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 joined the Apprenticeship Provider and Assessment Register (APAR). Once the EPAO has joined the APAR, funding for apprentice starts will be permitted and this message will be removed.
To guide sustainable development and stewardship of the natural and built environment.
This occupation is found in a wide range of sectors and environments. Typical settings can require the discovery, development and utilisation of natural resources, environmental protection or consideration of the built environment. Geoscientists work onshore and/ or offshore. They typically work for local authorities, government organisations, environmental consultancies, mining, quarrying, energy resources, water industry, multidisciplinary consultancies, ground investigation/engineering contractors and consultancies. Geoscientists may conduct their activities in an office, a laboratory, in the field or on site.
The broad purpose of the occupation is to guide sustainable development and stewardship of the natural and built environment. Geoscientists evaluate earth systems and advise on the viable exploration, management, development, remediation, and storage of earth resources. This advice may relate to, minerals, water, aggregates, hydrocarbons, carbon dioxide and radioactive waste, housing development or infrastructure alignment. Geoscientists also advise on the mitigation and management of geohazards (for example, flooding, coastal erosion, earthquakes, volcanic eruptions, and landslides), the energy transition and alternative forms of energy that underpin the route to net zero carbon and sustainability. They may use engineering geology and geotechnical engineering approaches in activities that include land restoration, site investigations, geohazard assessment, waste disposal and the development of civil engineering infrastructure or construction activities.
Geoscientists investigate past climates to understand climate change and its impact on the environment and society. They manage and communicate potential risks and opportunities, with an awareness that the application of their expertise should be considered within a wider socioeconomic and environmental context. Geoscientists gather and analyse evidence to develop predictive models that assist resilience planning and safe development across a range of sectors. Data can be collected from examination of the ground surface, examination of past records (such as mapping and academic research), sub-surface investigation (for example, by drilling, probing and geophysical methods) followed by monitoring, examination and laboratory testing on the samples obtained.
In their daily work, an employee in this occupation interacts with internal and external stakeholders at all levels. They are likely to deal with specialists such as scientists, engineers, other professionals, as well as project managers and society at large. Typical activities range from visiting sites to collect geological information, looking at the consistency of information collected to find anomalies and trends, for example, ore concentrations, soft ground, or contamination.
An employee in this occupation will be responsible for working on projects in areas such as resource management, environmental conservation and sustainability, renewable energy, water management, and the natural and built environment. Geoscientists are responsible for conducting scientific investigations of the geological materials, processes and products of the past and present. They interpret data to assess risk, identify potential opportunities and influence and advise on present day decisions. This can inform policy direction and adaptation strategies for a changing climate. They are versed in the commercial, contractual, and legal aspect of the projects they support and manage, and they work in accordance with their employer’s processes, procedures and relevant professional and ethical standards. Geoscientists are likely to report to a senior geoscientist, manager, project managers, clients, or shareholders. They can be specialists within a business or work independently on a consultancy basis. Geoscientists will have a high level of autonomy and identify what balance of work is required for each project.
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 60 months. The EPA period is typically 9 months.
The overall grades available for this apprenticeship are:
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the geoscientist (integrated degree), the qualification required is:
Geoscience degree that fully aligns with the KSBs within the apprenticeship standard
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 8 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.
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 5500 words (with a 10% tolerance).
You will have 20 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 8 questions about the project and presentation.
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.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Geological Society of London for Fellow
Please contact the professional body for more details.
This apprenticeship aligns with The Science Council for Registered Scientist (RSci). Upon successful completion of the apprenticeship and upon receipt of the apprenticeship certificate, individuals are eligible to apply for RSci through a shortened application route. Individuals also need to be a member of a professional body that is licensed by the Science Council to be awarded this status. Further information is on the Science Council’s website.
Please contact the professional body for more details.
This apprenticeship aligns with Institute of Materials, Minerals & Mining (IOM3) for Member (MIMMM) as Registered Scientist
Please contact the professional body for more details.
