This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has given an ‘in principle’ commitment to the Education and Skills Funding Agency (ESFA) to deliver assessments on this apprenticeship standard. Once the ‘in principle’ commitment has been approved by ESFA, funding for apprentice starts will be permitted and this message will be removed.
Provide the aircraft with the technical support required both prior to and during the flight.
This occupation is found in the Aviation sector, across a range of different types of organisations and employers such as those working to support both civilian and military aviation at locations that support flight operations. This occupation is found in diverse settings including general aviation (private and recreational), commercial aviation and military aviation. Consequently, those working in this occupation support a wide range of different aircraft and flight objectives. This in turn impacts the support needs of the flight. Aviation flight operations coordinator typically work in highly organised teams in a number of environments, on or off site, which could include commercial airports, military bases or aerodromes.
The broad purpose of the occupation is to provide the aircraft with the technical support required both prior to and during the flight. They do this by coordinating all aircraft technical and operational factors that are needed for a successful flight. They achieve this by assessing planned flights and a wide range of associated factors including the weather, overflight permits, route planning, aircraft performance, airport facilities, the recording of the aircraft’s technical condition and fuel requirements. They take decisions that address these needs, putting in place the physical requirements (such as aviation systems and equipment), that ensure the aircraft is ready for flight. Once the aircraft is airborne, the aviation flight operation coordinator monitors progress, providing information needed to maintain the flight. Working with a range of internal and external stakeholders and agencies, Flight operation coordinators provide an efficient and effective service that meets customer needs and maintains operational and regulatory standards. This is very responsible work as it impacts the safety of the aircraft and all those on board or on the ground. It also can have a significant financial or operational impact on the organisation. Aviation flight operation coordinators therefore play a key role in delivering successful aviation operations.
In their daily work, an employee in this occupation interacts with members of their immediate team and other aviation stakeholders critical to the safe and effective planning, delivery and recovery of aviation assets. The stakeholders they interact with includes, for instance, aviation engineers, airfields, and parts suppliers. They often work alongside support schedulers, who arrange the crew rosters. This work all needs careful coordination to ensure safe and successful flights. They also liaise during a flight, for example with air traffic control and with the aircraft itself, providing them with information that impacts their route. Aviation flight operation coordinators typically coordinate several flights at the same time. Working shifts can vary; typically a Flight Operations Coordinator will work shift patterns covering the 24-hour operation. Their work and that of the wider team is typically overseen by a line manager who could be a technical expert (aviation operations manager, chief pilot, pilot manager).
An employee in this occupation will be responsible for contributing to the decision-making process for the initiation, continuation, diversion or termination of a flight in the interest of the safety of the aircraft, and the regulatory and efficiency of the flight. They do this by assessing the individual needs of each flight, which could include the equipment, permits, fuel and other practical assistance needed before the aircraft can depart. They are responsible for all aircraft under their own jurisdiction at any given time, and for providing the safe, secure and timely delivery of tasks required for each aircraft. They ensure that the people working in/on the aircraft are supported by coordinating the sequence of events needed. They take decisions that ensure a safe and compliant flight, balancing the need to also optimise business objectives as guided by their aviation operations manager. These decisions affecting a flight are often needed at a very tight timescale either to meet routine timetabling requirements, or in the event of an unexpected incident, such as a disruption or a mechanical failure. Typically, a Flight operation coordinator monitors, assesses and facilitates the safe and effective movement of aircraft and customers, including in-flight monitoring and planning, monitoring weather conditions and disseminating meteorological information to relevant people. Other responsibilities include maintaining good working practices that comply with aviation regulations and health and safety. They must also coordinate wide ranging technical data. Effective communication and teamwork ensure that all aspects of a flight operations coordinator’s role play a critical part in achieving the objectives of their organisation.
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 18 months. The EPA period is typically 6 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:
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 6 questions.
