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 24 months. The EPA period is typically 3 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 animal technologist, the qualification required is:
IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021)
Professional discussion
You will have a professional professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a before the EPA gateway. You can use it to help answer the questions.
Long written test
You will complete a test requiring long written answers. It will be closed book, meaning you will not have access to any books or reference materials.
The test will have 3 long response written questions. You will have 90 minutes to complete it.
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 Institute of Animal Technology for Membership of the IAT (MIAT)
Please contact the professional body for more details.
This occupation is found in a range of organisations, typically including charities, universities, pharmaceutical companies, breeders, contract research organisations and biotechnology research and development organisations. The nature of the work and species that are used will depend on the organisation, some work in very specific fields using only a few species others, whereas the universities, may be multispecies with a wide range of techniques and research fields. Animal technologists are likely to be laboratory based.
The broad purpose of the occupation is to carry out complex scientific procedures on laboratory animals. This occupation requires a high degree of technical skill and knowledge to ensure that techniques are carried out with a high degree of accuracy and precision, helping to ensure high standards of scientific research and that the welfare of the animals is considered at all times. Animal technologists are required to work with a range of scientific equipment in complex environments. They require a broad knowledge of science, animal anatomy and physiology, technical in-vivo scientific procedures, including aseptic techniques, animal welfare legislation and animal husbandry in order to practice effectively. They also require high levels of manual dexterity.
In their daily work, an employee in this occupation interacts with a range of internal and external stakeholders. They are required to communicate effectively with their team and the wider research community (including researchers, Home Office Inspectors, named Veterinary Surgeons and named Animal Care and Welfare Officers).
An employee in this occupation will be responsible for carrying out scientific procedures and tasks independently and in compliance with the Animals (Scientific Procedures) Act 1986 Amendment Regulations 2012 (and other related animal welfare legislation, including the Veterinary Surgeons Act 1966 and the Animal Welfare Act 2006). They are required to plan, manage and carry out their own work on time and to the required quality, in accordance with work instructions. An Animal Technologist is likely to operate within a team and report to a supervisor/ line manager.
| Duty | KSBs |
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Duty 1 Carry out and record scientific procedures and tasks in accordance with organisational and regulatory standards. |
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Duty 2 Maintain stocks of resources, equipment and consumables in a Home Office designated establishment and transport physical resources within the work area. |
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Duty 3 Keep the work environment fit for purpose, including maintenance of hygiene standards. |
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Duty 4 Maintain equipment in good working order and calibrated where needed. |
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Duty 5 Manage animal health & husbandry practices in line with the relevant legislation and organisational policies, taking account of specialist animal requirements where relevant. |
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Duty 6 Maintain animal welfare and biosecurity by applying knowledge of anatomy and physiology. |
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Duty 7 Support scientific and husbandry procedures by applying the knowledge of science. |
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Duty 8 Handle and restrain animals in accordance with company and regulatory requirements. |
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Duty 9 Manage relevant scientific/technical activities within the Home Office designated establishment as assigned by their role and in line with company and regulatory procedures. |
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Duty 10 Undertake regular continuous professional development to maintain current knowledge of practice. |
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Duty 11 Participate in business continuous improvement activities. Identify and suggest relevant improvements. |
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Duty 12 Maintain and analyse data and information (e.g. environmental monitoring, animal weights). |
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Duty 13 Promote best practice and ethical behaviour within the company, in line with regulatory health, safety, environmental and security policies. Report breaches in line with company expectations where necessary. |
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Duty 14 Maintain and adhere to bio-security measures and hygiene controls in a Home Office-designated establishment. |
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Duty 15 Communicate information and issues both internally and externally. Maintain productive relationships and promote good customer interactions. |
K1: The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities.
Back to Duty
K2: How actions impact on others, including own team and the researchers they work with.
Back to Duty
K3: The importance of their organisation’s policies on diversity, equality and discrimination.
Back to Duty
K4: How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures.
Back to Duty
K5: Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement.
Back to Duty
K6: Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards.
Back to Duty
K7: Anatomy and physiology relevant to the welfare and husbandry of species in their care.
Back to Duty
K8: The clinical signs of ill health, stress, and pain in the species they work.
Back to Duty
K9: Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques.
Back to Duty
K10: Methods of euthanasia appropriate to the species under their care.
Back to Duty
K11: The underpinning science that supports in-vivo studies relevant to their work.
Back to Duty
K12: Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI).
Back to Duty
K13: How to work safely and the importance of health and safety legislation, policies and procedures.
Back to Duty
K14: Methods of communication appropriate to their organisation and audience.
Back to Duty
K15: Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task.
Back to Duty
K16: Procurement process, stock level and storage requirements for resources, equipment and consumables.
Back to Duty
K17: Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures.
Back to Duty
K18: Information sources available to keep up to date with advances in working practices and technologies.
Back to Duty
K19: How continuous improvement can be applied to improve working practices and the importance of sharing best practice.
Back to Duty
K20: Sustainability challenges and the principles applied to minimise environmental impact.
Back to Duty
K21: Corporate and social responsibilities to develop more sustainable approaches to scientific research.
Back to Duty
K22: Data sharing principles and how to manage information, data and content in line with data protection regulations.
Back to Duty
K23: The maintenance requirements of equipment. How to check equipment is in good working order and calibrated.
Back to Duty
K24: Reporting requirements and company expectations regarding breaches in regulations.
Back to Duty
S1: Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks.
Back to Duty
S2: Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies.
Back to Duty
S3: Recognise and report the clinical signs of ill health, stress and pain in the species under their care.
Back to Duty
S4: Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation.
Back to Duty
S5: Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples.
Back to Duty
S6: Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems.
Back to Duty
S7: Maintain the work environment, take bio-security measures and follow hygiene controls.
Back to Duty
S8: Record and store scientific outcomes in accordance with data protection regulations and company procedures.
Back to Duty
S9: Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement).
Back to Duty
S10: Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate.
Back to Duty
S11: Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols.
Back to Duty
S12: Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation.
Back to Duty
S13: Safely transport physical resources within the work area.
Back to Duty
S14: Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability.
Back to Duty
S15: Ensure that equipment is in good working order and calibrated where needed.
Back to Duty
S16: Identify process improvements and implement changes or make recommendations in line with organisation procedures.
Back to Duty
S17: Keep up to date with developments in best practice and advances in technology and share best practice.
Back to Duty
B1: Treats animal with compassion and acts in a professional and ethical manner.
Back to Duty
B2: Committed to continuous professional development.
Back to Duty
B3: Team-focused and works effectively with colleagues and others.
Back to Duty
B4: Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity.
Back to Duty
B5: Solutions focussed and adapts flexibly to change.
Back to Duty
B6: Takes ownership of work to ensure that it is completing on time and to the required quality.
Back to Duty
B7: Promotes a culture of care in the work environment.
Back to Duty
Level: 3
Ofqual regulated
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the animal technologist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Animal technologist apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 24 months on-programme (this means in training before the gateway) working towards competence as a animal technologist. 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 has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - professional discussion underpinned by a portfolio:
Assessment method 2 - scenario test:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must complete training towards any other qualifications listed in the occupational standard. The qualification(s) required are: IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021) The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have passed any other qualifications listed in the animal technologist occupational standard ST0058. The qualification(s) required are: IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021) The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. An apprentice must submit all gateway evidence to the EPAO. The EPAO must review the evidence. When the EPAO confirms the gateway requirements have been met, the EPA period starts and typically takes 3 months to complete. The expectation is that the EPAO will confirm the gateway requirements have been met as quickly as possible. For the professional discussion underpinned by a portfolio the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 3 months
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Grades available for each method: Professional discussion underpinned by a portfolio
Scenario test
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship standard aligns with Institute of Animal Technology for Membership of the IAT (MIAT). 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. |
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. 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 gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 15 discrete pieces of evidence. Evidence should 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 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 discussion. Independent assessors should review the portfolio of evidence to prepare questions for the discussion assessment method. They are not required to provide feedback after this review.
