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 obtained Ofqual recognition. Once the EPAO has obtained Ofqual recognition, funding for apprentice starts will be permitted and this message will be removed.
Ensure the maintenance of heritage properties through construction projects that repair, restore, adapt, alter or retrofit historic buildings and heritage assets.
This occupation is found in the historic environment, construction, building conservation and cultural heritage sectors.
The broad purpose of the occupation is to ensure the maintenance of heritage properties through construction projects that repair, restore, adapt, alter or retrofit historic buildings and heritage assets, doing so according to their significance and performance. Historic buildings and heritage assets are generally considered to include whole buildings, parts of buildings, ancillary structures, monuments, and other architectural features such as garden structures, walls and paving that were built before 1919, or those that are built using traditional methods and materials, including structures protected by legislation such as Listed Buildings, Scheduled Ancient Monuments and those within Conservation Areas. Heritage Construction Specialists oversee work related to the fabric of a building or structure and its internal and external features and settings. They combine practical construction skills with their knowledge of traditional materials, practices and the way each building performs holistically, to inform the conservation and construction techniques they use when managing and leading on historic building projects.
The Heritage Construction Specialist is typically site-based, including outdoor working, working at height, and working away from home, including rural and remote locations, but normal duties also include workshop operations, office working and attendance at meetings with stakeholders, clients or colleagues. They will typically need to be able to drive.
An individual in this role might typically have a trade or profession, such as – but not exclusively – woodworker, bricklayer, stonemason, plasterer, metalworker or surveyor, and have specialist knowledge and experience of the requirements of working at heritage properties.
In their daily work, an employee in this occupation interacts with a range of clients, colleagues and stakeholders in the public, private and third sectors, within organisations of any size. Heritage Construction Specialists might work alone or as a more senior member of a small team. They may oversee or coordinate other personnel or subcontractors and will sometimes work with other heritage professionals, such as a conservation officer or architect, to develop the detailed conservation solutions for adapting older buildings and structures.
An employee in this occupation will be responsible for assessing the condition of historic and traditional structures; understanding the significance and history of the buildings and structures they work on; conserving and enhancing the fabric of a building or structures according to its significance, performance characteristics and condition; integration of new systems (for example electrical, mechanical) into heritage buildings; creating recommendations and construction work plans, contributing to the costing and conducting of construction work to appropriate professional and conservation standards; liaising with specialist contractors, stakeholders and clients; documenting their work to appropriate conservation standards; communicating their work to the public. They need to be able to work alone or as part of a team, and make decisions about work plans for themselves and others.
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 24 months. The EPA period is typically 5 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:
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 5000 words (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the report to the EPAO.
You will have a question and answer session with an independent assessor to discuss the project. It will last 40 minutes. They will ask at least 4 questions.
Interview underpinned by a portfolio of evidence
You will have an interview with an independent assessor. It will last at least 75 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.
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 historic environment, construction, building conservation and cultural heritage sectors.
The broad purpose of the occupation is to ensure the maintenance of heritage properties through construction projects that repair, restore, adapt, alter or retrofit historic buildings and heritage assets, doing so according to their significance and performance. Historic buildings and heritage assets are generally considered to include whole buildings, parts of buildings, ancillary structures, monuments, and other architectural features such as garden structures, walls and paving that were built before 1919, or those that are built using traditional methods and materials, including structures protected by legislation such as Listed Buildings, Scheduled Ancient Monuments and those within Conservation Areas. Heritage Construction Specialists oversee work related to the fabric of a building or structure and its internal and external features and settings. They combine practical construction skills with their knowledge of traditional materials, practices and the way each building performs holistically, to inform the conservation and construction techniques they use when managing and leading on historic building projects.
The Heritage Construction Specialist is typically site-based, including outdoor working, working at height, and working away from home, including rural and remote locations, but normal duties also include workshop operations, office working and attendance at meetings with stakeholders, clients or colleagues. They will typically need to be able to drive.