Interview underpinned by a portfolio of evidence
You will have an interview with an independent assessor. It will last at least 60 minutes. They will ask you at least 5 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the Aviation sector, across a range of different types of organisations and employers such as those working to support both civilian and military aviation at locations that support flight operations. This occupation is found in diverse settings including general aviation (private and recreational), commercial aviation and military aviation. Consequently, those working in this occupation support a wide range of different aircraft and flight objectives. This in turn impacts the support needs of the flight. Aviation flight operations coordinator typically work in highly organised teams in a number of environments, on or off site, which could include commercial airports, military bases or aerodromes.
The broad purpose of the occupation is to provide the aircraft with the technical support required both prior to and during the flight. They do this by coordinating all aircraft technical and operational factors that are needed for a successful flight. They achieve this by assessing planned flights and a wide range of associated factors including the weather, overflight permits, route planning, aircraft performance, airport facilities, the recording of the aircraft’s technical condition and fuel requirements. They take decisions that address these needs, putting in place the physical requirements (such as aviation systems and equipment), that ensure the aircraft is ready for flight. Once the aircraft is airborne, the aviation flight operation coordinator monitors progress, providing information needed to maintain the flight. Working with a range of internal and external stakeholders and agencies, Flight operation coordinators provide an efficient and effective service that meets customer needs and maintains operational and regulatory standards. This is very responsible work as it impacts the safety of the aircraft and all those on board or on the ground. It also can have a significant financial or operational impact on the organisation. Aviation flight operation coordinators therefore play a key role in delivering successful aviation operations.
In their daily work, an employee in this occupation interacts with members of their immediate team and other aviation stakeholders critical to the safe and effective planning, delivery and recovery of aviation assets. The stakeholders they interact with includes, for instance, aviation engineers, airfields, and parts suppliers. They often work alongside support schedulers, who arrange the crew rosters. This work all needs careful coordination to ensure safe and successful flights. They also liaise during a flight, for example with air traffic control and with the aircraft itself, providing them with information that impacts their route. Aviation flight operation coordinators typically coordinate several flights at the same time. Working shifts can vary; typically a Flight Operations Coordinator will work shift patterns covering the 24-hour operation. Their work and that of the wider team is typically overseen by a line manager who could be a technical expert (aviation operations manager, chief pilot, pilot manager).
An employee in this occupation will be responsible for contributing to the decision-making process for the initiation, continuation, diversion or termination of a flight in the interest of the safety of the aircraft, and the regulatory and efficiency of the flight. They do this by assessing the individual needs of each flight, which could include the equipment, permits, fuel and other practical assistance needed before the aircraft can depart. They are responsible for all aircraft under their own jurisdiction at any given time, and for providing the safe, secure and timely delivery of tasks required for each aircraft. They ensure that the people working in/on the aircraft are supported by coordinating the sequence of events needed. They take decisions that ensure a safe and compliant flight, balancing the need to also optimise business objectives as guided by their aviation operations manager. These decisions affecting a flight are often needed at a very tight timescale either to meet routine timetabling requirements, or in the event of an unexpected incident, such as a disruption or a mechanical failure. Typically, a Flight operation coordinator monitors, assesses and facilitates the safe and effective movement of aircraft and customers, including in-flight monitoring and planning, monitoring weather conditions and disseminating meteorological information to relevant people. Other responsibilities include maintaining good working practices that comply with aviation regulations and health and safety. They must also coordinate wide ranging technical data. Effective communication and teamwork ensure that all aspects of a flight operations coordinator’s role play a critical part in achieving the objectives of their organisation.