This occupation is found in a wide range of sectors and environments. Typical settings can require the discovery, development and utilisation of natural resources, environmental protection or consideration of the built environment. Geoscientists work onshore and/ or offshore. They typically work for local authorities, government organisations, environmental consultancies, mining, quarrying, energy resources, water industry, multidisciplinary consultancies, ground investigation/engineering contractors and consultancies. Geoscientists may conduct their activities in an office, a laboratory, in the field or on site.
The broad purpose of the occupation is to guide sustainable development and stewardship of the natural and built environment. Geoscientists evaluate earth systems and advise on the viable exploration, management, development, remediation, and storage of earth resources. This advice may relate to, minerals, water, aggregates, hydrocarbons, carbon dioxide and radioactive waste, housing development or infrastructure alignment. Geoscientists also advise on the mitigation and management of geohazards (for example, flooding, coastal erosion, earthquakes, volcanic eruptions, and landslides), the energy transition and alternative forms of energy that underpin the route to net zero carbon and sustainability. They may use engineering geology and geotechnical engineering approaches in activities that include land restoration, site investigations, geohazard assessment, waste disposal and the development of civil engineering infrastructure or construction activities.
Geoscientists investigate past climates to understand climate change and its impact on the environment and society. They manage and communicate potential risks and opportunities, with an awareness that the application of their expertise should be considered within a wider socioeconomic and environmental context. Geoscientists gather and analyse evidence to develop predictive models that assist resilience planning and safe development across a range of sectors. Data can be collected from examination of the ground surface, examination of past records (such as mapping and academic research), sub-surface investigation (for example, by drilling, probing and geophysical methods) followed by monitoring, examination and laboratory testing on the samples obtained.
In their daily work, an employee in this occupation interacts with internal and external stakeholders at all levels. They are likely to deal with specialists such as scientists, engineers, other professionals, as well as project managers and society at large. Typical activities range from visiting sites to collect geological information, looking at the consistency of information collected to find anomalies and trends, for example, ore concentrations, soft ground, or contamination.
An employee in this occupation will be responsible for working on projects in areas such as resource management, environmental conservation and sustainability, renewable energy, water management, and the natural and built environment. Geoscientists are responsible for conducting scientific investigations of the geological materials, processes and products of the past and present. They interpret data to assess risk, identify potential opportunities and influence and advise on present day decisions. This can inform policy direction and adaptation strategies for a changing climate. They are versed in the commercial, contractual, and legal aspect of the projects they support and manage, and they work in accordance with their employer’s processes, procedures and relevant professional and ethical standards. Geoscientists are likely to report to a senior geoscientist, manager, project managers, clients, or shareholders. They can be specialists within a business or work independently on a consultancy basis. Geoscientists will have a high level of autonomy and identify what balance of work is required for each project.
| Duty | KSBs |
|---|---|
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Duty 1 Manage and apply geoscience information to deliver outputs and support client and organisational objectives. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K16 K17 K20 K22 K23 K24 |
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Duty 2 Conduct geoscientific assessments within multi-disciplinary projects. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K20 K24 |
|
Duty 3 Conduct research using tools and documents such as maps, remotely sensed imagery, existing data sets. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K20 K24 |
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Duty 4 Develop preliminary geoscientific understanding of data using digital and non-digital methods. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K20 K24 |
|
Duty 5 Evaluate geoscientific representations to determine whether they are sufficient for project needs and identify gaps in data. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K16 K20 K24 |
|
Duty 6 Design and conduct geoscientific investigations and produce predictive computer-based models. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K20 K24 |
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Duty 7 Undertake and supervise relevant fieldwork activities, e.g., geological mapping, site investigation. |
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Duty 8 Update geoscientific representations using new information. Collect and correlate additional data to continue to develop understanding of project requirements. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K16 K20 K23 K24 |
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Duty 9 Prepare factual and interpretative reports, figures, and diagrams. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K20 K23 K24 |
|
Duty 10 Present findings and contribute to developing cost effective solutions and providing advice on possible geoscientific solutions. |
K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K20 K21 K22 K23 K24 |
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Duty 11 Develop and follow health and safety plans to cover identified works. |
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Duty 12 Develop and maintain relationships, adapting communication style and format to different audiences. |
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Duty 13 Manage change and schedule programme activities to ensure projects are delivered on time and within budget. |
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Duty 14 Keep up to date with advances in working practices and technological developments, sharing good practice. |
K1: Formation of the earth and the solar system and how this informs our understanding of planet earth.
