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.
Set out and lay bricks, brick specials, blocks and other materials.
This occupation is found in the built environment including in the new build, refurbishment and heritage sectors. Projects vary in size, type and duration, ranging from the creation of specialist features such as arches and chimneys for a domestic customer to the repair of a listed building to a large-scale commercial project utilising multiple facework types, techniques and materials. Employers of craft bricklayers vary in size from small companies to large commercial contractors. Craft bricklayers are masters in their field and often provide technical leadership and supervise the work of others.
The broad purpose of the occupation is to set out and lay bricks, brick specials, blocks and other materials to construct and repair complex walls and features such as chimneys, battered, angled, radial and decorative masonry work. Craft bricklayers plan and organise the work site, both for themselves and others and verify the quality of the work of others within their team. They are technical experts in their team, providing direction and advice to others and advise on work approach and problem solving. They are responsible for ensuring the masonry element of the construction programme is delivered to specification, time and in a safe and sustainable manner. Craft bricklayers typically work outdoors on construction sites, in most weathers and at height.
In their daily work, an employee in this occupation interacts with their immediate team and the site management team on all masonry aspects of the construction programme including planning, technical expertise and project progress. They often liaise with other construction trades such as site carpenters and roofers who could work for their own organisation or another contractor. As the technical lead for masonry they are also expected to liaise with other construction professionals for example the clerk of works and site engineer and in the case of smaller specialist projects, the client, architect and building control surveyor.
An employee in this occupation will be responsible for ensuring the products they and their team create are of a high quality and meet standards, specifications and design plans. They are expected to do this with due regard to all safety aspects involved with working on a construction site, ensuring the health, safety and wellbeing of themselves and others at all times. With sustainable construction at the forefront of all projects, it is expected they would give consideration and advise others on the environment and sustainability of materials, waste awareness and recycling.
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 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Multiple-choice test
You will complete a multiple-choice test. It will be closed book, meaning you will not have access to any books or reference materials.
In the test you can have:
The test administrator should provide this equipment in readiness for the test.
The test will have 40 multiple-choice questions. You will have 70 minutes to complete it.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 12 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 90 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a 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 built environment including in the new build, refurbishment and heritage sectors. Projects vary in size, type and duration, ranging from the creation of specialist features such as arches and chimneys for a domestic customer to the repair of a listed building to a large-scale commercial project utilising multiple facework types, techniques and materials. Employers of craft bricklayers vary in size from small companies to large commercial contractors. Craft bricklayers are masters in their field and often provide technical leadership and supervise the work of others.
The broad purpose of the occupation is to set out and lay bricks, brick specials, blocks and other materials to construct and repair complex walls and features such as chimneys, battered, angled, radial and decorative masonry work. Craft bricklayers plan and organise the work site, both for themselves and others and verify the quality of the work of others within their team. They are technical experts in their team, providing direction and advice to others and advise on work approach and problem solving. They are responsible for ensuring the masonry element of the construction programme is delivered to specification, time and in a safe and sustainable manner. Craft bricklayers typically work outdoors on construction sites, in most weathers and at height.
In their daily work, an employee in this occupation interacts with their immediate team and the site management team on all masonry aspects of the construction programme including planning, technical expertise and project progress. They often liaise with other construction trades such as site carpenters and roofers who could work for their own organisation or another contractor. As the technical lead for masonry they are also expected to liaise with other construction professionals for example the clerk of works and site engineer and in the case of smaller specialist projects, the client, architect and building control surveyor.
An employee in this occupation will be responsible for ensuring the products they and their team create are of a high quality and meet standards, specifications and design plans. They are expected to do this with due regard to all safety aspects involved with working on a construction site, ensuring the health, safety and wellbeing of themselves and others at all times. With sustainable construction at the forefront of all projects, it is expected they would give consideration and advise others on the environment and sustainability of materials, waste awareness and recycling.