| Duty | KSBs |
|---|---|
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Duty 1 Refer to technical specification to assess aircraft status recording suitability to support the operational task |
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Duty 2 Complete, review, monitor and file sector specific documentation, for example, flight plans, aircraft route. |
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Duty 3 Assess any impact on aircraft requirements and implement any changes required such as the aviation systems needed at a particular location. |
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Duty 4 Co-ordinate and carry out operational procedures to maintain the daily flight programme within own area of responsibility. |
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Duty 5 Manage own workload to meet deadlines and optimise impact on organisational objectives. |
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Duty 6 Monitor flight operations to assure a safe, secure and efficient aviation environment in accordance with organisational and legislative requirements. |
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Duty 7 Assess actual and forecast weather conditions and communicate implications to the aircraft, flight crew and wider team. |
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Duty 8 Interpret Notices to Air Missions and respond accordingly. |
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Duty 9 Record, follow and communicate flight arrivals and departures to relevant stakeholders. |
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Duty 10 Input, monitor and collate data impacting day to day flight operations using relevant Aviation Systems. |
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Duty 11 Maintain a continuous and accurate picture of the position such as flight watch and overdue aircraft action, and technical status of all aircraft within own area of responsibility. |
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Duty 12 Collect data to inform regulatory and organisational requirements. |
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Duty 13 Initiate remedial actions in the case of potential or actual disruptions, incidents or emergencies in order to maintain the initial programme. |
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Duty 14 Respond to enquiries passing on relevant information to internal and external stakeholders. |
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Duty 15 Complete compulsory training, development and continuous professional development. |
K1: Local and operational procedures for operations control.
Back to Duty
K2: Sector specific documentation in operations control.
Back to Duty
K3: The sector specific notifications and the impact to operational performance data. For example, Notices to Air Missions, Industrial action, Safety & Security bulletin.
Back to Duty
K4: Civil Aviation Authority (CAA) or Military Aviation Authority (MAA) regulations, and legislation.
Back to Duty
K5: The roles and responsibilities of different colleagues and stakeholder in operations and control.
Back to Duty
K6: The organisational and sector digital toolkits and systems in operations control.
Back to Duty
K7: Sector specific factors that will influence decision-making within operations control.
Back to Duty
K8: Limits of authority, when to escalate tasks and issues, and to whom.
Back to Duty
K9: Principles of risk-based decision making to support safe aircraft operations including safety, costs, and time factors.
Back to Duty
K10: Environment and sustainability regulations, relevant to the occupation and co-ordinator’s responsibilities.
Back to Duty
K11: Their organisation’s operational, ethical and safety priorities
Back to Duty
K12: Principles and techniques of delivering an operational safety culture.
Back to Duty
K13: Aircraft operational status indicators, and technical conditions of aircraft.
Back to Duty
K14: The principles of using recording and analysing flight arrival information.
Back to Duty
K15: The principles of using recording and analysing enroute flight information.
Back to Duty
K16: The principles of using recording and analysing flight departure information.
Back to Duty
K17: Techniques for verbal communication, giving and receiving information, matching style to audience, communication barriers and how to overcome them.
Back to Duty
K18: Techniques for written communication, plain English principles, and industry terminology.
Back to Duty
K19: Aircraft position trends and analysis techniques.
Back to Duty
K20: Weather forecasts, trends, and the effect of changing weather conditions on the aircraft, flight crew, and operational delivery.
Back to Duty
K21: Equity, diversity and inclusion legislation, and its impact on the aviation sector
Back to Duty
S1: Comply with local operational and organisational procedures for operations control.
Back to Duty
S2: Use sector specific documentation to support in operational control.
Back to Duty
S3: Monitor and respond to sector specific data to support in operational control.
Back to Duty
S4: Comply with CAA or MAA regulations and legislation.
Back to Duty
S5: Operate organisational and sector digital toolkits and systems.
Back to Duty
S6: Apply risk-based decision making to support safe aircraft operations.
Back to Duty
S7: Escalate issues and tasks in line with organisational and sector procedures.
Back to Duty
S8: Assess the risk and manage the impact of external factors on operational activities, for example scheduled disruptions, force majeure.
Back to Duty
S9: Deliver an operational safety culture.
Back to Duty
S10: Use aircraft operational status indicators to assess technical condition of aircraft
Back to Duty
S11: Record and analyse flight arrival information.
Back to Duty
S12: Record and analyse enroute flight information.