Back to Duty
K2: Earth layers, their movement, distribution of materials, composition and properties of materials and how this can be used to predict natural events.
Back to Duty
K3: Petrography and petrology of rocks and minerals, including metamorphic processes, sedimentary processes and igneous processes.
Back to Duty
K4: The role of modelling in earth system science.
Back to Duty
K5: Earth surface processes, including superficial deposits, hydrology, geomorphology and the impact on landscape natural resources and natural hazards.
Back to Duty
K6: Sub-surface processes, including hydrogeology, fluid flow, rock deformation and mechanics and how this informs 4D distribution of Earth materials, natural resources and natural hazards.
Back to Duty
K7: Earth history, evolution and stratigraphy and how this can inform modelling and geoscientist predictions.
Back to Duty
K8: Long term and anthropogenic climate change and how it can be influenced by the management and development of natural and renewable resources, and how this affects natural and human related geohazards.
Back to Duty
K9: Applied geoscience, including engineering geology, geophysics, environmental geology, urban geology, mining geology.
Back to Duty
K10: Socio-environmental global development frameworks (for example, UN Sustainable Development Goals) and the concepts of geoethics and environmental justice.
Back to Duty
K11: Socio-economic, commercial and business principles relevant to the earth sciences.
Back to Duty
K12: Global perspectives on the historical development of the geosciences and how these influence the approach of current practices and geopolitics.
Back to Duty
K13: Coding to facilitate analysis, modelling and interpretation of Earth and other planetary systems across a range of scales.
Back to Duty
K14: Creation, analysis and interpretation of geospatial data (including maps and cross-sections) in both digital and analogue formats, using appropriate professional software such as a Geographic Information System (GIS).
Back to Duty
K15: Instrument-based investigation of the surface and sub-surface of the Earth, including drilling, remote sensing, geophysical and geochemical techniques.
Back to Duty
K16: Handling of data and drawing conclusions, taking into account uncertainty and incomplete data.
Back to Duty
K17: Health and safety risk, hazard and consequence definitions and how they apply to carrying out geoscientific tasks, including design.
Back to Duty
K18: The importance of Equality, Diversity and Inclusion (EDI), how it is managed within the employer and geoscientific community.
Back to Duty
K19: The impact of exploitation of other cultures and geopolitical landscape.
Back to Duty
K20: The implications, limitations and consequences of applying different geoscientific theories, paradigms, concepts and principles.
Back to Duty
K21: Methods used to cost geoscientific projects, and the principles of cost management and control.
Back to Duty
K22: How to establish the client brief, the form of contract and terms of engagement.
Back to Duty
K23: Company procedures and policies and organisational objectives.
Back to Duty
K24: Numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information.
Back to Duty
K25: The importance of keeping up to date with advances in working practices and emerging technologies and how this can positively impact the wider business.
Back to Duty
S1: Integrate and critically evaluate information from different sources to test findings and hypotheses.
Back to Duty
S2: Consider, appraise and inform ground related issues to multidisciplinary teams.
Back to Duty
S3: Define complex geoscience related problems, a strategy to understand the problem and evaluate possible solutions. For example: resource scarcity, foundations, sustainability energy supply.
Back to Duty
S4: Test geological models to inform and design investigations.
Back to Duty
S5: Plan, conduct and present independent geoscientific projects with appropriate guidance.
Back to Duty
S6: Consider inconsistencies and uncertainty and gaps in data when developing geological models.
Back to Duty
S7: Apply geoscientific theories, paradigms, concepts and principles.
Back to Duty
S8: Conduct and supervise fieldwork, geoscience mapping and laboratory investigations as appropriate and in accordance with safe working practices and legal requirements.
Back to Duty
S9: Apply appropriate numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information.
Back to Duty
S10: Utilise digital technologies, instrumentation and remote sensing for the collection, analysis and modelling of data.