| Duty | KSBs |
|---|---|
|
Duty 1 Work in compliance with occupational health, safety and environmental requirements to ensure the health, safety and wellbeing of self and others at all times. |
K1 K2 K3 K4 K7 K8 K9 K10 K11 K12 K15 K16 K17 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 K28 K30 K31 S1 S2 S3 S4 S5 S6 S7 S8 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S21 S23 S24 |
|
Duty 2 Carry out their work in compliance with all current and relevant building regulations and quality standards, where appropriate checking the work of others for compliance. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 K28 K29 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 |
|
Duty 3 Lead the bricklaying team in the delivery of the construction programme including interpreting technical specifications, manufacturers instructions and drawings, including digital information. |
K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 K29 K30 K31 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S19 S20 S21 S22 S23 S24 |
|
Duty 4 Plan and organise the work site including setting out the work site materials and tools appropriate to the project for self and others. |
K3 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 K28 K30 K31 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S21 S22 S23 S24 |
|
Duty 5 Plan the work to obtain optimum environmental, quality and schedule performance from the team, hand tools, power tools and associated equipment. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S19 S21 S22 S23 S24 |
|
Duty 6 Construct complex masonry structures to industry standards and specifications. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 K28 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S21 S22 S23 S24 |
|
Duty 7 Work effectively on their own and supervise others. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 K29 K30 K31 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S18 S19 S20 S21 S22 S23 S24 |
|
Duty 8 Maintain a clear and safe worksite at all times, promoting sustainable building practices. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S18 S19 S21 S22 S23 S24 |
|
Duty 9 Carry out continuous professional development to maintain knowledge of current and future developments affecting the role and share with others. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 K29 K30 K31 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S19 S20 S21 S22 S23 S24 |
|
Duty 10 Proactively collaborate with stakeholders, clients and other construction trades, including programming and technical matters. |
K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K27 K28 K29 K30 K31 S1 S2 S3 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S19 S20 S21 S22 S23 S24 |
|
Duty 11 Repair, modify, maintain or replace a variety of masonry types. |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 |
K1: Awareness of health, safety and welfare regulations, standards, and guidance and impact on role of the team and other construction trades . Employer and employee responsibilities. Control of Substances Hazardous to Health (CoSHH). Fire safety. Health and Safety at Work Act. Asbestos awareness. Manual handling. Fire extinguishers. Safety signage. Situational awareness. Slips, trips, and falls. Working in confined spaces. Working at height. Electrical safety. Reporting injuries, diseases and dangerous occurrences regulations (RIDDOR), Provision and use of work equipment regulations (PUWER) & near miss reporting, signage and meaning
Back to Duty
K2: Safety Control equipment and safety techniques: Personal protective equipment (PPE), respiratory protective equipment (RPE) and dust suppression
Back to Duty
K3: Types incidents - accidents, near misses. Mitigation methods. Incident management techniques
Back to Duty
K4: Safe systems of work, control measure implementation and monitoring techniques
Back to Duty
K5: Environmental management systems and standards. Environmental Protection Act. Surface water management plan, Environmental signage and notices. Types of pollution and control measures: water, noise, air pollution, smells, spills, waste and disposal of hazardous waste.
Back to Duty
K6: The importance and considerations of the environment: U values, R Values, thermal bridging, airtightness, acoustic performance, and applicable building regulations
Back to Duty
K7: The principles of building construction: Fire safety, fire stopping, water ingress, masonry defects, concrete defects, timber defects and repair. Structural stability incl. brick ties. Gas barriers. Retaining walls. Mortar additives, Brick specials.
Back to Duty
K8: Transfer levels, methods and techniques; straight edge and spirit level, optical and laser levels
Back to Duty
K9: Modern Methods of Construction: Timber frame. Steel frame, Insulated Concrete Forms, Modular and concrete frames, Cross Laminated Timber Frames
Back to Duty
K10: The principles of heritage building, considerations, like for like wall replacement and other techniques applicable to the bricklayer
Back to Duty
K11: Standards and regulations associated with bricklaying activities: British standards, building regulations, warranty provider standards and new homes quality board
Back to Duty
K12: Methods of interpreting information from drawings, specifications, the production plan and producing work instructions, utilising traditional and digital methods
Back to Duty
K13: Resource quantity calculation techniques, costing, wastage and recycling allowance
Back to Duty
K14: Stock, material stock and considerations: Availability, stock lead times. Correct handling to prevent damage. Stock value. Faulty stock and returns process, stock rotation and quality control
Back to Duty
K15: Craft bricklayer tools, safe use and maintenance techniques: sliding bevels, trammels, squares, straight edges, site protractors, spring dividers, angle rules and scutch, masonry cut off saws
Back to Duty
K16: Powertools check, safe use, maintenance and storage, defect or fault escalation
Back to Duty
K17: Craft brickwork techniques: basket weave, stack bond, victorian bond, segmental and semi arches, rough and axed, battered work, tumbling in, brick and block bonded quoins, dog toothing and dental courses.
Back to Duty
K18: Axed arches and surrounding haunch brickwork: Setting out and construction techniques
Back to Duty
K19: Curved on plan masonry: setting out and construction techniques
Back to Duty
K20: Sloped (vertical angles on plan) brickwork setting out and construction techniques
Back to Duty
K21: Decorative brick features and panels: setting out and construction techniques
Back to Duty
K22: Setting out and construction techniques: herringbone panels and masonry corbelling
Back to Duty
K23: Masonry reinforcement and specialist systems masonry purpose and use: Bed joint reinforcement, shelf angle, wind posts, helical bar and specialist DPC (damp proof course) systems
Back to Duty
K24: Angled on plan, off square masonry, setting out and construction techniques
Back to Duty
K25: Fireplaces and chimney setting out, construction and materials: hearths, plinths, flue liners, chimney pots
Back to Duty
K26: Written communication techniques. Plain English principles.