An individual in this role might typically have a trade or profession, such as – but not exclusively – woodworker, bricklayer, stonemason, plasterer, metalworker or surveyor, and have specialist knowledge and experience of the requirements of working at heritage properties.
In their daily work, an employee in this occupation interacts with a range of clients, colleagues and stakeholders in the public, private and third sectors, within organisations of any size. Heritage Construction Specialists might work alone or as a more senior member of a small team. They may oversee or coordinate other personnel or subcontractors and will sometimes work with other heritage professionals, such as a conservation officer or architect, to develop the detailed conservation solutions for adapting older buildings and structures.
An employee in this occupation will be responsible for assessing the condition of historic and traditional structures; understanding the significance and history of the buildings and structures they work on; conserving and enhancing the fabric of a building or structures according to its significance, performance characteristics and condition; integration of new systems (for example electrical, mechanical) into heritage buildings; creating recommendations and construction work plans, contributing to the costing and conducting of construction work to appropriate professional and conservation standards; liaising with specialist contractors, stakeholders and clients; documenting their work to appropriate conservation standards; communicating their work to the public. They need to be able to work alone or as part of a team, and make decisions about work plans for themselves and others.
| Duty | KSBs |
|---|---|
|
Duty 1 Work to the principles, philosophy and ethics of conservation to ensure best-practice on heritage construction projects. |
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 |
|
Duty 2 Engage in the selection and recommendation of appropriate materials and construction techniques for conservation, maintenance, repair, alteration and renovation of heritage assets. |
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 |
|
Duty 3 Assess the physical nature and condition of heritage assets and features in order to be able to engage in the selection and recommendation of appropriate materials and construction techniques for conservation, maintenance, repair, alteration and renovation of heritage assets. |
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 |
|
Duty 4 Understand the wider environmental and historic context of a heritage asset or traditional building to adapt the approach to recognise the impact this context has on construction work. |
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 |
|
Duty 5 Assess, and provide advice on, sustainability in the historic environment. |
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 |
|
Duty 6 Provide formal and informal oral and written advice and professional judgments to clients, colleagues, external stakeholders and others on heritage assets. |
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 |
|
Duty 7 Document work undertaken by keeping written and photographic records, and be able to draw or sketch to communicate understanding of a building feature or repair. |
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 |
|
Duty 8 Carry out practical tasks where appropriate in accordance with own skillset and the needs of a project. |
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 |
|
Duty 9 Ensure work practices comply with appropriate legal and contractual requirements. |
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 |
|
Duty 10 Assist architects, other specifiers and clients with the development of detailed design or specification on a construction project, within the context of that project. |
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 |
|
Duty 11 Provide oversight and manage or supervise staff, volunteers, external specialist contractors or others, review and monitor others’ work to technical standards. |
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 |
|
Duty 12 Ensure health and safety protocols are followed at all times. |
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 |
|
Duty 13 Raise awareness, appreciation and understanding of historic and traditional buildings, methods and materials and promote good conservation practice. |
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 |
K1: Principles, philosophy and ethics of conservation for historic buildings, structures and settings.
Back to Duty
K2: Statutory, quality and policy standards and legislation applicable to heritage construction work.
Back to Duty
K3: Historic, archaeological, architectural and environmental context relevant to British historic building stock (built pre-1919).
Back to Duty
K4: Principles of assessing the significance and condition of heritage property or asset, for example whole buildings, parts of buildings, ancillary structures, monuments, architectural features including garden structures, walls and paving.
Back to Duty
K5: Traditional and historic construction materials, techniques and practices used to build heritage property or assets.
Back to Duty
K6: Construction materials, techniques and practices used to repair, maintain, adapt, retrofit and conserve heritage property or assets.
Back to Duty
K7: The performance of historic and traditional buildings, where this differs to modern buildings, and the impact this has on the selection of construction methods.
Back to Duty
K8: Principles of risk assessment and impact mitigation of modern techniques, materials, practices and interventions on heritage projects.