Back to Duty
S11: Communicate relevant geoscience insights to external stakeholders using different formats and media.
Back to Duty
S12: Evaluate personal strengths and weaknesses and develop personal development goals.
Back to Duty
S13: Plan and organise own workload and contribute to the completion of geoscientific projects.
Back to Duty
S14: Collaborate with stakeholders online, remotely and in person, using appropriate techniques.
Back to Duty
S15: Carry out geoscientific site surveys independently across a range of environments.
Back to Duty
S16: Keep up to date with advances in working practices and emerging technologies and disseminate learning across the organisation.
Back to Duty
S17: Prepare geoscience risk assessments in accordance with associated legislation for health, safety and wellbeing.
Back to Duty
S18: Apply equality, diversity and inclusivity good practice to inform decision making.
Back to Duty
S19: Produce recommendations that align to client requirements and organisational objectives that demonstrate the application of ethical, environmental sustainability and compliance with relevant legislation.
Back to Duty
B1: Act as a role model and advocate for ethical, social, environmental and sustainable professional practices.
Back to Duty
B2: Collaborate and promote teamwork across disciplines.
Back to Duty
B3: Adapt to and show resilience in challenging or changing situation.
Back to Duty
B4: Commit to their own and supports others' professional development.
Back to Duty
B5: Act as an advocate for equality, diversity, and inclusion.
Back to Duty
B6: Act as a role model and advocate for health, safety and wellbeing.
Back to Duty
B7: Reflect on the process of learning and evaluate personal strengths and weaknesses.
Back to Duty
B8: Inspires, guides and motivates others.
Back to Duty
B9: Takes responsibility for decisions, designs and procedures.
Back to Duty
B10: Recognise and respect the views of others and acknowledges different perspectives.
Back to Duty
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)
N/A
This standard aligns with the following professional recognition:
V1.0
This document explains the requirements for end-point assessment (EPA) for the geoscientist (integrated degree) apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Geoscientist (integrated degree) 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 geoscientist (integrated 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 40 of the total credit value.
A full-time geoscientist (integrated degree) 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 60 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 - professional discussion underpinned by a portfolio of evidence:
Assessment method 2 - project, presentation and questions:
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
|
The apprentice must:
The qualification required is: Geoscience degree that fully aligns with the KSBs within the apprenticeship standard
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|---|---|
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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.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 9 months
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The grades available for each assessment method are below
Professional discussion underpinned by a portfolio of evidence:
Project, presentation and questions:
Overall EPA and degree-apprenticeship can be graded:
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Professional recognition
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This degree-apprenticeship aligns with:
This degree-apprenticeship aligns with:
This degree-apprenticeship aligns with:
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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 9 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the degree-apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 10 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the 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.
This assessment method is being used because it:
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.
It will include the following themes:
The EPAO must give an apprentice 14 days' notice of the professional discussion.
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 professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 8 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 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.
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.
This assessment method is being used because it:
The apprentice must complete a project based on any of the following:
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:
1. An executive summary (or abstract).
2. An introduction describing the purpose.
3. An investigation/ project plan
4. The collation of data and information and identification of data sources.
5. Analysis and modelling.
6. Interpretation and evaluation.
7. Recommendations.
8. References.
9. Appendix containing mapping of KSBs to the report.
A project plan and title should be submitted to the EPAO within 3 weeks of gateway. The plan should contain a maximum of 500 words. The plan does form part of the overall word count of the final project.