Back to Duty
K27: Documentation methods and requirements - digital and paper based
Back to Duty
K28: Planning, work scheduling, and time management techniques for self and others
Back to Duty
K29: Quality assurance requirements
Back to Duty
K30: Well-being: mental and physical health considerations in self and others and how to access support
Back to Duty
K31: Inclusion, equity and diversity in the workplace
Back to Duty
S1: Comply with health and safety regulations, standards, and guidance
Back to Duty
S2: Apply environmental and sustainable principles in compliance with regulations standards and systems for example segregate resources for reuse, recycling and disposal
Back to Duty
S3: Implement and monitor safe systems of work and control measures
Back to Duty
S4: Comply with industry standards, guidance and tolerances
Back to Duty
S5: Identify and use safety control equipment including RPE, dust suppression and PPE
Back to Duty
S6: Interpret and extract information using paper based or digital techniques from drawings, specifications and the production plan to provide work instructions
Back to Duty
S7: Check, safely use and store power tools and equipment for example, drills, mixers. Escalate defects or faults
Back to Duty
S8: Safely use and maintain tools and masonry cut off saws
Back to Duty
S9: Calculate resource and cost quantities from site measurements
Back to Duty
S10: Set out and build sloped (vertical on plan) angled brickwork for example, battered work or tumbling in
Back to Duty
S11: Set out and build off square horizontal on plan angled masonry work for example: obtuse or acute angles
Back to Duty
S12: Set out and build axed arches and surrounding haunch brickwork, for example segmental or semi
Back to Duty
S13: Set out and build a decorative brick features, for example brick and block bonded quoins, dog toothing or dental courses
Back to Duty
S14: Set out and build curved masonry work for example, concave or convex
Back to Duty
S15: Set and build a decorative panel. For example, basket weave, stack bond or victorian weave
Back to Duty
S16: Construct walls with complex elements. For example, bed joint reinforcement, helical bar, wind posts, support angles, specialist DPC systems or heritage principles (like for like wall replacement)
Back to Duty
S17: Set out and build herringbone panels
Back to Duty
S18: Set out and building masonry corbelling
Back to Duty
S19: Apply planning, work scheduling and time management techniques to identify and agree production plan targets
Back to Duty
S20: Apply quality assurance procedures
Back to Duty
S21: Communicate and report in written form any issues against the production plan and contribute to the solutions
Back to Duty
S22: Obtain, monitor and rotate stock and supplies
Back to Duty
S23: Complete documentation - paper based or digital. For example, job sheets, time sheets, risk assessments, method statements, equipment service records, handover documents, work sheets, checklists, incident reports, requisition sheets, quality records
Back to Duty
S24: Transfer levels, using for example straight edge & spirit level, optical or laser levels
Back to Duty
B1: Take personal responsibility for their own health and safety
Back to Duty
B2: Support an inclusive culture
Back to Duty
B3: Take responsibility for the quality of work and encourage others to work to high standards
Back to Duty
B4: Collaborate and promote teamwork across disciplines and external stakeholders
Back to Duty
B5: Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice
Back to Duty
B6: Promotes health, safety, environment and sustainability principles to others
Back to Duty
1
This document explains the requirements for end-point assessment (EPA) for the craft bricklayer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Craft bricklayer apprentices, their employers and training providers should read this document.
A full-time craft bricklayer 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 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - multiple-choice test:
Assessment method 2 - practical assessment with questions:
Assessment method 3 - interview underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
On-programme - typically 18 months
|
The apprentice must:
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the interview underpinned by a portfolio of evidence, 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. |
|
End-point assessment - typically 3 months
|
The grades available for each assessment method are below
Multiple-choice test:
Practical assessment with questions:
Interview underpinned by a portfolio of evidence:
Overall EPA and apprenticeship can be graded:
|
|
Re-sits and re-takes
|
|
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start 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:
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
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 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 interview. The independent assessor should review the portfolio of evidence to prepare questions for the interview. They are not required to provide feedback after this review.
Simulated environments.
It is understood that some skills are used less often but are still required for overall occupational competence. Some apprentices may not apply the skills during the on-programme period of the apprenticeship. Therefore, a flexibility has been included in this EPA plan allowing certain skills-based evidence to be captured in a simulated environment. A simulated environment means simulated work carried out at the employers or training providers premises.
Allowing evidence from a simulated environment ensures that there is a fair opportunity for apprentices to gather skills-based evidence for the portfolio of evidence. This is where opportunities to collect evidence in the workplace are not available.
Employers must confirm and verify any simulated evidence reflects the apprentice’s usual work and is fully transferable to the workplace. The employer or training provider must confirm the simulated evidence is the apprentice’s own work.
