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This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation is found in the construction, built environment and engineering sectors, with civil engineers employed in a variety of organisation types and sizes.
The broad purpose of the occupation is to provide the technical management of civil engineering tasks and activities, or projects, which includes the planning, design, construction, management, maintenance or dismantling of:
Civil engineers use and apply advanced engineering knowledge, underpinned by advanced scientific and mathematical principles and theories, whilst using a range of methods, techniques, and procedures to deliver civil engineering solutions. They do so by sourcing, reviewing, interpreting, critically analysing and evaluating a range of data and information, specifying materials or processes, and propose and deliver solutions for civil engineering problems, evaluating performance and support continuous improvement.
With the need to mitigate the detrimental effects on the environment and an increased drive for carbon emission reduction, improvements in building performance and sustainability, civil engineers will consider the whole life cycle of a civil engineering asset, ensuring civil engineering systems and projects align with United Nations Sustainable Development Goals (UNSDG), respond to carbon net-zero emissions targets, and are compliant with environmental and sustainability policies and legislation, including the climate change act.
Civil engineers will prepare, produce and present civil engineering information, designs and documentation, with regard for the practical need to construct, manage and maintain, and improve civil engineering equipment and systems, and to relevant codes of practice and industry standards, to statutory and regulatory requirements (such as the Building Safety Act 2022, BSI Flex 8670, Construction (Design and Management) (CDM)), and complying with health, safety and wellbeing requirements.
They use appropriate analytical and computational software, including engineering analysis software (such as CAD or Revit software), to prepare, produce, and communicate civil engineering solutions, recognising the limitations of the techniques and outputs produced. Many civil engineers now use digital data modelling processes and systems, such as Building Information Management (BIM), using ISO 19650 standards, to manage information over the whole life cycle of a civil engineering asset (such as the information required for the ‘golden thread’).
Civil engineers will be responsible for initiating, planning, and managing tasks, projects or processes, the team members, or specialist technical input, and wider resources needed, whilst applying appropriate project, financial, legal and commercial management knowledge and techniques, using quality management systems and risk assessment procedures to mitigate risks, and to improve safe systems and security.
They will also commission, carry out, or review site inspections or surveys, report progress against performance criteria, and check specified technical aspects of design, site, construction or manufacturing activities.
In their daily work, employees interact with their line manager, often a senior engineer or project manager, and their team members, to determine, manage, and review tasks, projects and programmes of work, agreeing individual and team responsibilities; they do so to design, produce and evaluate civil engineering solutions, ensuring they are fit for purpose, safe, secure, environmentally sustainable, and meet customer and industry specifications.
Civil engineers will regularly work with other civil engineers and technicians, and specialist contactors for which they may be responsible for. They will also collaborate with others working in a range of disciplines, and from various employer types (e.g., clients, consultancies, contractors); these might include building services engineers, mechanical and electrical engineers, surveyors, architects, project managers, planners, environmental practitioners, legal or finance teams, where they will need to communicate effectively in relation to technical and project matters.
Depending on their employer, civil engineers will also communicate and collaborate with those outside their own organisation, including clients or customers, consultants or contractors, suppliers, manufacturers, and with stakeholders or with representatives from appropriate regulatory bodies.
Civil engineers, depending on their employer, will spend their time in an office environment, working on site, working remotely or a combination of these.
Employees are responsible for designing, delivering and managing civil engineering technical solutions to specification, ensuring accuracy and quality, within financial, time, resource, commercial and legal limits, and compliant with health and safety regulations, to industry, regulatory and legislative standards, including the Building Safety Act 2022. They must also comply with health and safety regulations, including the Health and Safety at Work Act 1974, Construction (Design and Management) regulation, and environmental and sustainability policies.
They are able to make decisions, exercising sound independent engineering judgement, whilst knowing their own limits of authority when undertaking the occupational duties in a range of contexts and environments, adapting to issues that arise, informing the actions to be taken and reviewing the effectiveness of these actions. They are also responsible for their own, and promoting the benefits of, equality, diversity and inclusion and continuing professional development, and recognising their own obligations to society.