The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.
The apprentice must submit any 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.
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This EPA method is being used because it will allow KSBs which may not naturally occur in every workplace or may take too long to observe to be assessed. It also enables the assessment of a disparate set of KSBs.
The professional discussion will enable underpinning knowledge to be tested. It reflects the requirement for Animal Technologists to communicate their approach to work when carrying out their everyday duties.
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.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to draw out contextualised examples, further clarify skills demonstrated in the portfolio, and be used to ask open questions tailored to the role and environment.
The EPAO must give an apprentice 4 weeks notice of the professional discussion.
The independent assessor must have at least 4 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 90 minutes. The independent assessor 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.
The independent assessor must ask at least 10 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
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. Additional venue requirements include:
Access to suitable digital equipment and internet connection where the method is to be assessed remotely.
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 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 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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
A test is an assessment for asking questions in a controlled and invigilated environment.
This EPA method is being used because the criteria may not naturally occur during everyday business activities and it is important to demonstrate knowledge application and recall in given scenarios. The method will effectively test higher-order reasoning, data and information handling, and critical thinking. It will ensure consistency and enables direct comparisons between apprentices.
This method must be appropriately structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The scenario test can be computer or paper based.
The scenario test will consist of 3 long response written scenario based/ case study style questions. These long answer questions need a written response. Each scenario will typically contain 3 sub questions that also require a written response and long answer.
Apprentices must be given at least 4 weeks notice of the date and time of the scenario test.
Scenario case study examination
A bank of contextually relevant case studies will be developed by the EPAO to act as an independent end-point assessment calling on the apprentice to demonstrate the relevant requirements as laid out in the criteria mapped to this method. Each case study will be contextually relevant scenarios. For example, the apprentice could be asked to explain what needs to be considered when:
The scenario questions will be developed in order to cover the following themes. There will be a requirement for 1 scenario based question covering each theme.
Apprentices must have 90 minutes to complete the test.
The scenario test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The scenario test must be taken in the presence of an invigilator who is the responsibility of the EPAO. Specialised (proctor) software can be used if the test can be taken on-line, to ensure the security of the test.
The EPAO must have an invigilation policy setting out how the scenario 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 EPAO must verify the identity of the apprentice.
The EPAO is responsible for the security of the scenario test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the scenario test.
The scenario test must be marked by independent assessors or markers employed by the EPAO. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where question types support this.
The EPAO must develop a marking scheme based on the grading descriptors for this assessment method. The EPAO is responsible for overseeing the marking of the scenario test. The EPAO must ensure standardisation and the moderation of written response tests.
Apprentices must take the scenario test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The scenario test could take place remotely if the appropriate technology and systems are in place to prevent malpractice. EPAOs must verify the apprentice’s identity and ensure invigilation of apprentices for example with, and not limited to, 360-degree cameras and screen sharing facilities.
The venue must also have:
Digital equipment and an internet connection where testing is carried out remotely.
EPAOs must write a test 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 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 test specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering previous item performance data, item analysis, standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the scenario test:
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Equipment, stock control and the business environment
K1 K2 K16 K23 S13 S14 S15 B3 |
Describes how they maintain stock levels and correctly store and procure resources, equipment, and consumables, justifying how they take into account environmental sustainability. Explains how they ensure that equipment is maintained calibrated and in good working order. (K16, K23, S14, S15). Explains how they safely transport resources within the work area and how their actions impact the wider team and stakeholders such as researchers. Describes the business environment in which the organisation operates, their own role within it, the ethical practices they adopt, and codes of conduct they adhere to. Justifies how their role contributes to the organisation meeting its ethical and legal responsibilities and how they work effectively with others and are team focussed. (K1, K2, S13, B3).