For this apprenticeship, the apprentice must, as a minimum, collect evidence from the workplace for three out of the four skill requirements listed below. One of the four skill requirements may be carried out in a simulated environment if authentic workplace opportunities are not available. Every effort should be made for the apprentice to access workplace evidence for all four skills before this flexibility is applied.
The four skills in line for this flexibility are:
1. S11: Set out and build, off square, horizontal on plan angled masonry work for example: obtuse or acute angles.
2. S14: Set out and build curved masonry work for example, concave or convex.
3. S17: Set out and build masonry herringbone.
4. S18: Set out and build masonry corbelling.
Simulated environments must:
• afford the apprentice the opportunity to capture sufficient evidence to underpin the grading descriptors for the specific skill being targeted
• have a scenario and specification of defined tasks for the apprentice to complete (or an equivalent structure or format)
• replicate normal working conditions and the naturally occurring activities the apprentice would have likely undertaken in the workplace, as far as practicable (including time pressures, considerations, resources, materials, tools, information, interactions, communication media, lighting, noise and hazards they would reasonably encounter in employer or customer premises)
• allow each apprentice to demonstrate their competence on an individual basis
In the multiple-choice test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
This assessment method is being used because:
The multiple-choice test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method to the highest available grade.
The test must be computer based.
The test will consist of 40 multiple-choice questions.
Multiple-choice questions must have four options, including one correct answer.
The apprentice must be given at least 14 days’ notice of the date and time of the test.
The apprentice must have 70 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The following equipment is allowed to be used during the test:
The test administrator should provide this equipment in readiness for the test.
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO is responsible for the security of the test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the test.
The test must be marked by an independent assessor or marker employed by the EPAO. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where question types support this.
A correct answer gets 1 mark.
Any incorrect or missing answers get zero marks.
The EPAO is responsible for overseeing the marking of the test.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.
Question and resource development
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO
should maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the test:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In a practical assessment with questions, an independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides where it takes place. The assessment environment must closely relate to the apprentice’s natural working environment. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This EPA method is being used because:
The practical assessment 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 practical assessment 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 an apprentice 14 days' notice of the . practical assessment with questions
The practical assessment with questions must take 12 hours.
The independent assessor can increase the time of the practical assessment 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 practical assessment with questions may take place in parts but must be completed over 2 working day. A working day is typically considered to be 7.5 hours long. The reason for this split is there is insufficient time to complete the practical task in one 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 practical assessment with questions before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
All work should be half round jointed.
Typically, 60 minutes of the total practical assessment time should be allocated for the interpretation of drawings and setting out.
To ensure reliable assessment the tasks will vary but will provide equal challenge. The EPAO will provide the apprentice with a practical assessment specification taken from a bank of practical assessment specifications. Where more than one apprentice is being observed in the same location, each apprentice must be provided with a different practical assessment specification.
Preparation for the EPA:
Where the EPA is administered at the employers or training providers premises, the EPAO may liaise with the employer or training provider to provide resource, set up and equipment requirement information in preparation for the practical activity. Where this is the case, the EPAO must put measures in place to prevent malpractice and reduce predictability.
Arch pillars and other resources required for the practical assessment such as arch centres etc must be pre-fabricated by the EPAO or on behalf of the EPAO prior to the assessment and provided to the apprentice on the day. The voussoir template for the axed arch and all brick cuts must be carried out by the apprentice. An additional competent person may be present to mix mortar and move materials as required.
The EPAO is ultimately responsible for the preparation and quality of resources and equipment to ensure fair assessment.
Standard tolerances (apply to standard walling and non-specific feature work)
Craft bricklaying techniques, specific criteria:
Note: a visual discrepancy should be measured as a defect greater than 15mm in diameter, such as chips, marks, mortar splashes or jointing defect.
Arch and surrounding brick work:
Sloped vertical angle brickwork:
Decorative brickwork panel:
Decorative brick walling
For a pass to be applied the apprentice should achieve all the pass criteria, standard tolerances and pass grading descriptors. For a distinction to be applied the apprentice should also, achieve at least 14 out of 17 distinction criteria, with at least 2 distinction criteria being achieved from each craft techniques, plus the distinction grading descriptors.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. This is to show further depth of understanding.
Questioning must occur during the practical assessment. The time for questioning is included in the overall assessment time.
The independent assessor must ask at least 6 questions during the practical assessment. To remain as unobtrusive as possible, the independent assessor should ask questions during natural breaks in work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor can ask follow-up questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the practical assessment with questions.
The independent assessor must make the grading decision. The independent assessor must assess the practical assessment and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The practical assessment with questions must take place in a simulated environment selected by the EPAO for example, the EPAO’s or employer’s premises. The simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the practical assessment with questions must be provided by the EPAO, who can liaise with the employer to provide these.