Back to Duty
S13: Record and analyse flight departure information.
Back to Duty
S14: Communicate data and information with others verbally, for example internal and external stakeholders, colleagues, and managers.
Back to Duty
S15: Communicate data and information in writing with others, for example internal and external customers, colleagues, and managers.
Back to Duty
S16: Analyse aircraft positioning trends.
Back to Duty
S17: Use weather forecasts, trends, and conditions to support in operational delivery.
Back to Duty
S18: Follows equity, diversity and inclusion legislative guidance
Back to Duty
B1: Contributes to equity, diversity, and inclusivity in the workplace.
Back to Duty
B2: Committed to maintaining and enhancing competence of self through Continued Professional Development (CPD).
Back to Duty
B3: Respond and adapt to work demands and situations.
Back to Duty
B4: Collaborate within teams, across disciplines and with internal and external stakeholders.
Back to Duty
B5: Act professionally, considers their organisation's operational, ethical, safety and sustainability priorities.
Back to Duty
B6: Prioritise aviation safety in all instances.
Back to Duty
V1.0
This document explains the requirements for end-point assessment (EPA) for the aviation flight operations coordinator apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Aviation flight operations coordinator apprentices, their employers and training providers should read this document.
A full-time aviation flight operations coordinator apprentice typically spends 18 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 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 select an approved EPAO from the register of end-point assessment organisations (RoEPAO).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - observation with questions:
Assessment method 2 - interview underpinned by a portfolio:
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 18 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the interview underpinned by a portfolio, the apprentice must submit a portfolio of evidence.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 6 months
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The grades available for each assessment method are below
Observation with questions:
Interview underpinned by a portfolio:
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 6 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 has attained sufficient KSBs to complete the apprenticeship. 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:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 12 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 discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures 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 observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The observation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the observation with questions.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 14 days' notice of the observation with questions.
The observation must take 90 minutes.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
The EPAO 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 independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. Questioning can occur both during and after the observation.
The purpose of the questions is to assess the level of competence of the apprentice against the grading descriptors.
The time for questioning is included in the overall assessment time. The independent assessor must ask at least 6 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. 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 ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the above set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The observation with questions must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation 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 produce the following materials to support the observation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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 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 5 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 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 underpinned by a portfolio:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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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Operational safety culture
K4 K12 S4 S9 B6 |
Prioritises aviation safety and complies with CAA or MAA safety regulations and legislation to deliver an operational safety culture. (K4, K12, S4, S9, B6) |
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Operational control
K1 K2 K6 S1 S2 S3 S5 |
Follows and complies with local and organisational operational procedures for operations control tasks. (K1, S1)
Uses sector specific documentation, monitors and responds to sector specific data to meet the needs of operations control activities (K2, S2, S3)
Operates organisational and sector digital toolkits and systems to carry out flight operational control tasks in line with organisational procedures (K6, S5)
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Operational delivery
K13 K14 K15 K16 S10 S11 S12 S13 |
Uses aircraft operational status indicators to assess the technical conditions of the aircraft, to meet the needs of operational delivery. (K13, S10) Records and analyses flight arrival, flight departure and enroute flight information to meet the needs of operational delivery (K14, K15, K16, S11, S12, S13) |
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Decision making
K9 S6 |
Apply risk-based decisions considering safety, cost, and time to support safe aircraft operations in line with industry specific regulations, legislation and procedures. (K9, S6)
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Communication and collaboration
K17 S14 |
Applies verbal communication techniques to give and receive information, communicates data and information to external stakeholders, colleagues, and managers. Adapts their style and language to suit the audience. (K17, S14) |
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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Operational control
K19 K20 S16 S17 |
Explains how they analyse aircraft position trends to meet the needs of operations control (K19, S16) Explains how they use weather forecasts, trends and conditions to meet the needs of operations control. Explains what the impact of weather conditions are on the aircraft, flight crew and operational delivery. (K20, S17) |
Justifies their decisions relating to operational control that were influenced by their analysis of aircraft position trends. (K19, S16)
Justifies their decisions relating to operational control that were influenced by weather forecasts, trends and conditions. (K20, S17)
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Risk assessment and decision making
K3 K7 K8 S7 S8 B3 |
Explains how they respond to sector specific notifications and data, and how they assess the risk and manage the impact of external and sector specific factors on operational activities. Explain how they adapt and respond to work demands and situations. (K3, K7, S8, B3).