Whilst individual employers will set the selection criteria for their Apprenticeships, employers will work with their chosen training provider to agree specific entry requirements. However, candidates will typically have completed a relevant level 3 or 4 apprenticeship in the field, or have relevant qualifications, such as a BTEC Diploma, T-Level, A levels, or Higher National Certificate (HNC) or Diploma (HND) in civil engineering, construction, or physical and mathematical sciences.
| Duty | KSBs |
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Duty 1 Deliver solutions to broadly defined civil engineering problems, by preparing, producing and presenting engineering diagrams and documents, to engineering specifications, industry codes of practice, regulations, standards, and procedures. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 2 Deliver appropriate and effective technical civil engineering solutions, through the identification, selection, review and evaluation of data and technical information, and the use of a range of appropriate engineering analytical methods, techniques, processes, and technologies. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 3 Manage civil engineering tasks or projects, and the input of others, by applying project, team and quality management principles and techniques to effectively identify, organise and manage resources, budgets or costs. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 4 Contribute to the design and development of civil engineering systems, checking the systems meet the requirements of the end user or business need, and that relevant industry standards and procedures are adhered to. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 5 Use a range of practical and workshop skills, selecting and applying appropriate materials, equipment, technologies and processes, to plan, undertake, analyse and evaluate civil engineering activities. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 6 Use analytical and engineering analysis software (such as Computer Aided Design (CAD), digital data modelling systems (such as Building Information Management (BIM), and other techniques), recognising the limitations of the techniques used, to inform, develop or manage civil engineering solutions. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 7 Ensure compliance with health, safety & welfare requirements, apply safe systems of work (including for example the Health and Safety at Work Act 1974, the Construction (Design and Management) regulations), understanding the safety implications of their works, ensuring they apply and improve safe systems of work. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 8 Identify, evaluate and mitigate risks associated with their work, and in the tasks and activities they are responsible for. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 9 Comply with relevant policies, standards, regulations, legislation, strategies, technical guidance, and codes of practice, for example Building Safety Act 2022 or BSI Flex 8670, ensuring they are interpreted, implemented and communicated correctly and appropriately. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 10 Comply with environmental policies and legislation, practice sustainable principles, evaluating how these impact on civil engineering, and how these assist in the achievement of United Nations Sustainable Development Goals (UNSDG) and reducing carbon emissions. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 11 Use data, information and quality management, and assurance systems and processes, for example ISO 19650, recognising the need for these in managing civil engineering information (for example, information relating to the golden thread) and their application in continuous improvement. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 12 Communicate and liaise effectively with others internal and external to their organisation, such as customers or specialist contractors, respecting the need for the confidentiality and security of data and information. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 13 Work reliably and effectively with others, taking responsibility for their own work and the input of others, and where appropriate, managing others. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 14 Ensure compliance with equality, diversity & inclusion (EDI) and ethical standards, recognising the importance of these in the workplace. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
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Duty 15 Plan and maintain their own learning and skills development by carrying out continuing professional development in line with professional codes of conduct and/or industry specifications and obligations, and promoting the benefits of this to others. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 |
K1: Engineering principles, underpinned by theoretical and technical scientific, mathematical and statistical knowledge.
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K2: Engineering techniques, procedures and methods used to measure, test and analyse the performance of civil engineering components and systems.
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K3: Analytical tools and techniques to support integrated or systems-based approaches to problem solving.
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K4: Properties of, identification and selection criteria for materials, components, or parts, and processes used in civil engineering.
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K5: Techniques and methods used to research and collect, data and technical information.
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K6: Civil engineering design principles and control processes, including the factors that affect design, and the compliance with building safety and health and safety legislation, codes of practice and industry standards.
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K7: Technical drawings, designs, and analytical and computer-based techniques.
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K8: The use and limitations of computational and digital models, including Building Information Modelling (BIM).
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K9: Industry policies, standards, regulations and legislation, and codes of practice: Building Safety Act 2022 or BSI Flex 8670, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB).
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K10: Statutory health, safety and welfare legislation and regulations including Health and Safety at Work Act 1974 and Construction (Design and Management) (CDM) and policies and procedures to enable safe systems of work.
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K11: Hazard and risk assessment, evaluation, and mitigation processes, in the civil engineering environment.
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K12: Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG) and net-zero carbon emissions, environmental policies and legislations, the environmental protection and the climate change acts.
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K13: Project management techniques: quality and information management, assurance systems and continuous improvement processes.