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 tasks and questions in the case of re-sits and retakes, to minimise predictability.
The EPAO must produce the following materials to support the practical assessment 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 of the independent assessor's questions is to cover the following themes:
The EPAO must give an apprentice 14 days' 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 90 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 10 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 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 interview 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
|
|---|---|---|
|
Health and safety
K2 S1 S5 B1 |
Takes responsibility for their own health and safety in compliance with regulations, standards and guidance throughout the craft bricklaying activities. (S1, B1) Selects and uses safety control equipment, including RPE, PPE and dust suppression, as required, throughout the craft bricklaying activities. Uses safety control equipment in line with manufacturer’s instructions, organisational and statutory requirements. (K2, S5) |
Explains the benefits for individuals and the business of compliance with health and safety regulations and standards and the consequences of non-compliance (S1). |
|
Use of hand and power tools
K15 S8 |
Safely uses tools, including a masonry cut off saw and applies techniques to maintain tools and the masonry cut off saw in line with industry guidance, organisational requirements and manufacturer’s instructions. (K15, S8) |
Justifies the importance of carrying out maintenance of tools and the masonry cut off saw in line with manufacturers’ instructions and organisational requirements. (K15, S8) |
|
Complex and decorative craft bricklaying techniques
K18 K20 K21 S4 S10 S12 S13 S15 |
Applies techniques to set out and build an axed arch, including the surrounding haunch in line with the practical specification and pass specific criteria. (K18, S12) Applies techniques to set out and build sloped vertical angle brick work in line with the practical specification and pass specific criteria. (K20, S10) Applies techniques to set out and build a decorative brick panel and a decorative brick feature in line with the practical specification and pass specific criteria. (K21, S13, S15) Complies with industry standards and guidance throughout the craft bricklaying activity and completes all craft bricklaying activities in line with standard tolerances. (S4) |
Optimises the quality of the craft bricklaying practical activity by achieving at least 14 out of 17 distinction specific criteria including a minimum of two distinction specific criteria from each of the craft bricklaying techniques listed in the specific criteria. (S10, S12, S13, S15)
|
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
|
|---|---|---|
|
Safe systems of work
K4 S3 |
Describes how they implement safe systems of work and control measures to bricklaying tasks. Explains how they apply monitoring techniques to ensure safe systems of work and control measures are fully fulfilled and applied continuously throughout the task. (K4, S3) |
Justifies how chosen control measures and safe systems of work have the potential to minimise risks or hazards to themself and others. (K4, S3) |
|
Environment and sustainability
S2 |
Describes how they apply environmental and sustainability principles in compliance with regulations and standards when carrying out tasks such as segregating resources for reuse, recycling and disposal of waste. (S2) |
Explains how their application of environmental and sustainability principles and regulations contribute to reducing the impact of construction works on the environment. (S2)
|
|
Interpreting information and planning
K12 K26 K28 S6 S19 S21 B4 B6 |
Describes how they interpret and extract information from drawings, specifications and the production plan via paper based or digital means. Explains how they use the information gathered to provide clear work instructions which promote health and safety and environmental and sustainability principles to the team. (K12, S6, B6) Explains how they apply planning, work scheduling and time management techniques to identify and agree targets for themselves and others, in line with the production plan. (K28, S19) Describes how they communicate and report issues in the production plan. Explains how they promote teamwork by collaborating across disciplines and external stakeholders to find solutions. (S21, B4) |
Justifies their choice of planning, work scheduling and time management techniques, to achieve efficiencies in their own and others time. (K28, S19) |
|
Documentation
K27 S23 |
Describes how they complete paper based or digital documentation relevant to the bricklaying role, in plain English and in line with organisational requirements. (K26, K27, S23)
|
None. |
|
Stock
K14 S22 |
Describes how they obtain, monitor and rotate stock and supplies in line with organisational procedures. Explains stock value, lead times and their organisational process for returning faulty stock. (K14, S22) |
Explains how they would manage a difficulty with sourcing stock or supplies in a typical bricklaying based scenario provided by the independent assessor. (K14, S22)
|
|
Craft bricklaying, complex techniques and levelling techniques
K8 K16 K19 K22 K24 S7 S11 S14 S16 S17 S18 S24 |
Describes how they set out and build curved masonry work inline with drawings or stakeholder instructions. (K19, S14) Describes how they set out and build, off square, angled on plan masonry work, in line with drawings or stakeholder instructions. (K24, S11) Describes how they set out and build herringbone masonry work and masonry corbelling in line with drawings or stakeholder instructions. (K22, S17, S18) Describes how they set up, safely use, and store power tools such as drills or mixers in line with statutory requirements, safe systems of work and organisational requirements. Explains how they escalate faults or defects with power tools in line with organisational procedure. (K16, S7) Describes how they construct walls with complex elements, for example, bed joint reinforcement, helical bar, wind posts, support angles, specialist DPC systems or heritage principles in line with drawings and specifications. (S16) Explains how they transfer levels, using straight edge and level, optical or laser equipment when carrying out bricklaying tasks. (S24) |