Back to Duty
K9: Principles of sustainability in the historic environment, including as climate change relates to it, and how this impacts repair, maintenance, retrofit, energy efficiency and conservation, of historic and traditional structures.
Back to Duty
K10: Health and safety: law and obligations.
Back to Duty
K11: Standard forms of construction contract and subcontract and contractual mechanisms as applied at various stages of the contract. The roles, responsibilities and duties of the contract administrator and the duties of the parties to the contract.
Back to Duty
K12: Documentation required during heritage construction projects for example statements of significance, condition surveys and other heritage statements and specifications.
Back to Duty
K13: Quantification and costing of construction work.
Back to Duty
K14: The structure of teams who work on historic and traditional buildings, including specialists and designers, and how the heritage construction specialist interacts with these roles.
Back to Duty
K15: The contribution that historic and traditional buildings and heritage construction can make to local, regional, national and community and cultural identities.
Back to Duty
K16: Common issues, symptoms and warning signs of stress, anxiety and depression, including where to go for help and the resources available.
Back to Duty
K17: Principles of designing heritage construction work programmes including risk assessment and time management.
Back to Duty
K18: Principles of solving heritage construction problems.
Back to Duty
K19: Principles of researching and developing new techniques and disseminating findings.
Back to Duty
K20: Report writing techniques. IT applications for technical reporting.
Back to Duty
K21: Verbal communication techniques.
Back to Duty
K22: The Equality Act - requirements on organisations. Social inclusion practices. Reasonable adjustments to support accessibility. The impact of unconscious bias.
Back to Duty
K23: Principles of leading people and managing the quality of their work.
Back to Duty
K24: Digital technology in the industry: management information systems and equipment digital interfaces.
Back to Duty
K25: Information technology. General data protection regulation (GDPR). Cyber security.
Back to Duty
S1: Apply relevant statutory, quality and policy standards and legislation to the planning and execution of heritage construction work.
Back to Duty
S2: Evaluate, select and recommend construction materials, techniques and practices used in heritage construction work.
Back to Duty
S3: Assess the condition and significance of heritage property or asset and record findings.
Back to Duty
S4: Apply sustainability principles, including energy efficiency and building performance, to the planning and execution of heritage construction work.
Back to Duty
S5: Assess the risks of modern techniques, materials, practices and interventions on heritage projects, and mitigate the impact on current and future heritage construction works.
Back to Duty
S6: Complete and maintain heritage project documentation and records.
Back to Duty
S7: Communicate technical information to stakeholders using appropriate formats, for example photographs, drawings, sketches and digital formats.
Back to Duty
S8: Design heritage construction work programmes, including costs, risk assessment and time management.
Back to Duty
S9: Select and use procurement and contract forms.
Back to Duty
S10: Identify and instruct specialist skills outside of own competence.
Back to Duty
S11: Communicate verbally with stakeholders, specialists and clients.
Back to Duty
S12: Raise awareness, appreciation and understanding of historic and traditional structures, promoting best-practice, including through public engagement activities.
Back to Duty
S13: Lead people and manage the quality of their work for example staff, volunteers and external specialist contractors.
Back to Duty
S14: Lead the development of new techniques through research and or dissemination of research.
Back to Duty
S15: Solve problems based on an assessment of available evidence.
Back to Duty
S16: Apply and promote policies and practices to support equity, diversity and inclusion.
Back to Duty
S17: Use information technology and digital systems. Comply with cyber security.
Back to Duty
B1: Act ethically in the completion of work.
Back to Duty
B2: Committed to maintaining and enhancing competence of self and others, including to future generations, through Continued Professional Development (CPD).
Back to Duty
B3: Collaborate with others, for example within teams, across disciplines and external stakeholders.
Back to Duty
B4: Puts safety first for themselves and others ensuring compliance with health, safety, welfare, environmental and quality requirements and policies.
Back to Duty
B5: Encourage a diverse and inclusive culture.
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.