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Evaluates the impact that resource management, storage, and calibration have on the welfare of animals, the research being carried out, and on the wider team. (K2, S15, B3).
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Animal husbandry and welfare
K4 K6 K7 K13 K24 S2 S4 S5 S6 S7 B1 B6 |
Describes how they take ownership of their work and conduct scientific and husbandry procedures on schedule, in line with quality standards, and in accordance with standard operating procedures. Describes the health and safety, animal legislation, and organisational policies that they take into account. Justifies how they handle, and restrain animals in a way that ensures that high standards of animal welfare are maintained and in line with good scientific practice (K4, K6, K13, S4, S5, S6, B6). Explains how they maintain the work environment and take biosecurity security and hygiene control measures to ensure the welfare of species in their care. Describes how they handle and determine the sex and health of species professionally and ethically and how they treat animals with compassion. (S2, S7, K7, B1). Explains the importance of adhering to health and safety legislation, policies and procedures, and the reporting requirements and company expectations regarding breaches in regulations. (K13, K24).
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Evaluates the impact that biosecurity and hygiene control measures have on ensuring valid research, the safety of individuals and the welfare of animals in their care. (K6, K13, S7). |
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Communication, behaviour and expectations
K3 K14 S12 B4 B7 |
Explains the different ways they communicate in line with organisational policy and how they adapt their style and method for different audiences and to promote a culture of care in the work environment. (K14, S12, B7). Explains the importance of their organisations policies on diversity, equality, and discrimination and how they act in a way that promotes inclusivity and values people as individuals recognising difference and diversity. (K3, B4). |
Evaluates the effectiveness of the communication methods they use and considers the impact that their methods and behaviours have on animals in their care. Explains how they encourage and inspire others to work inclusively. (K14, S12, B4).
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Problem solving
K17 S11 B5 |
Explains the problem solving techniques they use to troubleshoot issues when identifying potential problems completing complex scientific procedures . Explains how they are flexible and solutions focussed when addressing operational challenges. Explains when they are able to resolve issues themselves and when they need to escalate matters. (K17, S11, B5).
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Explains how solutions frequently have a benefit/ negative impact ratio. Assesses the benefits that can be realised through sharing solutions with the wider business. (S11, B5).
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Career professional development and business improvement
K18 K19 S16 S17 B2 |
Describes how they keep up to date with advances in working practices and technologies using reliable information sources and how they use this information to identify potential process improvements. Explain how their commitment to continuous professional development and maintaining up to date knowledge enables them to continuously improve working processes and implement changes or recommendations in line with organisation procedures. Explains how they sharebest practice and evaluate the importance of this to the wider business. (K18, K19, S16, S17, B2).
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Assesses how their professional development aligns with the business strategy and objectives. Evaluates how their personal development has business and personal benefits. (S17, B2).
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Underpinning science and data records
K11 S8 |
Summarises the underpinning science supporting in vivo studies relating to their work and how they record and store scientific outcomes in accordance with data protection regulations and company procedures. (K11, S8).
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N/A |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Planning and resources
K5 K15 K20 K21 S1 S9 |
Plans scientific procedures to meet objectives and deadlines. Identifies resources, equipment and consumables required for the tasks. Describes impacts on the environment and the corporate and social responsibilities to develop more sustainable approaches to scientific research. (K15, K20, K21, S1). Identifies legal and ethical responsibilities and applies the 3Rs (Reduction, Replacement, and Refinement) when planning scientific procedures. (K5, S9). |
Explains the impact that increasing global demand for animal-derived products has on the environment. Evaluates the positive impact that their research has on environmental sustainability. (K20). |
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Animal husbandry and welfare
K8 K9 K10 S3 |
Correctly recognises and reports the clinical signs of ill health, stress and pain in the species under their care and identifies methods that can be applied to minimise these impacts, including the use of analgesics, anaesthetics and aseptic techniques. Justifies the methods of euthanasia appropriate to the species under their care. (K8, K9, K10, S3). |
Explains how animal ill health and treatment can impact the results of scientific research. (K9, S3). |
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Data analysis
K12 K22 S10 |
Analyses, interprets, and evaluates data and identifies outcomes requiring further investigation. Describes how data is collected, stored, and managed to enable data sharing and in line with data protection regulations. Justifies the techniques used for data collection and interpretation. Describes the circumstances in with senior colleague advice would be sought following the interpretation of data. (K12, K22, S10).
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Explains how they identify typical lines of enquiry having identified outcomes requiring further investigation. Explains the potential impact on animal welfare and research if anomalous data is not reported. (S10).
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The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: professional discussion underpinned by a portfolio and scenario test according to the requirements set out in this EPA plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA ‘merit’, apprentices must achieve a pass in one assessment method and a distinction in the other assessment method.In order to achieve an overall EPA ‘distinction’, apprentices must achieve a distinction in both assessment methods.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.
| Professional discussion underpinned by a portfolio | Scenario test | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| Distinction | Distinction | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.
Apprentices 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 2 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 3 months of the EPA outcome notification.
Failed EPA 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 apprentices 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:
Post-gateway, the employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
|
Marker |
As a minimum, the marker must:
|
|
Invigilator |
As a minimum, the invigilator 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 how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
Institute of Animal Technology for Membership of the IAT (MIAT)
| Knowledge | Assessment methods |
|---|---|
|
K1
The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K2
How actions impact on others, including own team and the researchers they work with. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K3
The importance of their organisation’s policies on diversity, equality and discrimination. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K4
How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K5
Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement. Back to Grading |
Scenario test |
|
K6
Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K7
Anatomy and physiology relevant to the welfare and husbandry of species in their care. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K8
The clinical signs of ill health, stress, and pain in the species they work. Back to Grading |
Scenario test |
|
K9
Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques. Back to Grading |
Scenario test |
|
K10
Methods of euthanasia appropriate to the species under their care. Back to Grading |
Scenario test |
|
K11
The underpinning science that supports in-vivo studies relevant to their work. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K12
Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI). Back to Grading |
Scenario test |
|
K13
How to work safely and the importance of health and safety legislation, policies and procedures. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K14
Methods of communication appropriate to their organisation and audience. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K15
Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task. Back to Grading |
Scenario test |
|
K16
Procurement process, stock level and storage requirements for resources, equipment and consumables. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K17
Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K18
Information sources available to keep up to date with advances in working practices and technologies. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K19
How continuous improvement can be applied to improve working practices and the importance of sharing best practice. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K20
Sustainability challenges and the principles applied to minimise environmental impact. Back to Grading |
Scenario test |
|
K21
Corporate and social responsibilities to develop more sustainable approaches to scientific research. Back to Grading |
Scenario test |
|
K22
Data sharing principles and how to manage information, data and content in line with data protection regulations. Back to Grading |
Scenario test |
|
K23
The maintenance requirements of equipment. How to check equipment is in good working order and calibrated. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K24
Reporting requirements and company expectations regarding breaches in regulations. Back to Grading |
Professional discussion underpinned by a portfolio |
| Skill | Assessment methods |
|---|---|
|
S1
Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks. Back to Grading |
Scenario test |
|
S2
Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S3
Recognise and report the clinical signs of ill health, stress and pain in the species under their care. Back to Grading |
Scenario test |
|
S4
Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S5
Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S6
Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S7
Maintain the work environment, take bio-security measures and follow hygiene controls. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S8
Record and store scientific outcomes in accordance with data protection regulations and company procedures. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S9
Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement). Back to Grading |
Scenario test |
|
S10
Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate. Back to Grading |
Scenario test |
|
S11
Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S12
Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S13
Safely transport physical resources within the work area. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S14
Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S15
Ensure that equipment is in good working order and calibrated where needed. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S16