None. |
|
Quality assurance
K29 S20 B3 |
Describes how they take responsibility for the quality of work and encourage others to work to high standards. Explains how they apply quality assurance monitoring processes to ensure their own and the teams bricklaying tasks meet drawing requirements and specification. (K29, S20, B3)
|
Justifies the importance of quality assurance procedures when carrying out bricklaying tasks, identifying potential issues that could arise in bricklaying tasks and how the use of quality assurance procedures prevents them. (K29, S19)
|
|
Well-being, inclusion and CPD
K30 K31 B2 B5 |
Describes mental and physical health considerations of themselves and others and identifies sources of support available for themselves and others. (K30) Explains the learning they have completed and recorded to support competence in their role, showing a commitment to future CPD. (B5) Explains how their inclusive working practices makes a difference to individuals and their business. (K31, B2)
|
None. |
| Grade | Minimum marks required | Maximum marks required |
|---|---|---|
| Fail | 0 | 24 |
| Pass | 25 | 32 |
| Distinction | 33 | 40 |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the: practical assessment with questions and interview 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. To achieve an EPA merit, the apprentice must achieve a distinction in the practical assessment as well as a distinction in one other method and a pass in the other method. To achieve an EPA distinction, the apprentice must gain a distinction in all the assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Multiple-choice test | Practical assessment with questions | Interview underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|---|
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Fail | Any grade | Any grade | Fail |
| Pass | Pass | Pass | Pass |
| Distinction | Pass | Pass | Pass |
| Pass | Distinction | Pass | Pass |
| Pass | Pass | Distinction | Pass |
| Distinction | Pass | Distinction | Pass |
| Pass | Distinction | Distinction | Merit |
| Distinction | Distinction | Pass | Merit |
| Distinction | 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 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
|
An additional person required during the practical assessment |
As a minimum, the competent person must:
|
|
Marker |
As a minimum, the marker must:
|
|
Invigilator |
As a minimum, the invigilator must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to 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:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
|
K1
Awareness of health, safety and welfare regulations, standards, and guidance and impact on role of the team and other construction trades . Employer and employee responsibilities. Control of Substances Hazardous to Health (CoSHH). Fire safety. Health and Safety at Work Act. Asbestos awareness. Manual handling. Fire extinguishers. Safety signage. Situational awareness. Slips, trips, and falls. Working in confined spaces. Working at height. Electrical safety. Reporting injuries, diseases and dangerous occurrences regulations (RIDDOR), Provision and use of work equipment regulations (PUWER) & near miss reporting, signage and meaning Back to Grading |
Multiple-choice test |
|
K2
Safety Control equipment and safety techniques: Personal protective equipment (PPE), respiratory protective equipment (RPE) and dust suppression Back to Grading |
Practical assessment with questions |
|
K3
Types incidents - accidents, near misses. Mitigation methods. Incident management techniques Back to Grading |
Multiple-choice test |
|
K4
Safe systems of work, control measure implementation and monitoring techniques Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K5
Environmental management systems and standards. Environmental Protection Act. Surface water management plan, Environmental signage and notices. Types of pollution and control measures: water, noise, air pollution, smells, spills, waste and disposal of hazardous waste. Back to Grading |
Multiple-choice test |
|
K6
The importance and considerations of the environment: U values, R Values, thermal bridging, airtightness, acoustic performance, and applicable building regulations Back to Grading |
Multiple-choice test |
|
K7
The principles of building construction: Fire safety, fire stopping, water ingress, masonry defects, concrete defects, timber defects and repair. Structural stability incl. brick ties. Gas barriers. Retaining walls. Mortar additives, Brick specials. Back to Grading |
Multiple-choice test |
|
K8
Transfer levels, methods and techniques; straight edge and spirit level, optical and laser levels Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K9
Modern Methods of Construction: Timber frame. Steel frame, Insulated Concrete Forms, Modular and concrete frames, Cross Laminated Timber Frames Back to Grading |
Multiple-choice test |
|
K10
The principles of heritage building, considerations, like for like wall replacement and other techniques applicable to the bricklayer Back to Grading |
Multiple-choice test |
|
K11
Standards and regulations associated with bricklaying activities: British standards, building regulations, warranty provider standards and new homes quality board Back to Grading |
Multiple-choice test |
|
K12
Methods of interpreting information from drawings, specifications, the production plan and producing work instructions, utilising traditional and digital methods Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K13
Resource quantity calculation techniques, costing, wastage and recycling allowance Back to Grading |
Multiple-choice test |
|
K14
Stock, material stock and considerations: Availability, stock lead times. Correct handling to prevent damage. Stock value. Faulty stock and returns process, stock rotation and quality control Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K15