V1.0
This document explains the requirements for end-point assessment (EPA) for the heritage construction specialist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Heritage construction specialist apprentices, their employers and training providers should read this document.
A full-time heritage construction specialist apprentice typically spends 24 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.
The EPA should be completed within an EPA period lasting typically 5 months.
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 apprenticeship provider and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - technical project:
Assessment method 2 - 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 24 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 5 months
|
The grades available for each assessment method are below
Technical project:
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 5 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 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 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.
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.
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
question and answer session
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
The apprentice must complete a project based on any of the following:
The project output must be in the form of an electronic report. The project must include, as a minimum, all 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 agree the project brief and 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.
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 unaided and it must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report is submitted.
The report must include at least:
The project report must have a word count of 5000 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 to the EPAO by the end of week 12 of the EPA period.
The question and answer session 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 be questioned about their project and report.
The question and answer session must last for 40 minutes. The independent assessor must use the full time available for questioning and they can increase the total time 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 4 questions. They must use the questions from their 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 independent assessor must have at least 2 weeks to review the project report before the question and answer session, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the question and answer session.
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 question and answer session 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 question and answer session can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the interview, an independent assessor asks the apprentice questions. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The interview must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the interview.
The purpose is to assess the apprentice’s competence against the following themes:
The EPAO must give an apprentice 2 weeks' notice of the interview.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the interview.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The interview must last for 75 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 8 questions. The independent assessor must use the questions from the EPAO’s question bank.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The interview should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO 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
|
|---|---|---|
|
Heritage assessment
K4 K8 S3 S5 |
Assesses the significance and condition of the heritage property or asset recording the findings. (K4, S3) Assesses the risk of using modern techniques, materials and practices on the heritage project and explains how to mitigate the impact of using these on current and future interventions. (K8, S5)
|
Analyses the findings of the significance and condition of the heritage property or asset assessment. (K4, S3) Critically evaluates the use of modern techniques, materials and practices and suggests ways of mitigating the impact to the heritage project. (K8, S5)
|
|
Work programme design
K13 K17 K18 S8 S15 B1 |
Designs a heritage construction works programme for the heritage property or asset, acting ethically and factoring in time, risks and costs to meet the project brief. (K13, K17, S8, B1) Solves problems with the heritage construction work that have been identified through the assessment of the evidence collected. (K18, S15)
|
None |
|
Materials, techniques and practices
K5 K6 S2 |
Evaluates the traditional materials, techniques and practices that have been previously used, selects and recommends construction material, techniques and practices to meet the project brief. (K5, K6, S2)
|
Critically evaluates the heritage construction requirements ensuring that the selected materials will reduce future work and they will meet the project brief. (K5, K6, S2) |
|
Record keeping
K11 K12 S6 S9 |
Completes heritage construction work documentation and records to meet the project brief. (K12, S6) Selects and uses construction contract and procurement forms to meet the project brief. (K11, S9) |
None |
|
Legislation
K2 K10 S1 B4 |
Applies legislation, statutory quality and policy standards in line with the heritage construction brief and prioritises compliance with health and safety obligations ensuring the safety of themselves and others. (K2, K10, S1, B4) |
None |
|
Sustainability
K9 S4 |
Applies sustainability principles to the planning and execution of the heritage construction work, considering how it affects energy efficiency and building performance to meet the project brief. (K9, S4) |
Evaluates the sustainability principles that they have applied to ensure that energy efficiency and building performance are not impacted and meet the project brief. (K9, S4) |
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
|
|---|---|---|
|
Leadership
K14 K23 S10 S13 B3 |
Explains how they lead people and manage the quality of work produced. (K23, S13) Explains how they collaborate with others to identify and instruct specialist skills outside of their own competence. (S10, B3) Describes the structure of teams who are involved in work on heritage properties and assets and their interaction with these roles. (K14) |
Analyses the impact on the project of the techniques they use to lead people and manage the quality of work. (K23, S13) |
|
Communication
K20 K21 S7 S11 |
Explains how they communicate technical information in different formats to stakeholders in reports, verbally and in writing using IT applications. (K20, K21, S7, S11) |
Justifies the formats used to communicate technical information to the stakeholders. (K20, S7) |
|
EDI
K16 K22 S16 B5 |
Explains how they prioritise and promote a diverse and inclusive workplace culture in line with EDI legislation, taking into account accessibility and the impact of unconscious bias'. (K22, S16, B5) Describes the issues, symptoms and warning signs related to stress anxiety and depression, and how to access sources of help and relevant resources (K16)
|
None. |
|
Promotional activities
K1 K15 S12 |
Explains the principles, philosophy and ethics for the conservation of heritage properties and assets. Explains how, through public engagement activities, they have demonstrated best practice and raised awareness, appreciation and understanding of how they can contribute to the wider community. (K1, K15, S12)
|
Analyses how their public engagement activities have made an impact on the wider community and benefit their employer. (K15, S12) |
|
Historic buildings
K3 K7 |
Explains the historic, archaeological architectural and environmental context of British historic buildings constructed before 1919. (K3) Analyses the difference between historic and modern buildings and how this impacts on the selection of construction materials and affects the performance of the building when executing heritage construction works (K7) |
None. |
|
Digital and information technology
K24 K25 S17 |
Describes how they use digital technology and information technology in the workplace and comply with cyber security requirements. Outlines the general data protection regulation requirements. (K24, K25, S17) |
None |
|
Innovation and CPD
K19 S14 B2 |
Describes how they lead the development of new techniques through research and or shares their research with the wider heritage construction community. (K19, S14) Analyses the impact of their continued professional development on their performance and the performance of others. (B2) |
Evaluates how their development and or sharing of new techniques will impact the heritage construction community (K19, S14) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the technical project 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. A distinction grade will be awarded if the apprentice achieves a distinction in both the technical report and the interview.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Technical project | Interview underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 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 4 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.
| 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:
|
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:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Principles, philosophy and ethics of conservation for historic buildings, structures and settings. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K2
Statutory, quality and policy standards and legislation applicable to heritage construction work. Back to Grading |
Technical project |
|
K3
Historic, archaeological, architectural and environmental context relevant to British historic building stock (built pre-1919). Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K4
Principles of assessing the significance and condition of heritage property or asset, for example whole buildings, parts of buildings, ancillary structures, monuments, architectural features including garden structures, walls and paving. Back to Grading |
Technical project |
|
K5
Traditional and historic construction materials, techniques and practices used to build heritage property or assets. Back to Grading |
Technical project |
|
K6
Construction materials, techniques and practices used to repair, maintain, adapt, retrofit and conserve heritage property or assets. Back to Grading |
Technical project |
|
K7
The performance of historic and traditional buildings, where this differs to modern buildings, and the impact this has on the selection of construction methods. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K8
Principles of risk assessment and impact mitigation of modern techniques, materials, practices and interventions on heritage projects. Back to Grading |
Technical project |
|
K9
Principles of sustainability in the historic environment, including as climate change relates to it, and how this impacts repair, maintenance, retrofit, energy efficiency and conservation, of historic and traditional structures. Back to Grading |
Technical project |
|
K10
Health and safety: law and obligations. Back to Grading |
Technical project |
|
K11
Standard forms of construction contract and subcontract and contractual mechanisms as applied at various stages of the contract. The roles, responsibilities and duties of the contract administrator and the duties of the parties to the contract. Back to Grading |
Technical project |
|
K12
Documentation required during heritage construction projects for example statements of significance, condition surveys and other heritage statements and specifications. Back to Grading |
Technical project |
|
K13
Quantification and costing of construction work. Back to Grading |
Technical project |
|
K14
The structure of teams who work on historic and traditional buildings, including specialists and designers, and how the heritage construction specialist interacts with these roles. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K15
The contribution that historic and traditional buildings and heritage construction can make to local, regional, national and community and cultural identities. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K16
Common issues, symptoms and warning signs of stress, anxiety and depression, including where to go for help and the resources available. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K17
Principles of designing heritage construction work programmes including risk assessment and time management. Back to Grading |
Technical project |
|
K18
Principles of solving heritage construction problems. Back to Grading |
Technical project |
|
K19
Principles of researching and developing new techniques and disseminating findings. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K20
Report writing techniques. IT applications for technical reporting. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K21
Verbal communication techniques. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K22
The Equality Act - requirements on organisations. Social inclusion practices. Reasonable adjustments to support accessibility. The impact of unconscious bias. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K23
Principles of leading people and managing the quality of their work. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K24
Digital technology in the industry: management information systems and equipment digital interfaces. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K25
Information technology. General data protection regulation (GDPR). Cyber security. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Apply relevant statutory, quality and policy standards and legislation to the planning and execution of heritage construction work. Back to Grading |
Technical project |
|
S2
Evaluate, select and recommend construction materials, techniques and practices used in heritage construction work. Back to Grading |
Technical project |
|
S3
Assess the condition and significance of heritage property or asset and record findings. Back to Grading |
Technical project |
|
S4
Apply sustainability principles, including energy efficiency and building performance, to the planning and execution of heritage construction work. Back to Grading |
Technical project |
|
S5
Assess the risks of modern techniques, materials, practices and interventions on heritage projects, and mitigate the impact on current and future heritage construction works. Back to Grading |
Technical project |
|
S6
Complete and maintain heritage project documentation and records. Back to Grading |
Technical project |
|
S7
Communicate technical information to stakeholders using appropriate formats, for example photographs, drawings, sketches and digital formats. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S8
Design heritage construction work programmes, including costs, risk assessment and time management. Back to Grading |
Technical project |
|
S9
Select and use procurement and contract forms. Back to Grading |
Technical project |
|
S10
Identify and instruct specialist skills outside of own competence. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S11
Communicate verbally with stakeholders, specialists and clients. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S12
Raise awareness, appreciation and understanding of historic and traditional structures, promoting best-practice, including through public engagement activities. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S13
Lead people and manage the quality of their work for example staff, volunteers and external specialist contractors. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S14
Lead the development of new techniques through research and or dissemination of research. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S15
Solve problems based on an assessment of available evidence. Back to Grading |
Technical project |
|
S16
Apply and promote policies and practices to support equity, diversity and inclusion. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S17
Use information technology and digital systems. Comply with cyber security. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act ethically in the completion of work. Back to Grading |
Technical project |
|
B2
Committed to maintaining and enhancing competence of self and others, including to future generations, through Continued Professional Development (CPD). Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Collaborate with others, for example within teams, across disciplines and external stakeholders. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Puts safety first for themselves and others ensuring compliance with health, safety, welfare, environmental and quality requirements and policies. Back to Grading |
Technical project |
|
B5
Encourage a diverse and inclusive culture. Back to Grading |
Interview underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Heritage assessment
K4 K8 S3 S5 |
Principles of assessing the significance and condition of heritage property or asset, for example whole buildings, parts of buildings, ancillary structures, monuments, architectural features including garden structures, walls and paving. (K4) Principles of risk assessment and impact mitigation of modern techniques, materials, practices and interventions on heritage projects. (K8) |
Assess the condition and significance of heritage property or asset and record findings. (S3) Assess the risks of modern techniques, materials, practices and interventions on heritage projects, and mitigate the impact on current and future heritage construction works. (S5) |
None |
|
Work programme design
K13 K17 K18 S8 S15 B1 |
Quantification and costing of construction work. (K13) Principles of designing heritage construction work programmes including risk assessment and time management. (K17) Principles of solving heritage construction problems. (K18) |
Design heritage construction work programmes, including costs, risk assessment and time management. (S8) Solve problems based on an assessment of available evidence. (S15) |
Act ethically in the completion of work. (B1) |
|
Materials, techniques and practices
K5 K6 S2 |
Traditional and historic construction materials, techniques and practices used to build heritage property or assets. (K5) Construction materials, techniques and practices used to repair, maintain, adapt, retrofit and conserve heritage property or assets. (K6) |
Evaluate, select and recommend construction materials, techniques and practices used in heritage construction work. (S2) |
None |
|
Record keeping
K11 K12 S6 S9 |
Standard forms of construction contract and subcontract and contractual mechanisms as applied at various stages of the contract. The roles, responsibilities and duties of the contract administrator and the duties of the parties to the contract. (K11) Documentation required during heritage construction projects for example statements of significance, condition surveys and other heritage statements and specifications. (K12) |
Complete and maintain heritage project documentation and records. (S6) Select and use procurement and contract forms. (S9) |
None |
|
Legislation
K2 K10 S1 B4 |
Statutory, quality and policy standards and legislation applicable to heritage construction work. (K2) Health and safety: law and obligations. (K10) |
Apply relevant statutory, quality and policy standards and legislation to the planning and execution of heritage construction work. (S1) |
Puts safety first for themselves and others ensuring compliance with health, safety, welfare, environmental and quality requirements and policies. (B4) |
|
Sustainability
K9 S4 |
Principles of sustainability in the historic environment, including as climate change relates to it, and how this impacts repair, maintenance, retrofit, energy efficiency and conservation, of historic and traditional structures. (K9) |
Apply sustainability principles, including energy efficiency and building performance, to the planning and execution of heritage construction work. (S4) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Leadership
K14 K23 S10 S13 B3 |
The structure of teams who work on historic and traditional buildings, including specialists and designers, and how the heritage construction specialist interacts with these roles. (K14) Principles of leading people and managing the quality of their work. (K23) |
Identify and instruct specialist skills outside of own competence. (S10) Lead people and manage the quality of their work for example staff, volunteers and external specialist contractors. (S13) |
Collaborate with others, for example within teams, across disciplines and external stakeholders. (B3) |
|
Communication
K20 K21 S7 S11 |
Report writing techniques. IT applications for technical reporting. (K20) Verbal communication techniques. (K21) |
Communicate technical information to stakeholders using appropriate formats, for example photographs, drawings, sketches and digital formats. (S7) Communicate verbally with stakeholders, specialists and clients. (S11) |
None |
|
EDI
K16 K22 S16 B5 |
Common issues, symptoms and warning signs of stress, anxiety and depression, including where to go for help and the resources available. (K16) The Equality Act - requirements on organisations. Social inclusion practices. Reasonable adjustments to support accessibility. The impact of unconscious bias. (K22) |
Apply and promote policies and practices to support equity, diversity and inclusion. (S16) |
Encourage a diverse and inclusive culture. (B5) |
|
Promotional activities
K1 K15 S12 |
Principles, philosophy and ethics of conservation for historic buildings, structures and settings. (K1) The contribution that historic and traditional buildings and heritage construction can make to local, regional, national and community and cultural identities. (K15) |
Raise awareness, appreciation and understanding of historic and traditional structures, promoting best-practice, including through public engagement activities. (S12) |
None |
|
Historic buildings
K3 K7 |
Historic, archaeological, architectural and environmental context relevant to British historic building stock (built pre-1919). (K3) The performance of historic and traditional buildings, where this differs to modern buildings, and the impact this has on the selection of construction methods. (K7) |
None |
None |
|
Digital and information technology
K24 K25 S17 |
Digital technology in the industry: management information systems and equipment digital interfaces. (K24) Information technology. General data protection regulation (GDPR). Cyber security. (K25) |
Use information technology and digital systems. Comply with cyber security. (S17) |
None |
|
Innovation and CPD
K19 S14 B2 |
Principles of researching and developing new techniques and disseminating findings. (K19) |
Lead the development of new techniques through research and or dissemination of research. (S14) |
Committed to maintaining and enhancing competence of self and others, including to future generations, through Continued Professional Development (CPD). (B2) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 26/10/2023 | Not set | Not set |
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