Identify process improvements and implement changes or make recommendations in line with organisation procedures. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S17
Keep up to date with developments in best practice and advances in technology and share best practice. Back to Grading |
Professional discussion underpinned by a portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Treats animal with compassion and acts in a professional and ethical manner. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B2
Committed to continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B3
Team-focused and works effectively with colleagues and others. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B4
Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B5
Solutions focussed and adapts flexibly to change. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B6
Takes ownership of work to ensure that it is completing on time and to the required quality. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B7
Promotes a culture of care in the work environment. Back to Grading |
Professional discussion underpinned by a portfolio |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Equipment, stock control and the business environment
K1 K2 K16 K23 S13 S14 S15 B3 |
The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities. (K1) How actions impact on others, including own team and the researchers they work with. (K2) Procurement process, stock level and storage requirements for resources, equipment and consumables. (K16) The maintenance requirements of equipment. How to check equipment is in good working order and calibrated. (K23) |
Safely transport physical resources within the work area. (S13) Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability. (S14) Ensure that equipment is in good working order and calibrated where needed. (S15) |
Team-focused and works effectively with colleagues and others. (B3) |
|
Animal husbandry and welfare
K4 K6 K7 K13 K24 S2 S4 S5 S6 S7 B1 B6 |
How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures. (K4) Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards. (K6) Anatomy and physiology relevant to the welfare and husbandry of species in their care. (K7) How to work safely and the importance of health and safety legislation, policies and procedures. (K13) Reporting requirements and company expectations regarding breaches in regulations. (K24) |
Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies. (S2) Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation. (S4) Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples. (S5) Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems. (S6) Maintain the work environment, take bio-security measures and follow hygiene controls. (S7) |
Treats animal with compassion and acts in a professional and ethical manner. (B1) Takes ownership of work to ensure that it is completing on time and to the required quality. (B6) |
|
Communication, behaviour and expectations
K3 K14 S12 B4 B7 |
The importance of their organisation’s policies on diversity, equality and discrimination. (K3) Methods of communication appropriate to their organisation and audience. (K14) |
Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation. (S12) |
Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity. (B4) Promotes a culture of care in the work environment. (B7) |
|
Problem solving
K17 S11 B5 |
Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures. (K17) |
Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols. (S11) |
Solutions focussed and adapts flexibly to change. (B5) |
|
Career professional development and business improvement
K18 K19 S16 S17 B2 |
Information sources available to keep up to date with advances in working practices and technologies. (K18) How continuous improvement can be applied to improve working practices and the importance of sharing best practice. (K19) |
Identify process improvements and implement changes or make recommendations in line with organisation procedures. (S16) Keep up to date with developments in best practice and advances in technology and share best practice. (S17) |
Committed to continuous professional development. (B2) |
|
Underpinning science and data records
K11 S8 |
The underpinning science that supports in-vivo studies relevant to their work. (K11) |
Record and store scientific outcomes in accordance with data protection regulations and company procedures. (S8) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Planning and resources
K5 K15 K20 K21 S1 S9 |
Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement. (K5) Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task. (K15) Sustainability challenges and the principles applied to minimise environmental impact. (K20) Corporate and social responsibilities to develop more sustainable approaches to scientific research. (K21) |
Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks. (S1) Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement). (S9) |
None |
|
Animal husbandry and welfare
K8 K9 K10 S3 |
The clinical signs of ill health, stress, and pain in the species they work. (K8) Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques. (K9) Methods of euthanasia appropriate to the species under their care. (K10) |
Recognise and report the clinical signs of ill health, stress and pain in the species under their care. (S3) |
None |
|
Data analysis
K12 K22 S10 |
Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI). (K12) Data sharing principles and how to manage information, data and content in line with data protection regulations. (K22) |
Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate. (S10) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | End-point assessment plan, standard and funding revised. | 09/11/2022 | Not set | Not set |
| 1.0 | Approved for delivery | 09/06/2017 | 08/11/2022 | Not set |
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