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K14: Methods for planning, managing and resourcing civil engineering projects, and the impact on cost, quality, safety, security, environment, commercial and legal matters.
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K15: Methods of communication and when to use them, using appropriate engineering terminology and conventions.
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K16: Roles and responsibilities within organisation and the wider civil engineering sector.
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K17: Principles of teamwork and collaboration.
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K18: Relationships between organisations in the civil engineering sector (for example organisations, customers, partners and suppliers), including how these are affected by commercial and legal matters.
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K19: Equality, diversity and inclusion, including the Equality Act, their responsibilities, its benefits and importance.
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K20: Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available.
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K21: Ethical principles and practices, including the implications to legal, civil, reputational and professional risk.
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K22: Methods to maintain and enhance professional competence and technical knowledge (CPD).
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S1: Apply engineering principles to solve engineering problems: scientific, theoretical and technical principles.
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S2: Apply civil engineering techniques, procedures and methods, and review and evaluate the results, including measuring and testing, designing, installing, commissioning, constructing, maintaining or operating civil engineering components and systems; consider how continuous improvement can contribute to improved performance.
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S3: Employ mathematical, statistical and data interpretation tools, using analytical and computational methods, and apply an integrated or systems-based approach.
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S4: Identify, interpret and compare information to select materials, components or parts used in civil engineering.
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S5: Research, collect, select and evaluate technical literature and other sources of data and information to address, analyse and evaluate civil engineering problems.
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S6: Produce civil engineering technical solutions in accordance with relevant industry standards, policies, codes of practice, regulations, and legislation.
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S7: Select and apply computational and analytical techniques to model civil engineering problems, recognising the limitations of the techniques employed.
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S8: Contribute to the design, development and implementation of civil engineering solutions, and evaluate their effectiveness in the context of the whole project life cycle.
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S9: Manage and comply with statutory health, safety and welfare policies, procedures and regulation, and contribute to improvements in health, safety and welfare, within their own area of responsibility.
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S10: Complete risk assessments to identify, evaluate, manage and mitigate risks.
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S11: Apply principles of sustainable development and evaluate their effectiveness on the whole project lifecycle of civil engineering solutions.
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S12: Manage engineering activities that contribute to sustainable development and the United Nations’ Sustainable Development Goals (UNSDGs).
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S13: Apply project management techniques, identifying, measuring, recording and reporting progress against civil engineering project performance criteria.
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S14: Manage quality processes and contribute to quality improvements.
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S15: Plans and manages resources, equipment and technology, to meet project requirements, specifications, costs and budgets and timescales, with an appreciation of statutory and commercial arrangements.
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S16: Monitor and manage individual performance, and the input of others, recognising the need to adapt to, and communicate, changing demands.
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S17: Comply with appropriate codes of practice and equality, diversity and inclusion (EDI) requirements.
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S18: Communicate in verbal and written contexts using appropriate methods for the audience. Use appropriate engineering terminology and conventions.
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S19: Apply teamwork and collaboration principles.
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S20: Apply ethical principles, identifying and analysing ethical concerns and making reasoned ethical choices.
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S21: Plan, undertake and review their own professional competence, regularly updating, recording and reviewing their continuing professional development (CPD).
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B1: Works to health, safety and welfare requirements, safe systems of work, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise.
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B2: Makes decisions, exercising sound independent engineering judgement, whilst knowing their own limits of authority and when to ask for help or to escalate.
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B3: Works effectively, individually and as part of a team.
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B4: Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve.
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B5: Promotes equality, diversity and inclusivity in the workplace, maintains professional working relationships with internal, external, and connected stakeholders, and makes reasoned ethical choices.
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B6: Takes responsibility for their own professional development, seeking opportunities to extend and enhance their knowledge, skills, and experience, and support others, in line with professional codes of conduct.
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Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (integrated degree)
This standard aligns with the following professional recognition:
This document explains the requirements for end-point assessment (EPA) for the civil engineer degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Civil engineer apprentices, their employers and training provider should read this document.
A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the civil engineer degree-apprenticeship.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.
If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 30 of the total credit value.
A full-time civil engineer apprentice typically spends 60 months on-programme. 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.
This EPA should then be completed within an EPA period lasting typically 8 months.
Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.
This EPA has 2 assessment methods.
Assessment method 1 - project: technical report and presentation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:
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On-programme - typically 60 months
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The apprentice must:
The qualification required is: Civil Engineering degree accredited by the Engineering Council
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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 degree-apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 8 months
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The grades available for each assessment method are below
Project: technical report and presentation with questioning:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and degree-apprenticeship can be graded:
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Professional recognition
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This degree-apprenticeship aligns with:
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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 8 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
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 the professional discussion. It will typically contain 15 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.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods must be delivered in the following order:
The project: technical report and presentation with questioning assessment method must be taken and passed before the professional discussion can take place.
The rationale is to comply with Engineering Council regulations.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
project with a project output
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
• it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
• it allows for a range of civil engineering activities to be demonstrated
• it provides a cost-effective assessment, as it minimises independent assessor time and makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity.
The apprentice must complete a project based on any of the following:
⦁ a specific problem;
⦁ a recurring issue; or
⦁ an idea or opportunity.
Apprentices will undertake the project after they have passed the gateway. The project will typically take up to 300 hours over a period of a maximum of 6 working months, producing a technical report that appropriately covers all of the KSBs assigned to this method of assessment.
The apprentice should complete their technical project report unaided. When the technical project report is submitted, the apprentice and their employer must verify that the submitted project is the apprentice’s own work.
The technical project report will be reviewed and assessed by two independent assessors.
To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all components of the technical project, in-line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions.
In the event that the two independent assessors cannot agree on whether to grade the technical project report and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented.
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a report and presentation.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report and any presentation materials are submitted.
The report must include at least:
The project report must have a word count of 10000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 24 of the EPA period.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.
The presentation should cover:
The presentation with questions must last 50 minutes. This will typically include a presentation of 20 minutes and questioning lasting 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 24 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 3 weeks to review the project report and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 3 weeks’ notice of the presentation with questions.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. 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.
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 assessors' questions will be the assess the following themes:
Two independent assessors conduct and assess the professional discussion.
To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions.
In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented.
The EPAO must give an apprentice 3 weeks' notice of the professional discussion.
The independent assessor must have at least 3 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The 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 8 questions. The independent assessor must use the questions from the EPAO’s question bank. 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 professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Civil engineering technical knowledge and techniques
K1 K2 S1 S2 |
Applies engineering principles, using underpinning theoretical and technical scientific, mathematical and statistical knowledge, to present a solution to the civil engineering problem outlined in the project. (K1, S1) Applies civil engineering techniques, procedures and methods including measuring and testing, designing, installing, commissioning, constructing, maintaining or operating civil engineering components and systems; outlines how continuous improvement would support improved performance; and reviews, analyses and evaluates the results of their actions in the project. (K2, S2) |
Critically evaluates the effectiveness of the methods, procedures and techniques used, to solve the civil engineering problem in the project (K2, S2) |
|
Data and information handling, collection, analysis and evaluation
K3 K4 K5 S3 S4 S5 B4 |
Uses mathematical, statistical and data interpretation tools and techniques, analytical and computational methods, and an integrated or systems-based approach, to interpret, solve and evaluate the civil engineering problem outlined in the project. (K3, S3) Identifies, interprets and compares information relating to the properties of materials, components, parts and processes to select those required to solve the civil engineering problem with attention to detail, accuracy and diligently adopting a continuous improvement approach to the problem outlined in the project. (K4, S4, B4) Researches, collects, selects and uses data and information, including technical literature, to address, analyse, and evaluate the civil engineering problem outlined in the project. (K5, S5) |
Critically evaluates the use of mathematical, statistical and data interpretation tools and techniques adopted to solve the problem outlined in the project. (K3, S3) |
|
Planning and use of resources
K14 S15 B2 |