The project report must have a word count of 5500 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 20 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 60 minutes. This will typically include a presentation of 30 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 8 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 20 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 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 14 days’ 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.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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|---|---|---|
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Earth processes, materials, systems and cycles
K1 K2 K3 K5 K6 K7 K8 S7 |
Explains earth formation and analyses how metamorphic, sedimentary, and igneous processes have influenced earth history and surface processes and the impact these have had on sub surface landscape and natural resources. Analyses how earth history, evolution and stratigraphy can inform modelling and geoscientist predications. (K1, K3, K5, K7) Explains 4D distribution of Earth materials and layers, the relationship between these and the distribution of materials, hydrology and rock deformation and evaluates how they can be used to predict natural events. (K2, K6) Explains how applying geoscientific theories, paradigms, concepts and principles helps develop an understanding of climate change and how this affects natural and human related geohazards. (K8, S7)
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Evaluates how rock forming processes influence earth layers, their movement, distribution of materials, composition and properties of materials. (K2, K3) |
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Application of investigation techniques
K9 K13 K14 K15 S8 S10 S15 |
Explains how they conduct geoscientific investigations and site surveys independently in a safe way, applying geoscientific methods to engineering geology, geophysics, environmental geology, urban geology, mining geology by utilising digital technologies and instrument-based investigation. (K9, K15, S8, S15) Explains how they create, analyse and interpret geospatial data in both digital and analogue formats (including maps and cross-sections), by utilizing digital technologies and instrumentation and remote sensing tools. (K14, S10) Justifies how coding can facilitate analysis and interpretation of Earth and other planetary systems. (K13)
|
Evaluates how professional software and legal requirements impact on geoscientific site surveys and how these facilitate or constrain the creation, analysis and interpretation of geospatial data. (K14, S8, S15) |
|
Equality, diversity and inclusion
K10 K12 K18 K19 S18 B1 B5 |
Explains socio-environmental global development frameworks, how they have been influenced by the historical development of geoscience, exploitation of other cultures and why it is important to act as an advocate for ethical, social, environmental and sustainable professional practices (K10, K12, K19, B1) Evaluates the importance of EDI in decision-making and why it is important to act as an advocate for equality, diversity, and inclusion (K18, S18, B5)
|
Evaluates how EDI influences their approach to current practices and geopolitics in geosciences. (K12, K18, S18) |
|
Communication and collaboration
S2 S11 S14 B2 |
Evaluates how they collaborate with stakeholders to promote teamwork, when communicating ground related issues and relevant geoscientific insights to a variety of audiences both inside and outside the organisation, and to multidisciplinary teams via different in person formats and online media. (S2, S11, S14, B2) |
Evaluates how online media impacts the way they communicate ground related issues to multidisciplinary teams. (S2, S11) |
|
Professional development
K25 S12 S16 B4 B7 |
Evaluates personal strengths and weakness and the development of personal development goals. (S12, B7) Evaluates how they keep up to date with advances in working practices and emerging technologies, how they disseminate the learning across the organisation to support the professional development of others and the impact this has on the organisation. (K25, S16, B4) |
N/A |
|
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
|
|---|---|---|
|
Evaluation and analysis
K4 K16 K20 K24 S1 S3 S4 S6 S9 |
Analyses complex geoscience problems and defines strategies to help create solutions. Evaluates how earth system modelling can help define problems and solutions within their limitations, and the consequences of applying theories, paradigms, concepts, and principles. (K4, K20, S3) Evaluates the role of numerical, statistical, geostatistical techniques and how they apply these techniques to draw conclusions, evaluate data, and test geological models and hypotheses to inform design investigations taking into account inconsistencies and uncertainty gaps. (K16, K24, S1, S4, S6, S9)
|
Evaluates how they reconcile inconsistencies, uncertainty and gaps in data and how these affect the synthesis of models that inform the design of investigations. (K4, S4, S6) |
|
Commercial
K11 K22 K23 S19 B9 |
Articulates how they develop a client brief which is incorporated into a contract, ensuring they apply all relevant socio-economic and business principles whist following company procedures to meet organisational objectives (K11, K22, K23) Discusses how they produce ethical, environmentally sustainable recommendations that align with client responsibilities and organisational objectives. (S19, B9)
|
Evaluates how they analyse client requirements when creating the client brief to produce ethical and environmentally sustainable recommendations that match the client brief and meet organisational objectives. (K22, S19) |
|
Health and safety
K17 S17 B6 |
Articulates Health and Safety, risks and hazard definitions and applies these in the creation of a geoscience risk assessment. Evaluates how they act as a health and safety role model. (K17, S17, B6) |
N/A |
|
Project Management
K21 S5 S13 B3 B8 B10 |
Evaluates the approaches they apply when costing, planning and conducting geoscientific projects and how they motivate others and consider different perspectives in the overall final project approach. (K21, S5, B8, B10) Explains how they deal with challenging/changing situations when organising a geoscientific project and evaluates how these may affect own workload and contribution to geoscientific projects. (S13, B3)
|
Analyses different costing and cost control methods, how these may need to be adapted in challenging/changing situations and how they impact the overall final project approach. (K21, B3) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the professional discussion underpinned by a portfolio of evidence, project and presentation and questions 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. If the apprentice fails either the professional discussion or the project, presentation and questions the resulting overall grade will be a fail. If they achieve a pass in both methods they will receive an overall pass grade. Achievement of a pass in one method and a distinction in one method results in an overall merit. To achieve an overall distinction, the apprentice will be required to achieve a distinction in both the professional discussion and the project, presentation and questions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Professional discussion underpinned by a portfolio of evidence | Project, presentation and questions | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| 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 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 4 months of the EPA outcome notification.