Craft bricklayer tools, safe use and maintenance techniques: sliding bevels, trammels, squares, straight edges, site protractors, spring dividers, angle rules and scutch, masonry cut off saws Back to Grading |
Practical assessment with questions |
|
K16
Powertools check, safe use, maintenance and storage, defect or fault escalation Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K17
Craft brickwork techniques: basket weave, stack bond, victorian bond, segmental and semi arches, rough and axed, battered work, tumbling in, brick and block bonded quoins, dog toothing and dental courses. Back to Grading |
Multiple-choice test |
|
K18
Axed arches and surrounding haunch brickwork: Setting out and construction techniques Back to Grading |
Practical assessment with questions |
|
K19
Curved on plan masonry: setting out and construction techniques Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K20
Sloped (vertical angles on plan) brickwork setting out and construction techniques Back to Grading |
Practical assessment with questions |
|
K21
Decorative brick features and panels: setting out and construction techniques Back to Grading |
Practical assessment with questions |
|
K22
Setting out and construction techniques: herringbone panels and masonry corbelling Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K23
Masonry reinforcement and specialist systems masonry purpose and use: Bed joint reinforcement, shelf angle, wind posts, helical bar and specialist DPC (damp proof course) systems Back to Grading |
Multiple-choice test |
|
K24
Angled on plan, off square masonry, setting out and construction techniques Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K25
Fireplaces and chimney setting out, construction and materials: hearths, plinths, flue liners, chimney pots Back to Grading |
Multiple-choice test |
|
K26
Written communication techniques. Plain English principles. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K27
Documentation methods and requirements - digital and paper based Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K28
Planning, work scheduling, and time management techniques for self and others Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K29
Quality assurance requirements Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K30
Well-being: mental and physical health considerations in self and others and how to access support Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K31
Inclusion, equity and diversity in the workplace Back to Grading |
Interview underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Comply with health and safety regulations, standards, and guidance Back to Grading |
Practical assessment with questions |
|
S2
Apply environmental and sustainable principles in compliance with regulations standards and systems for example segregate resources for reuse, recycling and disposal Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S3
Implement and monitor safe systems of work and control measures Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S4
Comply with industry standards, guidance and tolerances Back to Grading |
Practical assessment with questions |
|
S5
Identify and use safety control equipment including RPE, dust suppression and PPE Back to Grading |
Practical assessment with questions |
|
S6
Interpret and extract information using paper based or digital techniques from drawings, specifications and the production plan to provide work instructions Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S7
Check, safely use and store power tools and equipment for example, drills, mixers. Escalate defects or faults Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S8
Safely use and maintain tools and masonry cut off saws Back to Grading |
Practical assessment with questions |
|
S9
Calculate resource and cost quantities from site measurements Back to Grading |
Multiple-choice test |
|
S10
Set out and build sloped (vertical on plan) angled brickwork for example, battered work or tumbling in Back to Grading |
Practical assessment with questions |
|
S11
Set out and build off square horizontal on plan angled masonry work for example: obtuse or acute angles Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S12
Set out and build axed arches and surrounding haunch brickwork, for example segmental or semi Back to Grading |
Practical assessment with questions |
|
S13
Set out and build a decorative brick features, for example brick and block bonded quoins, dog toothing or dental courses Back to Grading |
Practical assessment with questions |
|
S14
Set out and build curved masonry work for example, concave or convex Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S15
Set and build a decorative panel. For example, basket weave, stack bond or victorian weave Back to Grading |
Practical assessment with questions |
|
S16
Construct walls with complex elements. For example, bed joint reinforcement, helical bar, wind posts, support angles, specialist DPC systems or heritage principles (like for like wall replacement) Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S17
Set out and build herringbone panels Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S18
Set out and building masonry corbelling Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S19
Apply planning, work scheduling and time management techniques to identify and agree production plan targets Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S20
Apply quality assurance procedures Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S21
Communicate and report in written form any issues against the production plan and contribute to the solutions Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S22
Obtain, monitor and rotate stock and supplies Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S23
Complete documentation - paper based or digital. For example, job sheets, time sheets, risk assessments, method statements, equipment service records, handover documents, work sheets, checklists, incident reports, requisition sheets, quality records Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S24
Transfer levels, using for example straight edge & spirit level, optical or laser levels Back to Grading |
Interview underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Take personal responsibility for their own health and safety Back to Grading |