Explains how they escalate issues and tasks that are beyond the limit of their authority in line with organisational safety and sector procedures. (K8, S7.) |
Justifies the actions they take to manage external factors on operational activities (S8) |
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Communication and collaboration
K5 K18 S15 B4 |
Explains the roles and responsibilities, the purpose and inter dependencies of colleagues and stakeholders in the operations, control and flight planning environment. Explains how they work with these stakeholders to achieve task requirements (K5, B4) Explains how they communicate data and information in a written context, suitable to the audience, for example internal customers, colleagues, managers and internal and external stakeholders (K18, S15)
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Explains the benefits for individuals and the organisation of communicating in a way which is suitable to the audience when sharing written communications. (K18, S15)
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Sustainability
K10 K11 B5 |
Explains their organisations operational, ethical, sustainability and safety priorities. Explains how they embed these into their own practice. (K10, K11, B5) |
Supports the development of environmental and sustainability practice in the workplace for example, through promoting good practice to others, identifying improvement to practice. (K10, K11, B5) |
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Equity, diversity and inclusion (EDI)
K21 S18 B1 |
Describes how they follow and contribute to equity, diversity and inclusion principles and legislative guidelines in their team. (K21, S18, B1) |
Explains how their commitment to EDI extends to wider teams or stakeholders. (K21, S18, B1) |
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Continuing professional development (CPD)
B2 |
Describes how they have maintained and enhanced their competence in their area of practice through learning and development opportunities they have sought. (B2) |
None |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the observation with questions and interview underpinned by a portfolio in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, 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 an overall distinction, the apprentice must gain a distinction within the assessment method of interview underpinned by a portfolio.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Observation with questions | Interview underpinned by a portfolio | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Pass | Fail | Fail |
| 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 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 4 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 , unless the EPAO deems exceptional circumstances to apply outside of the control of the apprentice or their employer.
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 |
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
hold qualifications, or have undertaken training, that has legislative and technical relevance
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Local and operational procedures for operations control. Back to Grading |
Observation with questions |
|
K2
Sector specific documentation in operations control. Back to Grading |
Observation with questions |
|
K3
The sector specific notifications and the impact to operational performance data. For example, Notices to Air Missions, Industrial action, Safety & Security bulletin. Back to Grading |
Interview underpinned by a portfolio |
|
K4
Civil Aviation Authority (CAA) or Military Aviation Authority (MAA) regulations, and legislation. Back to Grading |
Observation with questions |
|
K5
The roles and responsibilities of different colleagues and stakeholder in operations and control. Back to Grading |
Interview underpinned by a portfolio |
|
K6
The organisational and sector digital toolkits and systems in operations control. Back to Grading |
Observation with questions |
|
K7
Sector specific factors that will influence decision-making within operations control. Back to Grading |
Interview underpinned by a portfolio |
|
K8
Limits of authority, when to escalate tasks and issues, and to whom. Back to Grading |
Interview underpinned by a portfolio |
|
K9
Principles of risk-based decision making to support safe aircraft operations including safety, costs, and time factors. Back to Grading |
Observation with questions |
|
K10
Environment and sustainability regulations, relevant to the occupation and co-ordinator’s responsibilities. Back to Grading |
Interview underpinned by a portfolio |
|
K11
Their organisation’s operational, ethical and safety priorities Back to Grading |