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 8 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 pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
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 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:
This degree-apprenticeship aligns with:
This degree-apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Formation of the earth and the solar system and how this informs our understanding of planet earth. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K2
Earth layers, their movement, distribution of materials, composition and properties of materials and how this can be used to predict natural events. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Petrography and petrology of rocks and minerals, including metamorphic processes, sedimentary processes and igneous processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
The role of modelling in earth system science. Back to Grading |
Project, presentation and questions |
|
K5
Earth surface processes, including superficial deposits, hydrology, geomorphology and the impact on landscape natural resources and natural hazards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Sub-surface processes, including hydrogeology, fluid flow, rock deformation and mechanics and how this informs 4D distribution of Earth materials, natural resources and natural hazards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
Earth history, evolution and stratigraphy and how this can inform modelling and geoscientist predictions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K8
Long term and anthropogenic climate change and how it can be influenced by the management and development of natural and renewable resources, and how this affects natural and human related geohazards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Applied geoscience, including engineering geology, geophysics, environmental geology, urban geology, mining geology. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Socio-environmental global development frameworks (for example, UN Sustainable Development Goals) and the concepts of geoethics and environmental justice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Socio-economic, commercial and business principles relevant to the earth sciences. Back to Grading |
Project, presentation and questions |
|
K12
Global perspectives on the historical development of the geosciences and how these influence the approach of current practices and geopolitics. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
Coding to facilitate analysis, modelling and interpretation of Earth and other planetary systems across a range of scales. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Creation, analysis and interpretation of geospatial data (including maps and cross-sections) in both digital and analogue formats, using appropriate professional software such as a Geographic Information System (GIS). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Instrument-based investigation of the surface and sub-surface of the Earth, including drilling, remote sensing, geophysical and geochemical techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Handling of data and drawing conclusions, taking into account uncertainty and incomplete data. Back to Grading |
Project, presentation and questions |
|
K17
Health and safety risk, hazard and consequence definitions and how they apply to carrying out geoscientific tasks, including design. Back to Grading |
Project, presentation and questions |
|
K18
The importance of Equality, Diversity and Inclusion (EDI), how it is managed within the employer and geoscientific community. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
The impact of exploitation of other cultures and geopolitical landscape. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
The implications, limitations and consequences of applying different geoscientific theories, paradigms, concepts and principles. Back to Grading |
Project, presentation and questions |
|
K21
Methods used to cost geoscientific projects, and the principles of cost management and control. Back to Grading |
Project, presentation and questions |
|
K22
How to establish the client brief, the form of contract and terms of engagement. Back to Grading |
Project, presentation and questions |
|
K23
Company procedures and policies and organisational objectives. Back to Grading |
Project, presentation and questions |
|
K24
Numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information. Back to Grading |
Project, presentation and questions |
|
K25
The importance of keeping up to date with advances in working practices and emerging technologies and how this can positively impact the wider business. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Integrate and critically evaluate information from different sources to test findings and hypotheses. Back to Grading |
Project, presentation and questions |
|
S2
Consider, appraise and inform ground related issues to multidisciplinary teams. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S3
Define complex geoscience related problems, a strategy to understand the problem and evaluate possible solutions. For example: resource scarcity, foundations, sustainability energy supply. Back to Grading |