Practical assessment with questions |
|
B2
Support an inclusive culture Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Take responsibility for the quality of work and encourage others to work to high standards Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Collaborate and promote teamwork across disciplines and external stakeholders Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B5
Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B6
Promotes health, safety, environment and sustainability principles to others Back to Grading |
Interview underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Health and safety
K2 S1 S5 B1 |
Safety Control equipment and safety techniques: Personal protective equipment (PPE), respiratory protective equipment (RPE) and dust suppression (K2) |
Comply with health and safety regulations, standards, and guidance (S1) Identify and use safety control equipment including RPE, dust suppression and PPE (S5) |
Take personal responsibility for their own health and safety (B1) |
|
Use of hand and power tools
K15 S8 |
Craft bricklayer tools, safe use and maintenance techniques: sliding bevels, trammels, squares, straight edges, site protractors, spring dividers, angle rules and scutch, masonry cut off saws (K15) |
Safely use and maintain tools and masonry cut off saws (S8) |
None |
|
Complex and decorative craft bricklaying techniques
K18 K20 K21 S4 S10 S12 S13 S15 |
Axed arches and surrounding haunch brickwork: Setting out and construction techniques (K18) Sloped (vertical angles on plan) brickwork setting out and construction techniques (K20) Decorative brick features and panels: setting out and construction techniques (K21) |
Comply with industry standards, guidance and tolerances (S4) Set out and build sloped (vertical on plan) angled brickwork for example, battered work or tumbling in (S10) Set out and build axed arches and surrounding haunch brickwork, for example segmental or semi (S12) Set out and build a decorative brick features, for example brick and block bonded quoins, dog toothing or dental courses (S13) Set and build a decorative panel. For example, basket weave, stack bond or victorian weave (S15) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Safe systems of work
K4 S3 |
Safe systems of work, control measure implementation and monitoring techniques (K4) |
Implement and monitor safe systems of work and control measures (S3) |
None |
|
Environment and sustainability
S2 |
None |
Apply environmental and sustainable principles in compliance with regulations standards and systems for example segregate resources for reuse, recycling and disposal (S2) |
None |
|
Interpreting information and planning
K12 K26 K28 S6 S19 S21 B4 B6 |
Methods of interpreting information from drawings, specifications, the production plan and producing work instructions, utilising traditional and digital methods (K12) Written communication techniques. Plain English principles. (K26) Planning, work scheduling, and time management techniques for self and others (K28) |
Interpret and extract information using paper based or digital techniques from drawings, specifications and the production plan to provide work instructions (S6) Apply planning, work scheduling and time management techniques to identify and agree production plan targets (S19) Communicate and report in written form any issues against the production plan and contribute to the solutions (S21) |
Collaborate and promote teamwork across disciplines and external stakeholders (B4) Promotes health, safety, environment and sustainability principles to others (B6) |
|
Documentation
K27 S23 |
Documentation methods and requirements - digital and paper based (K27) |
Complete documentation - paper based or digital. For example, job sheets, time sheets, risk assessments, method statements, equipment service records, handover documents, work sheets, checklists, incident reports, requisition sheets, quality records (S23) |
None |
|
Stock
K14 S22 |
Stock, material stock and considerations: Availability, stock lead times. Correct handling to prevent damage. Stock value. Faulty stock and returns process, stock rotation and quality control (K14) |
Obtain, monitor and rotate stock and supplies (S22) |
None |
|
Craft bricklaying, complex techniques and levelling techniques
K8 K16 K19 K22 K24 S7 S11 S14 S16 S17 S18 S24 |
Transfer levels, methods and techniques; straight edge and spirit level, optical and laser levels (K8) Powertools check, safe use, maintenance and storage, defect or fault escalation (K16) Curved on plan masonry: setting out and construction techniques (K19) Setting out and construction techniques: herringbone panels and masonry corbelling (K22) Angled on plan, off square masonry, setting out and construction techniques (K24) |
Check, safely use and store power tools and equipment for example, drills, mixers. Escalate defects or faults (S7) Set out and build off square horizontal on plan angled masonry work for example: obtuse or acute angles (S11) Set out and build curved masonry work for example, concave or convex (S14) Construct walls with complex elements. For example, bed joint reinforcement, helical bar, wind posts, support angles, specialist DPC systems or heritage principles (like for like wall replacement) (S16) Set out and build herringbone panels (S17) Set out and building masonry corbelling (S18) Transfer levels, using for example straight edge & spirit level, optical or laser levels (S24) |
None |
|
Quality assurance
K29 S20 B3 |
Quality assurance requirements (K29) |
Apply quality assurance procedures (S20) |
Take responsibility for the quality of work and encourage others to work to high standards (B3) |
|
Well-being, inclusion and CPD
K30 K31 B2 B5 |
Well-being: mental and physical health considerations in self and others and how to access support (K30) Inclusion, equity and diversity in the workplace (K31) |
None |
Support an inclusive culture (B2) Committed to continued professional development (CPD) to maintain and enhance competence in their own area of practice (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 08/06/2023 | Not set | Not set |
Crown copyright © 2023. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence