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.
Build, maintain and move grip equipment during productions.
This occupation is found in the film and TV sectors and work can be carried out either on set or on location. Depending on the production requirements, conditions on location can be demanding and include extreme terrain, climates or weather conditions. Employers can be large or small equipment rental houses - that rent out equipment to the film and TV industry, film or TV production companies or film or TV studios. However, the vast majority of the sector is freelance – employed for the duration of specific productions.
The broad purpose of the occupation is to build, maintain and move grip equipment during productions, so that the position and movement required by cameras are achievable. This can include equipment such as track, dollies, cranes and jib arms. This is a specialised role which involves constructing and operating bespoke machinery. A grip will select and obtain suitable equipment, materials and consumables. They will also lay track and install rigging mounts, dollies, platforms, cranes, jib arms and remote-controlled heads before filming commences. During filming this involves tracking cameras, dollies, cranes and jib arms so that desired shots are obtained. After filming it involves dismantling, cleaning and returning equipment. All work is carried out as part of a team. As grips need to set things up before filming can commence, it can involve working long and irregular hours. It involves working at height and working outdoors. It may also involve working away from home for periods of time. Driving is typically required as part of this role but is not an entry requirement for the apprenticeship.
In their daily work, an employee in this occupation interacts with other grips and other members of the camera department. They report to the key grip, who is in charge of their work. In addition, they need to interact with members of stunt, lighting and art departments on productions, as well as cast members, equipment hire ordering companies and delivery staff.
An employee in this occupation will be responsible for the health and safety of every aspect of their work. This is particularly important given the high-risk nature of the role as grip equipment and its operation has the potential to be very dangerous. A high level of professionalism is expected, and they are responsible for the quality of their work and completing their work to production timescales. Problem-solving is a key part of the role as is engineering knowledge as they may be required to lay track in complex and extreme situations. Communication and team-working is essential to the role. Grips will typically report to the key grip for each job. They work in teams and may refer to team members who have more experience than them or give support to those with less experience. Teams are supervised by the key grip. They will be responsible for the grip or crane equipment and the tools they use for assembly and dismantling it. They will be responsible for keeping the kit in good order, cleaning it and returning it in good condition to the equipment hire company. They are also responsible for reporting any loss or damage when it is finished with. There are no statutory or regulatory entry requirements for these occupations, but insurance typically dictates that entrants are likely to be at least 18.
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 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Interview underpinned by a portfolio of evidence
You will have an interview with an independent assessor. It will last at least 60 minutes. They will ask you at least 10 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 5.5 hours. They will ask you at least 4 questions.
A project with a annotated photographic report
You will be asked to complete a Annotated photographic report. The title and scope will be agreed with the EPAO at the gateway. As part of the project, you need to write a Annotated photographic report and submit this to the EPAO. The Annotated photographic report should be a maximum of 200 (with a 10% tolerance).
You will have 6 weeks to complete the project and submit the Annotated photographic report to the EPAO.
You will have a question and answer session with an independent assessor to discuss the project. It will last 30 minutes. They will ask at least 4 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 film and TV sectors and work can be carried out either on set or on location. Depending on the production requirements, conditions on location can be demanding and include extreme terrain, climates or weather conditions. Employers can be large or small equipment rental houses - that rent out equipment to the film and TV industry, film or TV production companies or film or TV studios. However, the vast majority of the sector is freelance – employed for the duration of specific productions.
The broad purpose of the occupation is to build, maintain and move grip equipment during productions, so that the position and movement required by cameras are achievable. This can include equipment such as track, dollies, cranes and jib arms. This is a specialised role which involves constructing and operating bespoke machinery. A grip will select and obtain suitable equipment, materials and consumables. They will also lay track and install rigging mounts, dollies, platforms, cranes, jib arms and remote-controlled heads before filming commences. During filming this involves tracking cameras, dollies, cranes and jib arms so that desired shots are obtained. After filming it involves dismantling, cleaning and returning equipment. All work is carried out as part of a team. As grips need to set things up before filming can commence, it can involve working long and irregular hours. It involves working at height and working outdoors. It may also involve working away from home for periods of time. Driving is typically required as part of this role but is not an entry requirement for the apprenticeship.
In their daily work, an employee in this occupation interacts with other grips and other members of the camera department. They report to the key grip, who is in charge of their work. In addition, they need to interact with members of stunt, lighting and art departments on productions, as well as cast members, equipment hire ordering companies and delivery staff.
An employee in this occupation will be responsible for the health and safety of every aspect of their work. This is particularly important given the high-risk nature of the role as grip equipment and its operation has the potential to be very dangerous. A high level of professionalism is expected, and they are responsible for the quality of their work and completing their work to production timescales. Problem-solving is a key part of the role as is engineering knowledge as they may be required to lay track in complex and extreme situations. Communication and team-working is essential to the role. Grips will typically report to the key grip for each job. They work in teams and may refer to team members who have more experience than them or give support to those with less experience. Teams are supervised by the key grip. They will be responsible for the grip or crane equipment and the tools they use for assembly and dismantling it. They will be responsible for keeping the kit in good order, cleaning it and returning it in good condition to the equipment hire company. They are also responsible for reporting any loss or damage when it is finished with. There are no statutory or regulatory entry requirements for these occupations, but insurance typically dictates that entrants are likely to be at least 18.
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Duty 1 Work effectively with the key grip, colleagues from own and other departments and suppliers, following established set etiquette. |
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Duty 2 Be aware of and follow current risk assessments for productions, anticipating, minimising and responding to the hazards associated with the handling, movement and fixing of heavy and moving equipment. |
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Duty 3 Identify any aspects of planned grip activity that could cause a hazard to own or other departments, documenting this and bringing it to the attention of the key grip. |
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Duty 4 Work as part of a team to select and obtain suitable equipment, materials and consumables, checking it on delivery, ensuring suitable safety certificates and dealing with any problems. |
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Duty 5 Work under supervision, as part of a team to lay track for camera dollies or camera cranes, assessing the suitability of the surface on which the track will be used, and the type of track relative to the sizes and weights of the equipment to be carried. |
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Duty 6 Work under supervision, as part of a team to rig static mounts, camera dollies and tracking platforms selecting the correct camera mounts for the weight and balance of cameras and for the production needs of shots. |
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Duty 7 Work under supervision, as part of a team to rig camera cranes and jib arms that are suitable for use in prevailing environmental conditions, anticipating the public’s, the performers and the crew’s special safety requirements regarding the equipment. |
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Duty 8 Work under supervision, with the head tech to rig remotely controlled heads and systems on mountings (including cranes), within the weight parameters of mountings to be used. |
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Duty 9 Work under supervision, as part of a team to mount internal or external camera mounts on or in vehicles, without damage to vehicles. |
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Duty 10 Work under supervision, as part of a team to rig tracking cars and trailers (travelling platform), selecting the right type of camera mounting, crane, or jib arm, and fixing the whole mount without causing any damage or endangering others. |
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Duty 11 Work under supervision, as part of a team to track cameras along tracks or other suitable surfaces to meet shot requirements. |
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Duty 12 Work under supervision, as part of a team to track and swing cranes and jib arms to meet shot requirements, taking account of the limitations of rigs within their operating environment. |
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Duty 13 Work under supervision, as part of a team to elevate and track camera dollies to meet shot requirements, taking account of the operation and limitations of the equipment. |
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Duty 14 Work under supervision, as part of a team to dismantle, clean and arrange for the return of equipment to suppliers in good condition, reporting any loss or damage when it is finished with. |
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Duty 15 Manage work as a freelancer, in line with legal requirements and sector recognised practice, to ensure continued employment in the industry. |
K1: The workflow for grip activity and its impact on production schedules and budgets.
Back to Duty
K2: Roles, responsibilities and dependencies of departments involved in the production process and their interactions with grip activities.
Back to Duty
K3: The impact of own work on the productivity of grip team and other teams involved in productions.
Back to Duty
K4: Methods to identify and resolve conflict with other people.
Back to Duty
K5: Production protocols for clarifying instructions and requirements, offering suggestions and alternative solutions and alerting others to hazards.
Back to Duty
K6: Set etiquette and expected behaviours and protocols for working on a production in both a studio or on location.
Back to Duty
K7: Health and safety legislation, production-specific policies and procedures while handling, fixing, moving and operating grip and grip related equipment.
Back to Duty
K8: Protocols and recording requirements to ensure a safe working environment for self, crew, performers and the public.
Back to Duty
K9: The purpose, format and content of equipment safety certificates. Which equipment requires a certificate. How to assess if a certificate is valid. How and where to store information about certificates.
Back to Duty
K10: The limits of own expertise and when it is appropriate to consult with or refer to others.
Back to Duty
K11: The range of floor types, frames, boards and decking that might be used to support track and their construction methods, weight limits and strengths. Situations in which they might be used and who might assemble them.
Back to Duty
K12: The range of track. Its design limits for surface type, incline and the size and weight of equipment and people to be carried, including circumstances when different types of bracing should be used.
Back to Duty
K13: The range of dollies, tracking platforms and trailers, their uses, capabilities and design limits.
Back to Duty
K14: How to operate dollies, camera cranes and jib arms, including those with electric or pressure systems.
Back to Duty
K15: The range of camera cranes and jib arms, their uses, differences and design limits.
Back to Duty
K16: The effect of weight, balance, payload, cables, types of mountings and methods and types of fastenings when rigging grip equipment, cameras and remotely controlled heads.
Back to Duty
K17: The purpose of special earth bonds and how to secure them so that cables cannot foul mounts or other parts on the rig.
Back to Duty
K18: The range of materials and consumables required for assembling, rigging, dismantling and cleaning grip equipment.
Back to Duty
K19: The uses and design limits of tools required to assemble, rig and dismantle grip equipment.
Back to Duty
K20: Storage requirements for tools, materials and consumables.
Back to Duty
K21: Policies and practices to keep grip equipment and rigs secure, safe and protected from the environment.
Back to Duty
K22: How to meet freelancing requirements for income, expenditure, cash flow, invoicing, insurance and tax.
Back to Duty
K23: How to use techniques to secure employment in the industry including networking, interviews, and keeping up to date CVs. How to evaluate their effectiveness.
Back to Duty
S1: Comply with production specific policies, practices and agreed risk assessments for health and safety.
Back to Duty
S2: Identify, mitigate and report any incidents or risks to self, the public, crew or performer safety to the appropriate person.
Back to Duty
S3: Select suitable equipment, materials and consumables for the work to be carried out.
Back to Duty
S4: Complete role related paperwork to obtain and return grip equipment, materials and consumables.
Back to Duty
S5: Check grip equipment is complete, clean and in appropriate and safe condition, both for use and for return to suppliers.
Back to Duty
S6: Lay track that is stable, silent, safe and sufficiently level for tracking, providing additional support which gives sufficient strength over gaps or overhangs when required.
Back to Duty
S7: Calculate safe working loads for the equipment taking account of its use and prevailing environmental conditions.
Back to Duty
S8: Use tools to assemble, position and dismantle track and rigs, checking them for safety before use and storing them correctly after use.
Back to Duty
S9: Fasten cameras and accessories in non-complex situations using appropriate camera mounts, materials, ropes, knots or strops and without damaging static mounts, camera dollies, camera mounts, cranes, jib arms, vehicles, tracking cars or trailers or causing injury to people.
Back to Duty
S10: Produce rigs of dollies, static mounts and on overhanging walls and ledges.
Back to Duty
S11: Comply with policies and practices for the protection, security and safety of grip equipment, securing rigs when left unattended or in adverse weather conditions and applying environmental protection when required.
Back to Duty
S12: Obtain and carry out work on an ongoing basis that is within their area of skills and experience and on which they can deliver, referring to others when required.
Back to Duty
S13: Lay basic floors with subframes or decks that are strong and stable enough to support the equipment and have sufficient space to operate the equipment and achieve smooth tracking.
Back to Duty
B1: Works with a high level of sustained concentration and attention to detail, producing work which meets safety and production requirements within agreed deadlines.
Back to Duty
B2: Works as part of a team, offering and accepting support from colleagues without conflict so that production requirements are met.
Back to Duty
B3: Displays professional behaviour and respect to both grip colleagues and the wider production team in line with accepted set etiquette and equality, diversity and inclusion standards.
Back to Duty
B4: Applies an appreciation of the value of the equipment to their work, using appropriate handling, packaging and cleaning techniques to maintain the safety and security of equipment.
Back to Duty
B5: Works safely to ensure a safe working environment, for themselves and others, in line with health and safety requirements at all times.
Back to Duty
B6: Thinks creatively and logically to solve technical issues, identifying appropriate approaches that meet production requirements.
Back to Duty
B7: Maintains a key interest in new and emerging innovations and developments in grip equipment, technology and approaches, including viable sustainability options; regularly evaluating their effect on their skills and planning ways to increase their experience.
Back to Duty
English and maths qualifications form a mandatory part of all apprenticeships and must be completed before an apprentice can pass through gateway. The requirements are detailed in the current version of the apprenticeship funding rules.
V1.0
This document explains the requirements for end-point assessment (EPA) for the junior grip apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Junior grip apprentices, their employers and training providers should read this document.
A full-time junior grip apprentice typically spends 24 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the register of end-point assessment organisations (RoEPAO).
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - interview underpinned by a portfolio of evidence:
Assessment method 2 - demonstration of practical skills with questioning:
Assessment method 3 - project and supplementary questioning:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the interview underpinned by a portfolio 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 3 months
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The grades available for each assessment method are below
Interview underpinned by a portfolio of evidence:
Demonstration of practical skills with questioning:
Project and supplementary questioning:
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the 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 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 to enable apprentices to be assessed against aspects of the role that could only otherwise be demonstrated through assessment on set. This would be very difficult in this sector as for example, non disclosure agreements may prohibit entry onto sets.
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 14 days' notice of the interview.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the interview.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The interview must last for 60 minutes. The independent assessor can increase the time of the interview by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 10 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview 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.
In a practical assessment with questions, an independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides where it takes place. The assessment environment must closely relate to the apprentice’s natural working environment. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because it will assess practical skills fundamental to the job. This assessment method allows for practical skills to be assessed in a facilities house, away from set.
The demonstration of practical skills with questioning 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 demonstration of practical skills with questioning.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 14 days' notice of the . demonstration of practical skills with questioning
The demonstration of practical skills with questioning must take 5.5 hours.
The independent assessor can increase the time of the demonstration of practical skills with questioning by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The demonstration of practical skills with questioning may take place in parts but must be completed over 2 working day. A working day is typically considered to be 7.5 hours long. The reason for this split is because the assessment may take place at more than one facilities house with different equipment being available at each location.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the demonstration of practical skills with questioning before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
Assemble and rig dollies and static mounts. Rig a bazooka or gas bazooka on a staircase with a tubular tongue rigging or slider rigging. The rigging used for this should be different to the one used on the overhanging wall or ledge. Suggested guide time: 1 hour.
Produce a rig on an overhanging wall or ledge with a tubular tongue rigging or slider rigging. The rigging used for this should be different to the one used on the staircase. Suggested guide time:1 hour.
Erect 3 static mounts from the following list: ladder pod, tri hat, hi hat, tall and short legs, bazooka or gas bazooka. Suggested guide time: 1.5 hours.
Assemble and rig 3 different dollies with 3 different heads. Dollies should be produced by Fishers, Chapmans or Elimax. Heads should be from the following list: gear head, slip head, underslung head, tubular tongue rigging and slider rigging. Suggested guide time: 2 hours.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. The purpose of the questions is to clarify KSBs that were not fully observed. This must include questions covering K17 and K18 which may not be fully observed in the practical demonstration.
Questioning can occur both during and after the practical assessment. The time for questioning is included in the overall assessment time. The independent assessor must ask at least 4 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor can ask follow-up questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the demonstration of practical skills with questioning.
The independent assessor must make the grading decision. The independent assessor must assess the practical assessment and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The demonstration of practical skills with questioning must take place in a simulated environment selected by the EPAO for example, the EPAO’s or employer’s premises. The simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the demonstration of practical skills with questioning must be provided by the EPAO, who can liaise with the employer to provide these.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of tasks and questions in the case of re-sits and retakes, to minimise predictability.
The EPAO must produce the following materials to support the demonstration of practical skills with questioning:
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
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.
This assessment method is being used because the time needed, scale and size of the equipment would make it unrealistic to observe the KSBs. Therefore, this is the most appropriate assessment method.
The apprentice must complete a project based on any of the following:
The apprentice must complete the 4 tasks listed below to complete their project.
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 annotated photographic 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 annotated photographic report unaided and it must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the annotated photographic report is submitted.
The annotated photographic report must include at least:
The apprentice must produce an annotated photographic report based on the 4 tasks listed below. The annotated photographic report must contain 4 photographs per task (16 in total). 3 of the photographs should show the apprentices undertaking the task and 1 photograph should show the completed task. Each photograph must be accompanied by a minimum of 1 sentence to explain what is happening in the photograph. The report gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The following tasks must be completed:
The annotated photographic report must have a word count of 200 words. A tolerance of 10% above or below the word count 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 output evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the annotated photographic report to the EPAO by the end of week 6 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 annotated photographic report.
The question and answer session must last for 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor 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 annotated photographic report, before the question and answer session, to allow them to prepare questions.
The apprentice must be given at least 14 days’ 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.
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
|
|---|---|---|
|
Workflow, roles and responsibilities
K1 K2 K3 K10 S12 B2 |
Explains workflow for grip activity and its impact on production, schedules and budgets. K1 Describes roles and responsibilities of departments involved in production process and their interaction with grip activities. K2
Explains the limits of their own expertise and identifies who to consult with or refer to when required. K10, S12 Explains how working as part of a team and offering and accepting support from colleagues impacts on production team productivity. K3, B2 |
Explains how they have reflected and made changes to their own approach to increase productivity of grip team and other teams involved in productions. K3, B2
|
|
Working relationships
K4 K5 K6 B3 |
Describes how they identify and resolve conflict with grip colleagues and wider production team, including examples of how they display professional behaviour and follow set etiquette, equality, diversity and inclusion standards in both a studio or on location. K4, K6, B3 Explains how they follow production protocols and clarify instructions and requirements including offering suggestions or alternative solutions as well as alerting others to hazards. K5 |
Evaluates the impact of conflict with people when set etiquette and behaviours are not followed when working in production in both a studio or on location. K4, K6. B3 |
|
Health and safety
K8 K9 S2 B5 |
Explains protocols and recording requirements to ensure a safe environment for self, crew, performers and the public including how to identify, mitigate and report any incidents or risks. K8, S2, B5 Describes the protocols adopted for storing certificates and assessing validity. K9 |
No grading criteria for this descriptor. |
|
Tools and equipment
K13 K14 K15 K20 K21 S4 S11 |
Describes the range of camera cranes and jib arms, their uses, differences and design limits. K15 Explains how to operate electric or pressure system dollies, camera canes and jib arms to suit production requirements. K14 Describes the range of dollies, tracking platforms and trailers, their uses, capabilities and design limits. K13 Describes storage requirements for tools, materials and consumables and the completion of relevant paperwork to obtain and return grip equipment, materials and consumables. K20, S4 Identifies policies and practices that comply with protection, security and safety of grip equipment, securing rigs when left unattended or in adverse weather conditions and applying environmental protection when required. K21, S11
|
No grading criteria for this descriptor.
|
|
Securing employment
K22 K23 B7 |
Explains how to meet freelancing requirements for income, expenditure, cash flow, invoicing, insurance and tax. K22 Explains what techniques they use to secure employment within the industry and how they identify new developments in grip equipment, technology and approaches. K23, B7 |
Evaluates the effectiveness of their techniques to develop skills and preparation for employment. K23, B7 |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
|
Health and safety
K7 S1 |
Undertake work in accordance with health and safety legislation, production specific policies and procedures including risk assessments. K7, S1 |
|
Rigging
K16 K17 S7 S9 S10 B1 |
Rigs gripping equipment, cameras and remotely controlled heads taking into account weight, balance, payload, cables, types of mounting, methods and types of fastening. K16 Demonstrates high level of concentration to produce work which identifies safe working loads for the equipment, including the fastening of camera accessories in non-complex situations, without causing damage to equipment or injury and meeting production requirements within deadlines. S7, S9, B1 Produce rigs of dollies, static mounts and on overhanging walls and ledges, using the correct equipment, producing rigs that are safe and meet requirements. S10 Secures special earth bonds so that cables cannot foul mounts or other parts of rigs and explains their purpose. K17 |
|
Tools and equipment
K18 K19 S3 S5 S8 B4 |
Selects and uses suitable equipment, materials, and consumables for assembling, rigging, dismantling and cleaning grip equipment. K18, S3 Operates tools to assemble, position and dismantle track and rigs. Applies appreciation of the equipment to their work by checking grip equipment is complete, clean and in appropriate safe condition, both for use and for return to suppliers. K19, S5, S8, B4
|
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
|
|---|---|---|
|
Floors and track
K11 K12 S6 S13 B6 |
Undertakes work to lay basic floors with subframes or steel decks to support operations of equipment and is within weight limits to achieve smooth tracking. K11, S13 Justifies and selects track with appropriate surface, incline with awareness of design limits. Demonstrates how they resolve technical issues or identify an appropriate approach to lay track and type of braces to be used in order to meet production requirements. K12, S6, B6 |
Suggests an alternative approach to laying tracks and evaluates the impact of this alternative approach being adopted. K12, S6, B6
|
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the interview underpinned by a portfolio of evidence, demonstration of practical skills with questioning and project and supplementary questioning in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall distinction, the apprentice must achieve a distinction in the professional discussion and project.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Interview underpinned by a portfolio of evidence | Demonstration of practical skills with questioning | Project and supplementary questioning | Overall Grading |
|---|---|---|---|
| Fail | Any grade | Any grade | Fail |
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Pass | Distinction | Pass |
| Distinction | Pass | Pass | Pass |
| Distinction | Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 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 annotated photographic other.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
|
An additional person required during the practical assessment |
As a minimum, the competent person must:
|
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
The workflow for grip activity and its impact on production schedules and budgets. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K2
Roles, responsibilities and dependencies of departments involved in the production process and their interactions with grip activities. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K3
The impact of own work on the productivity of grip team and other teams involved in productions. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K4
Methods to identify and resolve conflict with other people. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K5
Production protocols for clarifying instructions and requirements, offering suggestions and alternative solutions and alerting others to hazards. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K6
Set etiquette and expected behaviours and protocols for working on a production in both a studio or on location. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K7
Health and safety legislation, production-specific policies and procedures while handling, fixing, moving and operating grip and grip related equipment. Back to Grading |
Demonstration of practical skills with questioning |
|
K8
Protocols and recording requirements to ensure a safe working environment for self, crew, performers and the public. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K9
The purpose, format and content of equipment safety certificates. Which equipment requires a certificate. How to assess if a certificate is valid. How and where to store information about certificates. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K10
The limits of own expertise and when it is appropriate to consult with or refer to others. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K11
The range of floor types, frames, boards and decking that might be used to support track and their construction methods, weight limits and strengths. Situations in which they might be used and who might assemble them. Back to Grading |
Project and supplementary questioning |
|
K12
The range of track. Its design limits for surface type, incline and the size and weight of equipment and people to be carried, including circumstances when different types of bracing should be used. Back to Grading |
Project and supplementary questioning |
|
K13
The range of dollies, tracking platforms and trailers, their uses, capabilities and design limits. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K14
How to operate dollies, camera cranes and jib arms, including those with electric or pressure systems. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K15
The range of camera cranes and jib arms, their uses, differences and design limits. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K16
The effect of weight, balance, payload, cables, types of mountings and methods and types of fastenings when rigging grip equipment, cameras and remotely controlled heads. Back to Grading |
Demonstration of practical skills with questioning |
|
K17
The purpose of special earth bonds and how to secure them so that cables cannot foul mounts or other parts on the rig. Back to Grading |
Demonstration of practical skills with questioning |
|
K18
The range of materials and consumables required for assembling, rigging, dismantling and cleaning grip equipment. Back to Grading |
Demonstration of practical skills with questioning |
|
K19
The uses and design limits of tools required to assemble, rig and dismantle grip equipment. Back to Grading |
Demonstration of practical skills with questioning |
|
K20
Storage requirements for tools, materials and consumables. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K21
Policies and practices to keep grip equipment and rigs secure, safe and protected from the environment. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K22
How to meet freelancing requirements for income, expenditure, cash flow, invoicing, insurance and tax. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K23
How to use techniques to secure employment in the industry including networking, interviews, and keeping up to date CVs. How to evaluate their effectiveness. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Comply with production specific policies, practices and agreed risk assessments for health and safety. Back to Grading |
Demonstration of practical skills with questioning |
|
S2
Identify, mitigate and report any incidents or risks to self, the public, crew or performer safety to the appropriate person. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S3
Select suitable equipment, materials and consumables for the work to be carried out. Back to Grading |
Demonstration of practical skills with questioning |
|
S4
Complete role related paperwork to obtain and return grip equipment, materials and consumables. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S5
Check grip equipment is complete, clean and in appropriate and safe condition, both for use and for return to suppliers. Back to Grading |
Demonstration of practical skills with questioning |
|
S6
Lay track that is stable, silent, safe and sufficiently level for tracking, providing additional support which gives sufficient strength over gaps or overhangs when required. Back to Grading |
Project and supplementary questioning |
|
S7
Calculate safe working loads for the equipment taking account of its use and prevailing environmental conditions. Back to Grading |
Demonstration of practical skills with questioning |
|
S8
Use tools to assemble, position and dismantle track and rigs, checking them for safety before use and storing them correctly after use. Back to Grading |
Demonstration of practical skills with questioning |
|
S9
Fasten cameras and accessories in non-complex situations using appropriate camera mounts, materials, ropes, knots or strops and without damaging static mounts, camera dollies, camera mounts, cranes, jib arms, vehicles, tracking cars or trailers or causing injury to people. Back to Grading |
Demonstration of practical skills with questioning |
|
S10
Produce rigs of dollies, static mounts and on overhanging walls and ledges. Back to Grading |
Demonstration of practical skills with questioning |
|
S11
Comply with policies and practices for the protection, security and safety of grip equipment, securing rigs when left unattended or in adverse weather conditions and applying environmental protection when required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S12
Obtain and carry out work on an ongoing basis that is within their area of skills and experience and on which they can deliver, referring to others when required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S13
Lay basic floors with subframes or decks that are strong and stable enough to support the equipment and have sufficient space to operate the equipment and achieve smooth tracking. Back to Grading |
Project and supplementary questioning |
| Behaviour | Assessment methods |
|---|---|
|
B1
Works with a high level of sustained concentration and attention to detail, producing work which meets safety and production requirements within agreed deadlines. Back to Grading |
Demonstration of practical skills with questioning |
|
B2
Works as part of a team, offering and accepting support from colleagues without conflict so that production requirements are met. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Displays professional behaviour and respect to both grip colleagues and the wider production team in line with accepted set etiquette and equality, diversity and inclusion standards. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Applies an appreciation of the value of the equipment to their work, using appropriate handling, packaging and cleaning techniques to maintain the safety and security of equipment. Back to Grading |
Demonstration of practical skills with questioning |
|
B5
Works safely to ensure a safe working environment, for themselves and others, in line with health and safety requirements at all times. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B6
Thinks creatively and logically to solve technical issues, identifying appropriate approaches that meet production requirements. Back to Grading |
Project and supplementary questioning |
|
B7
Maintains a key interest in new and emerging innovations and developments in grip equipment, technology and approaches, including viable sustainability options; regularly evaluating their effect on their skills and planning ways to increase their experience. Back to Grading |
Interview underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Workflow, roles and responsibilities
K1 K2 K3 K10 S12 B2 |
The workflow for grip activity and its impact on production schedules and budgets. (K1) Roles, responsibilities and dependencies of departments involved in the production process and their interactions with grip activities. (K2) The impact of own work on the productivity of grip team and other teams involved in productions. (K3) The limits of own expertise and when it is appropriate to consult with or refer to others. (K10) |
Obtain and carry out work on an ongoing basis that is within their area of skills and experience and on which they can deliver, referring to others when required. (S12) |
Works as part of a team, offering and accepting support from colleagues without conflict so that production requirements are met. (B2) |
|
Working relationships
K4 K5 K6 B3 |
Methods to identify and resolve conflict with other people. (K4) Production protocols for clarifying instructions and requirements, offering suggestions and alternative solutions and alerting others to hazards. (K5) Set etiquette and expected behaviours and protocols for working on a production in both a studio or on location. (K6) |
None |
Displays professional behaviour and respect to both grip colleagues and the wider production team in line with accepted set etiquette and equality, diversity and inclusion standards. (B3) |
|
Health and safety
K8 K9 S2 B5 |
Protocols and recording requirements to ensure a safe working environment for self, crew, performers and the public. (K8) The purpose, format and content of equipment safety certificates. Which equipment requires a certificate. How to assess if a certificate is valid. How and where to store information about certificates. (K9) |
Identify, mitigate and report any incidents or risks to self, the public, crew or performer safety to the appropriate person. (S2) |
Works safely to ensure a safe working environment, for themselves and others, in line with health and safety requirements at all times. (B5) |
|
Tools and equipment
K13 K14 K15 K20 K21 S4 S11 |
The range of dollies, tracking platforms and trailers, their uses, capabilities and design limits. (K13) How to operate dollies, camera cranes and jib arms, including those with electric or pressure systems. (K14) The range of camera cranes and jib arms, their uses, differences and design limits. (K15) Storage requirements for tools, materials and consumables. (K20) Policies and practices to keep grip equipment and rigs secure, safe and protected from the environment. (K21) |
Complete role related paperwork to obtain and return grip equipment, materials and consumables. (S4) Comply with policies and practices for the protection, security and safety of grip equipment, securing rigs when left unattended or in adverse weather conditions and applying environmental protection when required. (S11) |
None |
|
Securing employment
K22 K23 B7 |
How to meet freelancing requirements for income, expenditure, cash flow, invoicing, insurance and tax. (K22) How to use techniques to secure employment in the industry including networking, interviews, and keeping up to date CVs. How to evaluate their effectiveness. (K23) |
None |
Maintains a key interest in new and emerging innovations and developments in grip equipment, technology and approaches, including viable sustainability options; regularly evaluating their effect on their skills and planning ways to increase their experience. (B7) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Health and safety
K7 S1 |
Health and safety legislation, production-specific policies and procedures while handling, fixing, moving and operating grip and grip related equipment. (K7) |
Comply with production specific policies, practices and agreed risk assessments for health and safety. (S1) |
None |
|
Rigging
K16 K17 S7 S9 S10 B1 |
The effect of weight, balance, payload, cables, types of mountings and methods and types of fastenings when rigging grip equipment, cameras and remotely controlled heads. (K16) The purpose of special earth bonds and how to secure them so that cables cannot foul mounts or other parts on the rig. (K17) |
Calculate safe working loads for the equipment taking account of its use and prevailing environmental conditions. (S7) Fasten cameras and accessories in non-complex situations using appropriate camera mounts, materials, ropes, knots or strops and without damaging static mounts, camera dollies, camera mounts, cranes, jib arms, vehicles, tracking cars or trailers or causing injury to people. (S9) Produce rigs of dollies, static mounts and on overhanging walls and ledges. (S10) |
Works with a high level of sustained concentration and attention to detail, producing work which meets safety and production requirements within agreed deadlines. (B1) |
|
Tools and equipment
K18 K19 S3 S5 S8 B4 |
The range of materials and consumables required for assembling, rigging, dismantling and cleaning grip equipment. (K18) The uses and design limits of tools required to assemble, rig and dismantle grip equipment. (K19) |
Select suitable equipment, materials and consumables for the work to be carried out. (S3) Check grip equipment is complete, clean and in appropriate and safe condition, both for use and for return to suppliers. (S5) Use tools to assemble, position and dismantle track and rigs, checking them for safety before use and storing them correctly after use. (S8) |
Applies an appreciation of the value of the equipment to their work, using appropriate handling, packaging and cleaning techniques to maintain the safety and security of equipment. (B4) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Floors and track
K11 K12 S6 S13 B6 |
The range of floor types, frames, boards and decking that might be used to support track and their construction methods, weight limits and strengths. Situations in which they might be used and who might assemble them. (K11) The range of track. Its design limits for surface type, incline and the size and weight of equipment and people to be carried, including circumstances when different types of bracing should be used. (K12) |
Lay track that is stable, silent, safe and sufficiently level for tracking, providing additional support which gives sufficient strength over gaps or overhangs when required. (S6) Lay basic floors with subframes or decks that are strong and stable enough to support the equipment and have sufficient space to operate the equipment and achieve smooth tracking. (S13) |
Thinks creatively and logically to solve technical issues, identifying appropriate approaches that meet production requirements. (B6) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 29/08/2023 | Not set | Not set |
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