Project, presentation and questions |
|
S4
Test geological models to inform and design investigations. Back to Grading |
Project, presentation and questions |
|
S5
Plan, conduct and present independent geoscientific projects with appropriate guidance. Back to Grading |
Project, presentation and questions |
|
S6
Consider inconsistencies and uncertainty and gaps in data when developing geological models. Back to Grading |
Project, presentation and questions |
|
S7
Apply geoscientific theories, paradigms, concepts and principles. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Conduct and supervise fieldwork, geoscience mapping and laboratory investigations as appropriate and in accordance with safe working practices and legal requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Apply appropriate numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information. Back to Grading |
Project, presentation and questions |
|
S10
Utilise digital technologies, instrumentation and remote sensing for the collection, analysis and modelling of data. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S11
Communicate relevant geoscience insights to external stakeholders using different formats and media. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Evaluate personal strengths and weaknesses and develop personal development goals. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Plan and organise own workload and contribute to the completion of geoscientific projects. Back to Grading |
Project, presentation and questions |
|
S14
Collaborate with stakeholders online, remotely and in person, using appropriate techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Carry out geoscientific site surveys independently across a range of environments. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S16
Keep up to date with advances in working practices and emerging technologies and disseminate learning across the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Prepare geoscience risk assessments in accordance with associated legislation for health, safety and wellbeing. Back to Grading |
Project, presentation and questions |
|
S18
Apply equality, diversity and inclusivity good practice to inform decision making. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Produce recommendations that align to client requirements and organisational objectives that demonstrate the application of ethical, environmental sustainability and compliance with relevant legislation. Back to Grading |
Project, presentation and questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act as a role model and advocate for ethical, social, environmental and sustainable professional practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Collaborate and promote teamwork across disciplines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Adapt to and show resilience in challenging or changing situation. Back to Grading |
Project, presentation and questions |
|
B4
Commit to their own and supports others' professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Act as an advocate for equality, diversity, and inclusion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Act as a role model and advocate for health, safety and wellbeing. Back to Grading |
Project, presentation and questions |
|
B7
Reflect on the process of learning and evaluate personal strengths and weaknesses. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B8
Inspires, guides and motivates others. Back to Grading |
Project, presentation and questions |
|
B9
Takes responsibility for decisions, designs and procedures. Back to Grading |
Project, presentation and questions |
|
B10
Recognise and respect the views of others and acknowledges different perspectives. Back to Grading |
Project, presentation and questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Earth processes, materials, systems and cycles
K1 K2 K3 K5 K6 K7 K8 S7 |
Formation of the earth and the solar system and how this informs our understanding of planet earth. (K1) Earth layers, their movement, distribution of materials, composition and properties of materials and how this can be used to predict natural events. (K2) Petrography and petrology of rocks and minerals, including metamorphic processes, sedimentary processes and igneous processes. (K3) Earth surface processes, including superficial deposits, hydrology, geomorphology and the impact on landscape natural resources and natural hazards. (K5) Sub-surface processes, including hydrogeology, fluid flow, rock deformation and mechanics and how this informs 4D distribution of Earth materials, natural resources and natural hazards. (K6) Earth history, evolution and stratigraphy and how this can inform modelling and geoscientist predictions. (K7) Long term and anthropogenic climate change and how it can be influenced by the management and development of natural and renewable resources, and how this affects natural and human related geohazards. (K8) |
Apply geoscientific theories, paradigms, concepts and principles. (S7) |
None |
|
Application of investigation techniques
K9 K13 K14 K15 S8 S10 S15 |
Applied geoscience, including engineering geology, geophysics, environmental geology, urban geology, mining geology. (K9) Coding to facilitate analysis, modelling and interpretation of Earth and other planetary systems across a range of scales. (K13) Creation, analysis and interpretation of geospatial data (including maps and cross-sections) in both digital and analogue formats, using appropriate professional software such as a Geographic Information System (GIS). (K14) Instrument-based investigation of the surface and sub-surface of the Earth, including drilling, remote sensing, geophysical and geochemical techniques. (K15) |
Conduct and supervise fieldwork, geoscience mapping and laboratory investigations as appropriate and in accordance with safe working practices and legal requirements. (S8) Utilise digital technologies, instrumentation and remote sensing for the collection, analysis and modelling of data. (S10) Carry out geoscientific site surveys independently across a range of environments. (S15) |
None |
|
Equality, diversity and inclusion
K10 K12 K18 K19 S18 B1 B5 |
Socio-environmental global development frameworks (for example, UN Sustainable Development Goals) and the concepts of geoethics and environmental justice. (K10) Global perspectives on the historical development of the geosciences and how these influence the approach of current practices and geopolitics. (K12) The importance of Equality, Diversity and Inclusion (EDI), how it is managed within the employer and geoscientific community. (K18) The impact of exploitation of other cultures and geopolitical landscape. (K19) |
Apply equality, diversity and inclusivity good practice to inform decision making. (S18) |
Act as a role model and advocate for ethical, social, environmental and sustainable professional practices. (B1) Act as an advocate for equality, diversity, and inclusion. (B5) |
|
Communication and collaboration
S2 S11 S14 B2 |
None |
Consider, appraise and inform ground related issues to multidisciplinary teams. (S2) Communicate relevant geoscience insights to external stakeholders using different formats and media. (S11) Collaborate with stakeholders online, remotely and in person, using appropriate techniques. (S14) |
Collaborate and promote teamwork across disciplines. (B2) |
|
Professional development
K25 S12 S16 B4 B7 |
The importance of keeping up to date with advances in working practices and emerging technologies and how this can positively impact the wider business. (K25) |
Evaluate personal strengths and weaknesses and develop personal development goals. (S12) Keep up to date with advances in working practices and emerging technologies and disseminate learning across the organisation. (S16) |
Commit to their own and supports others' professional development. (B4) Reflect on the process of learning and evaluate personal strengths and weaknesses. (B7) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Evaluation and analysis
K4 K16 K20 K24 S1 S3 S4 S6 S9 |
The role of modelling in earth system science. (K4) Handling of data and drawing conclusions, taking into account uncertainty and incomplete data. (K16) The implications, limitations and consequences of applying different geoscientific theories, paradigms, concepts and principles. (K20) Numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information. (K24) |
Integrate and critically evaluate information from different sources to test findings and hypotheses. (S1) Define complex geoscience related problems, a strategy to understand the problem and evaluate possible solutions. For example: resource scarcity, foundations, sustainability energy supply. (S3) Test geological models to inform and design investigations. (S4) Consider inconsistencies and uncertainty and gaps in data when developing geological models. (S6) Apply appropriate numerical, statistical, geostatistical and qualitative techniques in the evaluation of data and information. (S9) |
None |
|
Commercial
K11 K22 K23 S19 B9 |
Socio-economic, commercial and business principles relevant to the earth sciences. (K11) How to establish the client brief, the form of contract and terms of engagement. (K22) Company procedures and policies and organisational objectives. (K23) |
Produce recommendations that align to client requirements and organisational objectives that demonstrate the application of ethical, environmental sustainability and compliance with relevant legislation. (S19) |
Takes responsibility for decisions, designs and procedures. (B9) |
|
Health and safety
K17 S17 B6 |
Health and safety risk, hazard and consequence definitions and how they apply to carrying out geoscientific tasks, including design. (K17) |
Prepare geoscience risk assessments in accordance with associated legislation for health, safety and wellbeing. (S17) |
Act as a role model and advocate for health, safety and wellbeing. (B6) |
|
Project Management
K21 S5 S13 B3 B8 B10 |
Methods used to cost geoscientific projects, and the principles of cost management and control. (K21) |
Plan, conduct and present independent geoscientific projects with appropriate guidance. (S5) Plan and organise own workload and contribute to the completion of geoscientific projects. (S13) |
Adapt to and show resilience in challenging or changing situation. (B3) Inspires, guides and motivates others. (B8) Recognise and respect the views of others and acknowledges different perspectives. (B10) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 16/10/2023 | Not set | Not set |
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