Makes decisions and exercises sound independent engineering judgement within limits of their authority to plan and manage project resources, equipment and technology to specifications, timescales and budget, escalating when required to mitigate the impact to the cost, quality, safety, security, environment, commercial and legal requirements of the project. (K14, S15, B2)
|
Evaluates the impact of their decision making on the project requirements. (S15) |
|
Industry standards, policies, and regulatory requirements
K9 K12 S6 S11 |
Produces civil engineering technical solutions in accordance with relevant industry standards, policies, codes of practice, regulations, and legislation. (K9, S6) Applies principles of sustainable development to the civil engineering project and evaluates the impact of the sustainable choices made on the lifecycle of the project in line with UN Sustainable Development Goals (UNSDGs), net-zero carbon emissions, environmental policies and legislation, the environmental protection and the climate change acts. (K12, S11)
|
Evaluates the impact of industry standards, policies, regulations, legislation and codes of practice on their project solution. (K9, S6)
|
|
Communication
K15 S18 |
Uses written and verbal communication techniques and methods incorporating appropriate engineering terminology and conventions to meet the needs of the audience. (K15, S18) |
None |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Design, technology and models in civil engineering information
K6 K7 K8 S7 S8 |
Explains the principles and control processes used, including the factors, legislation, codes of practice and industry standards faced when contributing to the design, development and implementation, and evaluation, of civil engineering solutions. (K6, S8) Explains how they use technical drawings, designs, and models, analytical and computer-based techniques to produce, interpret, and evaluate civil engineering solutions, and the limitations of the techniques used. (K7, S7) Explains the use and limitations of digital modelling techniques, such as Building Information Modelling (BIM), within civil engineering solutions. (K8)
|
Evaluates the impact digital modelling techniques have on civil engineering solutions. (K8) |
|
Project management and safe systems of work
K10 K11 K13 S9 S10 S12 S13 S14 B1 |
Explains how they apply project management techniques to identify, measure, record, and report progress, show how performance criteria have been met in projects, and how they assess and report on quality using management and assurance systems and continuous improvement processes. (K13, S13, S14) Describes how they manage and comply with statutory health and safety regulations and procedures, codes of practice and welfare policies including Construction Design Management (CDM) in their civil engineering role. Explains how they contribute to improvements in safe systems of work (within their own area of responsibility) and encourage others to comply. (K10, S9, B1) Describes how they complete risk assessments to identify, evaluate, manage and mitigate hazards and risks in line with organisational procedures and regulatory requirements in the civil engineering sector. (K11, S10) Describes how they manage engineering activities that contribute to sustainable development and the United Nations’ Sustainable Development Goals (UNSDGs). (S12) |
Critically evaluates the impact of the chosen project management technique on their project. (K13, S13) |
|
Roles, responsibilities, and engagement with others
K16 K17 K18 K19 K20 S16 S17 S19 B3 B5 |
Describes the roles and responsibilities found in their organisation and the wider civil engineering sector, and the methods used to monitor and manage their own performance at work, and the input of others, describing how they adapt to, and communicate, changing demands. (K16, S16) Describes how they apply teamworking and collaboration principles, to deliver civil engineering activities, individually and as part of a team. (K17, S19, B3) Describes the relationships between organisations and personnel in the civil engineering sector and how the relationships are impacted by commercial and legal matters. (K18) Explains how they comply with industry codes of practice and organisational equity, diversity and inclusion policies. (S17) Describes the importance and benefits of, and how they promote, equity, diversity and inclusion through their responsibilities at work, and how they maintain professional and ethical working relationships with internal, external and connected stakeholders. (K19, B5) Describes the issues, symptoms and warning signs related to stress, anxiety and depression, and how to access sources of help and relevant resources. (K20) |
Critically evaluates the impact of their individual contribution and collaborative working approaches used to deliver civil engineering activities. (K17, S19)
|
|
Personal and professional practice
K21 K22 S20 S21 B6 |
Describes how they take responsibility for planning, undertaking and reviewing their own professional competence, and how they seek opportunities to enhance their knowledge, skills, and experience, and update and review their continuing professional development (CPD). Explains how they support others to develop their professional competence. (K22, S21, B6) Explains how they apply ethical principles and identify and analyse ethical concerns and implications to legal, civil, reputational and professional risk, to make reasoned choices in their role. (K21, S20) |
Evaluates how they use their own performance to inform and improve their own or others’ professional competence. (K22, S21) Critically evaluates the legal, civil and reputational implications of unethical behaviour and practice within the civil engineering sector. (K21, S20)
|
Performance in the EPA determines the overall grade of:
Two independent assessors with equal responsibility will grade the project: technical report and presentation with questioning and professional discussion underpinned by a portfolio of evidence 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. In order to achieve an overall distinction grade, apprentices must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Additional assessors can contribute to grading decisions in line with this EPA plan, on the following end-point assessment methods:
| Project: technical report and presentation with questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | 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 4 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 6 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO - HEP |
As a minimum, the EPAO (HEP) must:
|
|
Training provider - HEP |
As a minimum, the training provider (HEP) must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
External examiner |
As a minimum, the external examiner must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.
EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:
Affordability of the EPA will be aided by using at least some of the following:
This degree-apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Engineering principles, underpinned by theoretical and technical scientific, mathematical and statistical knowledge. Back to Grading |
Project: technical report and presentation with questioning |
|
K2
Engineering techniques, procedures and methods used to measure, test and analyse the performance of civil engineering components and systems. Back to Grading |
Project: technical report and presentation with questioning |
|
K3
Analytical tools and techniques to support integrated or systems-based approaches to problem solving. Back to Grading |
Project: technical report and presentation with questioning |
|
K4
Properties of, identification and selection criteria for materials, components, or parts, and processes used in civil engineering. Back to Grading |
Project: technical report and presentation with questioning |
|
K5
Techniques and methods used to research and collect, data and technical information. Back to Grading |
Project: technical report and presentation with questioning |
|
K6
Civil engineering design principles and control processes, including the factors that affect design, and the compliance with building safety and health and safety legislation, codes of practice and industry standards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
Technical drawings, designs, and analytical and computer-based techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
The use and limitations of computational and digital models, including Building Information Modelling (BIM). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Industry policies, standards, regulations and legislation, and codes of practice: Building Safety Act 2022 or BSI Flex 8670, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB). Back to Grading |
Project: technical report and presentation with questioning |
|
K10
Statutory health, safety and welfare legislation and regulations including Health and Safety at Work Act 1974 and Construction (Design and Management) (CDM) and policies and procedures to enable safe systems of work. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Hazard and risk assessment, evaluation, and mitigation processes, in the civil engineering environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG) and net-zero carbon emissions, environmental policies and legislations, the environmental protection and the climate change acts. Back to Grading |
Project: technical report and presentation with questioning |
|
K13
Project management techniques: quality and information management, assurance systems and continuous improvement processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Methods for planning, managing and resourcing civil engineering projects, and the impact on cost, quality, safety, security, environment, commercial and legal matters. Back to Grading |
Project: technical report and presentation with questioning |
|
K15
Methods of communication and when to use them, using appropriate engineering terminology and conventions. Back to Grading |
Project: technical report and presentation with questioning |
|
K16
Roles and responsibilities within organisation and the wider civil engineering sector. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Principles of teamwork and collaboration. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
Relationships between organisations in the civil engineering sector (for example organisations, customers, partners and suppliers), including how these are affected by commercial and legal matters. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
Equality, diversity and inclusion, including the Equality Act, their responsibilities, its benefits and importance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
Ethical principles and practices, including the implications to legal, civil, reputational and professional risk. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
Methods to maintain and enhance professional competence and technical knowledge (CPD). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Apply engineering principles to solve engineering problems: scientific, theoretical and technical principles. Back to Grading |
Project: technical report and presentation with questioning |
|
S2
Apply civil engineering techniques, procedures and methods, and review and evaluate the results, including measuring and testing, designing, installing, commissioning, constructing, maintaining or operating civil engineering components and systems; consider how continuous improvement can contribute to improved performance. Back to Grading |
Project: technical report and presentation with questioning |
|
S3
Employ mathematical, statistical and data interpretation tools, using analytical and computational methods, and apply an integrated or systems-based approach. Back to Grading |
Project: technical report and presentation with questioning |
|
S4
Identify, interpret and compare information to select materials, components or parts used in civil engineering. Back to Grading |
Project: technical report and presentation with questioning |
|
S5
Research, collect, select and evaluate technical literature and other sources of data and information to address, analyse and evaluate civil engineering problems. Back to Grading |
Project: technical report and presentation with questioning |
|
S6
Produce civil engineering technical solutions in accordance with relevant industry standards, policies, codes of practice, regulations, and legislation. Back to Grading |
Project: technical report and presentation with questioning |
|
S7
Select and apply computational and analytical techniques to model civil engineering problems, recognising the limitations of the techniques employed. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Contribute to the design, development and implementation of civil engineering solutions, and evaluate their effectiveness in the context of the whole project life cycle. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Manage and comply with statutory health, safety and welfare policies, procedures and regulation, and contribute to improvements in health, safety and welfare, within their own area of responsibility. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Complete risk assessments to identify, evaluate, manage and mitigate risks. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Apply principles of sustainable development and evaluate their effectiveness on the whole project lifecycle of civil engineering solutions. Back to Grading |
Project: technical report and presentation with questioning |
|
S12
Manage engineering activities that contribute to sustainable development and the United Nations’ Sustainable Development Goals (UNSDGs). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Apply project management techniques, identifying, measuring, recording and reporting progress against civil engineering project performance criteria. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Manage quality processes and contribute to quality improvements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Plans and manages resources, equipment and technology, to meet project requirements, specifications, costs and budgets and timescales, with an appreciation of statutory and commercial arrangements. Back to Grading |
Project: technical report and presentation with questioning |
|
S16
Monitor and manage individual performance, and the input of others, recognising the need to adapt to, and communicate, changing demands. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Comply with appropriate codes of practice and equality, diversity and inclusion (EDI) requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Communicate in verbal and written contexts using appropriate methods for the audience. Use appropriate engineering terminology and conventions. Back to Grading |
Project: technical report and presentation with questioning |
|
S19
Apply teamwork and collaboration principles. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S20
Apply ethical principles, identifying and analysing ethical concerns and making reasoned ethical choices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S21
Plan, undertake and review their own professional competence, regularly updating, recording and reviewing their continuing professional development (CPD). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Works to health, safety and welfare requirements, safe systems of work, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Makes decisions, exercising sound independent engineering judgement, whilst knowing their own limits of authority and when to ask for help or to escalate. Back to Grading |
Project: technical report and presentation with questioning |
|
B3
Works effectively, individually and as part of a team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve. Back to Grading |
Project: technical report and presentation with questioning |
|
B5
Promotes equality, diversity and inclusivity in the workplace, maintains professional working relationships with internal, external, and connected stakeholders, and makes reasoned ethical choices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Takes responsibility for their own professional development, seeking opportunities to extend and enhance their knowledge, skills, and experience, and support others, in line with professional codes of conduct. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Civil engineering technical knowledge and techniques
K1 K2 S1 S2 |
Engineering principles, underpinned by theoretical and technical scientific, mathematical and statistical knowledge. (K1) Engineering techniques, procedures and methods used to measure, test and analyse the performance of civil engineering components and systems. (K2) |
Apply engineering principles to solve engineering problems: scientific, theoretical and technical principles. (S1) Apply civil engineering techniques, procedures and methods, and review and evaluate the results, including measuring and testing, designing, installing, commissioning, constructing, maintaining or operating civil engineering components and systems; consider how continuous improvement can contribute to improved performance. (S2) |
None |
|
Data and information handling, collection, analysis and evaluation
K3 K4 K5 S3 S4 S5 B4 |
Analytical tools and techniques to support integrated or systems-based approaches to problem solving. (K3) Properties of, identification and selection criteria for materials, components, or parts, and processes used in civil engineering. (K4) Techniques and methods used to research and collect, data and technical information. (K5) |
Employ mathematical, statistical and data interpretation tools, using analytical and computational methods, and apply an integrated or systems-based approach. (S3) Identify, interpret and compare information to select materials, components or parts used in civil engineering. (S4) Research, collect, select and evaluate technical literature and other sources of data and information to address, analyse and evaluate civil engineering problems. (S5) |
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve. (B4) |
|
Planning and use of resources
K14 S15 B2 |
Methods for planning, managing and resourcing civil engineering projects, and the impact on cost, quality, safety, security, environment, commercial and legal matters. (K14) |
Plans and manages resources, equipment and technology, to meet project requirements, specifications, costs and budgets and timescales, with an appreciation of statutory and commercial arrangements. (S15) |
Makes decisions, exercising sound independent engineering judgement, whilst knowing their own limits of authority and when to ask for help or to escalate. (B2) |
|
Industry standards, policies, and regulatory requirements
K9 K12 S6 S11 |
Industry policies, standards, regulations and legislation, and codes of practice: Building Safety Act 2022 or BSI Flex 8670, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB). (K9) Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG) and net-zero carbon emissions, environmental policies and legislations, the environmental protection and the climate change acts. (K12) |
Produce civil engineering technical solutions in accordance with relevant industry standards, policies, codes of practice, regulations, and legislation. (S6) Apply principles of sustainable development and evaluate their effectiveness on the whole project lifecycle of civil engineering solutions. (S11) |
None |
|
Communication
K15 S18 |
Methods of communication and when to use them, using appropriate engineering terminology and conventions. (K15) |
Communicate in verbal and written contexts using appropriate methods for the audience. Use appropriate engineering terminology and conventions. (S18) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Design, technology and models in civil engineering information
K6 K7 K8 S7 S8 |
Civil engineering design principles and control processes, including the factors that affect design, and the compliance with building safety and health and safety legislation, codes of practice and industry standards. (K6) Technical drawings, designs, and analytical and computer-based techniques. (K7) The use and limitations of computational and digital models, including Building Information Modelling (BIM). (K8) |
Select and apply computational and analytical techniques to model civil engineering problems, recognising the limitations of the techniques employed. (S7) Contribute to the design, development and implementation of civil engineering solutions, and evaluate their effectiveness in the context of the whole project life cycle. (S8) |
None |
|
Project management and safe systems of work
K10 K11 K13 S9 S10 S12 S13 S14 B1 |
Statutory health, safety and welfare legislation and regulations including Health and Safety at Work Act 1974 and Construction (Design and Management) (CDM) and policies and procedures to enable safe systems of work. (K10) Hazard and risk assessment, evaluation, and mitigation processes, in the civil engineering environment. (K11) Project management techniques: quality and information management, assurance systems and continuous improvement processes. (K13) |
Manage and comply with statutory health, safety and welfare policies, procedures and regulation, and contribute to improvements in health, safety and welfare, within their own area of responsibility. (S9) Complete risk assessments to identify, evaluate, manage and mitigate risks. (S10) Manage engineering activities that contribute to sustainable development and the United Nations’ Sustainable Development Goals (UNSDGs). (S12) Apply project management techniques, identifying, measuring, recording and reporting progress against civil engineering project performance criteria. (S13) Manage quality processes and contribute to quality improvements. (S14) |
Works to health, safety and welfare requirements, safe systems of work, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise. (B1) |
|
Roles, responsibilities, and engagement with others
K16 K17 K18 K19 K20 S16 S17 S19 B3 B5 |
Roles and responsibilities within organisation and the wider civil engineering sector. (K16) Principles of teamwork and collaboration. (K17) Relationships between organisations in the civil engineering sector (for example organisations, customers, partners and suppliers), including how these are affected by commercial and legal matters. (K18) Equality, diversity and inclusion, including the Equality Act, their responsibilities, its benefits and importance. (K19) Awareness of issues and common symptoms and warning signs of stress, anxiety and depression, plus where to go for help and the resources available. (K20) |
Monitor and manage individual performance, and the input of others, recognising the need to adapt to, and communicate, changing demands. (S16) Comply with appropriate codes of practice and equality, diversity and inclusion (EDI) requirements. (S17) Apply teamwork and collaboration principles. (S19) |
Works effectively, individually and as part of a team. (B3) Promotes equality, diversity and inclusivity in the workplace, maintains professional working relationships with internal, external, and connected stakeholders, and makes reasoned ethical choices. (B5) |
|
Personal and professional practice
K21 K22 S20 S21 B6 |
Ethical principles and practices, including the implications to legal, civil, reputational and professional risk. (K21) Methods to maintain and enhance professional competence and technical knowledge (CPD). (K22) |
Apply ethical principles, identifying and analysing ethical concerns and making reasoned ethical choices. (S20) Plan, undertake and review their own professional competence, regularly updating, recording and reviewing their continuing professional development (CPD). (S21) |
Takes responsibility for their own professional development, seeking opportunities to extend and enhance their knowledge, skills, and experience, and support others, in line with professional codes of conduct. (B6) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | In revision | 28/02/2025 | Not set | Not set |
| 1.0 | Approved for delivery | 04/10/2017 | 27/02/2025 | Not set |
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