Interview underpinned by a portfolio |
|
K12
Principles and techniques of delivering an operational safety culture. Back to Grading |
Observation with questions |
|
K13
Aircraft operational status indicators, and technical conditions of aircraft. Back to Grading |
Observation with questions |
|
K14
The principles of using recording and analysing flight arrival information. Back to Grading |
Observation with questions |
|
K15
The principles of using recording and analysing enroute flight information. Back to Grading |
Observation with questions |
|
K16
The principles of using recording and analysing flight departure information. Back to Grading |
Observation with questions |
|
K17
Techniques for verbal communication, giving and receiving information, matching style to audience, communication barriers and how to overcome them. Back to Grading |
Observation with questions |
|
K18
Techniques for written communication, plain English principles, and industry terminology. Back to Grading |
Interview underpinned by a portfolio |
|
K19
Aircraft position trends and analysis techniques. Back to Grading |
Interview underpinned by a portfolio |
|
K20
Weather forecasts, trends, and the effect of changing weather conditions on the aircraft, flight crew, and operational delivery. Back to Grading |
Interview underpinned by a portfolio |
|
K21
Equity, diversity and inclusion legislation, and its impact on the aviation sector Back to Grading |
Interview underpinned by a portfolio |
| Skill | Assessment methods |
|---|---|
|
S1
Comply with local operational and organisational procedures for operations control. Back to Grading |
Observation with questions |
|
S2
Use sector specific documentation to support in operational control. Back to Grading |
Observation with questions |
|
S3
Monitor and respond to sector specific data to support in operational control. Back to Grading |
Observation with questions |
|
S4
Comply with CAA or MAA regulations and legislation. Back to Grading |
Observation with questions |
|
S5
Operate organisational and sector digital toolkits and systems. Back to Grading |
Observation with questions |
|
S6
Apply risk-based decision making to support safe aircraft operations. Back to Grading |
Observation with questions |
|
S7
Escalate issues and tasks in line with organisational and sector procedures. Back to Grading |
Interview underpinned by a portfolio |
|
S8
Assess the risk and manage the impact of external factors on operational activities, for example scheduled disruptions, force majeure. Back to Grading |
Interview underpinned by a portfolio |
|
S9
Deliver an operational safety culture. Back to Grading |
Observation with questions |
|
S10
Use aircraft operational status indicators to assess technical condition of aircraft Back to Grading |
Observation with questions |
|
S11
Record and analyse flight arrival information. Back to Grading |
Observation with questions |
|
S12
Record and analyse enroute flight information. Back to Grading |
Observation with questions |
|
S13
Record and analyse flight departure information. Back to Grading |
Observation with questions |
|
S14
Communicate data and information with others verbally, for example internal and external stakeholders, colleagues, and managers. Back to Grading |
Observation with questions |
|
S15
Communicate data and information in writing with others, for example internal and external customers, colleagues, and managers. Back to Grading |
Interview underpinned by a portfolio |
|
S16
Analyse aircraft positioning trends. Back to Grading |
Interview underpinned by a portfolio |
|
S17
Use weather forecasts, trends, and conditions to support in operational delivery. Back to Grading |
Interview underpinned by a portfolio |
|
S18
Follows equity, diversity and inclusion legislative guidance Back to Grading |
Interview underpinned by a portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Contributes to equity, diversity, and inclusivity in the workplace. Back to Grading |
Interview underpinned by a portfolio |
|
B2
Committed to maintaining and enhancing competence of self through Continued Professional Development (CPD). Back to Grading |
Interview underpinned by a portfolio |
|
B3
Respond and adapt to work demands and situations. Back to Grading |
Interview underpinned by a portfolio |
|
B4
Collaborate within teams, across disciplines and with internal and external stakeholders. Back to Grading |
Interview underpinned by a portfolio |
|
B5
Act professionally, considers their organisation's operational, ethical, safety and sustainability priorities. Back to Grading |
Interview underpinned by a portfolio |
|
B6
Prioritise aviation safety in all instances. Back to Grading |
Observation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Operational safety culture
K4 K12 S4 S9 B6 |
Civil Aviation Authority (CAA) or Military Aviation Authority (MAA) regulations, and legislation. (K4) Principles and techniques of delivering an operational safety culture. (K12) |
Comply with CAA or MAA regulations and legislation. (S4) Deliver an operational safety culture. (S9) |
Prioritise aviation safety in all instances. (B6) |
|
Operational control
K1 K2 K6 S1 S2 S3 S5 |
Local and operational procedures for operations control. (K1) Sector specific documentation in operations control. (K2) The organisational and sector digital toolkits and systems in operations control. (K6) |
Comply with local operational and organisational procedures for operations control. (S1) Use sector specific documentation to support in operational control. (S2) Monitor and respond to sector specific data to support in operational control. (S3) Operate organisational and sector digital toolkits and systems. (S5) |
None |
|
Operational delivery
K13 K14 K15 K16 S10 S11 S12 S13 |
Aircraft operational status indicators, and technical conditions of aircraft. (K13) The principles of using recording and analysing flight arrival information. (K14) The principles of using recording and analysing enroute flight information. (K15) The principles of using recording and analysing flight departure information. (K16) |
Use aircraft operational status indicators to assess technical condition of aircraft (S10) Record and analyse flight arrival information. (S11) Record and analyse enroute flight information. (S12) Record and analyse flight departure information. (S13) |
None |
|
Decision making
K9 S6 |
Principles of risk-based decision making to support safe aircraft operations including safety, costs, and time factors. (K9) |
Apply risk-based decision making to support safe aircraft operations. (S6) |
None |
|
Communication and collaboration
K17 S14 |
Techniques for verbal communication, giving and receiving information, matching style to audience, communication barriers and how to overcome them. (K17) |
Communicate data and information with others verbally, for example internal and external stakeholders, colleagues, and managers. (S14) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Operational control
K19 K20 S16 S17 |
Aircraft position trends and analysis techniques. (K19) Weather forecasts, trends, and the effect of changing weather conditions on the aircraft, flight crew, and operational delivery. (K20) |
Analyse aircraft positioning trends. (S16) Use weather forecasts, trends, and conditions to support in operational delivery. (S17) |
None |
|
Risk assessment and decision making
K3 K7 K8 S7 S8 B3 |
The sector specific notifications and the impact to operational performance data. For example, Notices to Air Missions, Industrial action, Safety & Security bulletin. (K3) Sector specific factors that will influence decision-making within operations control. (K7) Limits of authority, when to escalate tasks and issues, and to whom. (K8) |
Escalate issues and tasks in line with organisational and sector procedures. (S7) Assess the risk and manage the impact of external factors on operational activities, for example scheduled disruptions, force majeure. (S8) |
Respond and adapt to work demands and situations. (B3) |
|
Communication and collaboration
K5 K18 S15 B4 |
The roles and responsibilities of different colleagues and stakeholder in operations and control. (K5) Techniques for written communication, plain English principles, and industry terminology. (K18) |
Communicate data and information in writing with others, for example internal and external customers, colleagues, and managers. (S15) |
Collaborate within teams, across disciplines and with internal and external stakeholders. (B4) |
|
Sustainability
K10 K11 B5 |
Environment and sustainability regulations, relevant to the occupation and co-ordinator’s responsibilities. (K10) Their organisation’s operational, ethical and safety priorities (K11) |
None |
Act professionally, considers their organisation's operational, ethical, safety and sustainability priorities. (B5) |
|
Equity, diversity and inclusion (EDI)
K21 S18 B1 |
Equity, diversity and inclusion legislation, and its impact on the aviation sector (K21) |
Follows equity, diversity and inclusion legislative guidance (S18) |
Contributes to equity, diversity, and inclusivity in the workplace. (B1) |
|
Continuing professional development (CPD)
B2 |
None |
None |
Committed to maintaining and enhancing competence of self through Continued Professional Development (CPD). (B2) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 04/09/2023 | Not set | Not set |
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