This apprenticeship standard is in development and is not yet ready to use
An apprenticeship standard 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 standard, please read about developing standards and assessment plans. You can email the trailblazer contact using the details on this page.
This apprenticeship standard is currently in development and its contents are subject to change
Minimum 15 months
The AC role has emerged within the Education and Training Sector (ETS), over the last 30 years, originally as a result of the implementation of vocational (competence-based) qualifications (notably NVQs) and formalised work-based education and training. The AC is a dual professional, using their up-to-date professional knowledge and skills to support vocational and professional development across the formal ETS as well as in any employer setting, and at any level. They may, for example, coach and assess apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, commensurate with their own level of experience and qualifications, as required by their employer or their sector. ACs coach and assess vocational learners, usually on a one-to-one basis, in a range of learning environments. Coaching skills involve complex communication techniques to actively listen, provide feedback and to engage learners in planning their individualised learning programme. These skills are also integral to assessing learners’ competence in-relation to work-related/industry standards and life skills.
ACs work co-operatively with other ETS or professionals (such as teachers, human resource professionals and mentors/supervisors in the workplace) in supporting the learner’s development of vocational competence and the wider skills that relate to employability and professionalism.
Within the sector, ‘coaching’ is seen as a more complex set of interpersonal skills, compared with ‘mentoring’. It is more learner-centred, exploring the learner’s understanding and needs rather than simply giving advice. (See the Level 3 Learning Mentor Standard for further clarification about these two different roles.)
The AC apprenticeship requires the development of following professional behaviours, knowledge and skills:
The Assessor-Coach will be able to:
The Assessor-Coach will understand:
Plan coaching and assessment
S1 facilitate access to relevant, current information advice and guidance (IAG)
S2 apply or reference relevant initial and diagnostic assessment
S3 agree a programme of development and assessment, setting realistic but challenging goals that meet learners’ and employers’ needs
S4 liaise with employers, colleagues and others to support learners’ development
Deliver coaching support
S5 anticipate and overcome barriers to progress and inspire achievement, ensuring that learning is inclusive and supports diversity
S6 highlight learners’ mathematics and English needs, and signposts to appropriate support
S7 give timely feedback on progress towards mastery of relevant skills and knowledge
S8 provide access to pastoral support and guidance
S9 promote the safe and effective use of digital and mobile technologies to support learners and the Assessor-Coach role
S10 agree and record targets and progress, complying with quality, confidentiality and data protection requirements
S11 use effective listening, assertiveness and questioning to support learners’ to engage with their learning plans and with assessment criteria and processes
S12 comply with awarding organisation requirements and local quality and safety guidelines
Support quality improvement
S13 support peer review and quality assurance procedures
S14 report concerns about quality and safeguarding through appropriate channels
S15 maintain the currency of their own knowledge and skills, with reference to workplace practice and feedback from others
Procedures for planning coaching and assessment
K1 sources of and how to access up-to-date and valid IAG
K2 relevant forms of assessment to identify individual needs
K3 how to agree individual programmes that inspire and challenge learners to achieve current work-related knowledge and skills
K4 additional support for learners available through workplace and provider-based colleagues
Effective coaching practice
K5 strategies for inspiring learners, increasing their resilience in overcoming barriers and obstacles, and in raising concerns
K6 maths and English underpinning vocational skills and how to access additional support
K7 effective practice in giving feedback to guide progress and achievement
K8 ways of supporting the learner’s well-being
K9 current and emerging technologies that could safely and effectively support learner autonomy and the Assessor-Coach role
K10 administrative procedures for recording, storing and sharing information that is legally compliant
Effective vocational assessment
K11 the effective use of active listening, assertiveness and questioning skills to support retention, progress and achievement
K12 the quality and safety requirements of assessment and procedures for reporting concerns
Ways to support quality improvement
K13 Internal and External quality procedures and the role of peer review
K14 organisational and legislative requirements for reporting concerns about quality and safeguarding
K15 how to maintain occupational currency and ways to improve coaching and professional practice
individual employers may set any entry requirements which may include:
Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C, or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.
Employers may also wish candidates to achieve appropriate additional qualifications in Education and Training, including coaching.
the AC may be eligible to progress onto a full teaching role within an education and training provider organisation.
The apprenticeship standard should be reviewed after a maximum of 3 years.
Last updated 11th April 2018
|11th April 2018||Minor changes to the wording and titles in standard||Current standard|
|11th April 2018||Assessment plan published||Current AP|
||Standard first published||Assessor/Coach_01|
Crown copyright © 2017. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence