This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has joined the Apprenticeship Provider and Assessment Register (APAR). Once the EPAO has joined the APAR, funding for apprentice starts will be permitted and this message will be removed.
Design, fabricate and assemble models of all scales, styles and complexities – from prototypes to finished products, for use across a range of industries including architectural and building, product design, engineering, museums and exhibitions, film, TV, video games and digital media, props and costumes, advertising and sculpture
This occupation is found in the creative and design sector, across a range of industries including architectural and building, product design, engineering, museums and exhibitions, film, TV, video games and digital media, props and costumes, advertising and sculpture. Employers vary in size from micro to large. The broad purpose of the occupation is to design, fabricate and assemble models of all scales, styles and complexities – from prototypes to finished products.
The broad purpose of the occupation is to design, fabricate and assemble models of all scales, styles and complexities and to manage these processes. This can entail working in workshops, studios, film sets and on location, in dedicated workshops or integrated within design office environments. Model makers will be working with machinery according to health and safety procedures.
In their daily work, an employee in this occupation interacts with stakeholders such as clients, project managers, designers, workshop managers, suppliers, external contractors, team leaders and supervisors, colleagues and other members of the team. They also may be working autonomously depending upon the business and project involved. Model makers may also interact with external contractors (e.g. metal fabrication, 3D printing) and industry suppliers (e.g. materials, electronics, adhesives).
An employee in this occupation will be responsible for working to briefs and specifications and meeting agreed quality within defined budgets in accordance with professional industry standards. Model makers will often need to be versatile and demonstrate curiosity in meeting the brief, adapting to changing objectives throughout the process. They may also be responsible for various workshop duties. They will also be responsible for maintaining a tidy workspace and other various workshop duties (e.g. maintenance, stocktaking, ordering). Responsibilities include safe use of associated machinery, to be able to design and draw in suitable CAD programmes, to acquire craftsmanship skills in producing professional models for reviews, client presentations and exhibitions. This position is responsible for producing high-quality models, prototypes and mock-ups and being involved in the preparation of exhibitions, presentation material and, where applicable, mass production. There will be a requirement to be able to work independently and as a part of an effective team. The position requires a high degree of responsibility, discretion and confidentiality.
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 36 months. The EPA period is typically 2 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:
For the model maker, the qualification required is:
Model Maker
Project with an artefact
You will complete a project and create an artefact. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 0 (with a 10% tolerance).
You will have 0 weeks to complete the project and submit the artefact to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 10 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 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.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the creative and design sector, across a range of industries including architectural and building, product design, engineering, museums and exhibitions, film, TV, video games and digital media, props and costumes, advertising and sculpture. Employers vary in size from micro to large. The broad purpose of the occupation is to design, fabricate and assemble models of all scales, styles and complexities – from prototypes to finished products.
The broad purpose of the occupation is to design, fabricate and assemble models of all scales, styles and complexities and to manage these processes. This can entail working in workshops, studios, film sets and on location, in dedicated workshops or integrated within design office environments. Model makers will be working with machinery according to health and safety procedures.
In their daily work, an employee in this occupation interacts with stakeholders such as clients, project managers, designers, workshop managers, suppliers, external contractors, team leaders and supervisors, colleagues and other members of the team. They also may be working autonomously depending upon the business and project involved. Model makers may also interact with external contractors (e.g. metal fabrication, 3D printing) and industry suppliers (e.g. materials, electronics, adhesives).
An employee in this occupation will be responsible for working to briefs and specifications and meeting agreed quality within defined budgets in accordance with professional industry standards. Model makers will often need to be versatile and demonstrate curiosity in meeting the brief, adapting to changing objectives throughout the process. They may also be responsible for various workshop duties. They will also be responsible for maintaining a tidy workspace and other various workshop duties (e.g. maintenance, stocktaking, ordering). Responsibilities include safe use of associated machinery, to be able to design and draw in suitable CAD programmes, to acquire craftsmanship skills in producing professional models for reviews, client presentations and exhibitions. This position is responsible for producing high-quality models, prototypes and mock-ups and being involved in the preparation of exhibitions, presentation material and, where applicable, mass production. There will be a requirement to be able to work independently and as a part of an effective team. The position requires a high degree of responsibility, discretion and confidentiality.
| Duty | KSBs |
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Duty 1 Analyse and quickly decipher information required to contribute to the design and fabrication of models across projects to deadline. |
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Duty 2 Undertake designs for physical models, defining appropriate resources and methods for relevant stages of the model-making process. |
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Duty 3 Fabricate models to a high level of quality and accuracy. |
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Duty 4 Select and use the necessary workshop tools, machinery and power equipment for the management and completion of projects. |
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Duty 5 Contribute to and facilitate the efficient handling of models, machinery and materials in compliance with workplace health and safety requirements. |
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Duty 6 Manage small- to medium-sized projects to meet competing deadlines in a creative environment. |
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Duty 7 Undertake relevant administrative tasks to manage projects in the workplace and ensure confidentiality. |
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Duty 8 Target engagement to influence, collaborate and communicate with colleagues and external stakeholders. |
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Duty 9 Maintain up-to-date knowledge and understanding about model making as a creative craft through continuous improvement to meet industry and client needs. |
K1: Scale, proportion, level of detail and how these relate to the model’s purpose.
Back to Duty
K2: Research, analysis and evaluation approaches and methods.
Back to Duty
K3: Paints, adhesives, finishes, materials and processes used throughout the model making lifecycle, their tolerances, industry standard sizes and their possible alternatives (for example, moulding, casting, laser cutting).
Back to Duty
K4: The impacts of paints, adhesives, finishes, materials and processes on sustainability.
Back to Duty
K5: Techniques and processes for the application of materials and how different materials react when being machined, heated, glued and painted.
Back to Duty
K6: Methods of model design for all stages of the model making process including prototypes, working models and presentation models.
Back to Duty
K7: The various types, formats and uses of technical drawings and plans (including digital, hand, 2D, 3D, sketches), their version status (for example provisional, issued, superseded) and their application.
Back to Duty
K8: Types, formats and uses of colour charts and swatches (for example, RAL, Pantone) and sample books for materials (for example, acrylic, laminates, veneers).
Back to Duty
K9: Uses and processes for 2D and 3D digital systems (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS).
Back to Duty
K10: Design and construction strategies and methods including hand-, machine-, and computer-controlled fabrication and finishing.
Back to Duty
K11: Capabilities, limitations and uses for hand tools (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools).
Back to Duty
K12: Capabilities, limitations and uses of power tools (for example, drills, jigsaw, router, circular saw).
Back to Duty
K13: Capabilities, limitations and uses of workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities).
Back to Duty
K14: Capabilities, limitations and uses of digital tools (for example, 3D printer, CNC, laser cutters).
Back to Duty
K15: Capabilities, limitations and uses of support equipment (for example, scale rule, measuring instruments, jigs and clamps).
Back to Duty
K16: Controls and techniques for creating various finishes, including colour mixing.
Back to Duty
K17: Workshop and production safety policies, equipment operation and safety control measures including PPE, manual handling, safe systems of work, risk assessments and COSSH assessments.
Back to Duty
K18: Substances that are hazardous to health in the workplace (for example, chemicals, dust and correct handling procedures for them).
Back to Duty
K19: Project and budget management techniques: planning and prioritising tasks, monitoring, organising resources, managing stakeholders and risk management.
Back to Duty
K20: Organisational sources and processes for sourcing, gathering, sharing and recording information.
Back to Duty
K21: Methods and tools for resource planning and cost management.
Back to Duty
K22: Methods, tools and organisational requirements for managing data, protecting data and using information systems.
Back to Duty
K23: Methods, tools, sources and organisational requirements for ordering and transporting models and materials.
Back to Duty
K24: Team working principles and techniques.
Back to Duty
K25: Communication strategies for engaging with and presenting to technical and non-technical stakeholders.
Back to Duty
K26: Equity, diversity and inclusion. Social inclusion practices. Reasonable adjustments to support accessibility (for example, impact on unconscious bias).
Back to Duty
K27: Tools and methods for continuous professional development (for example, attending events and exhibitions for practitioners).
Back to Duty
S1: Identify which model types, construction methods and tools will be needed for tasks throughout the building process, taking into consideration resources, time, type of materials, and the desired appearance and functionality of the model.
Back to Duty
S2: Identify paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate (for example, moulding, casting, laser cutting).
Back to Duty
S3: Select materials taking into account whether they have already been or will eventually be painted, tinted, stained or left in their natural state.
Back to Duty
S4: Undertake designs for relevant stages of the model making process (for example, prototypes, working models and presentation models).
Back to Duty
S5: Produce design drawings to scale, using colour and material references when appropriate, to convey overall design concept and finishes of a model.
Back to Duty
S6: Create and experiment with model samples to influence the final design of a built model.
Back to Duty
S7: Analyse technical drawings considering the varying scales, details and tolerances and costs needed for a physical model.
Back to Duty
S8: Select and use appropriate digital systems to develop designs (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS).
Back to Duty
S9: Use paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate. (for example, moulding, casting, laser cutting)
Back to Duty
S10: Cut, shape, mould, join, combine, sand and finish various materials, maintaining their form throughout the process, appropriate temperature and technique.
Back to Duty
S11: Assemble models and their components.
Back to Duty
S12: Select and use hand tools and machinery (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools).
Back to Duty
S13: Select and use power tools (for example, drills, jigsaw, router, circular saw).
Back to Duty
S14: Select and use workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities).
Back to Duty
S15: Select and use digital tools (for example, 3D printer, CNC, laser cutters).
Back to Duty
S16: Select and use support equipment (for example, scale rule, measuring instruments, jigs and clamps).
Back to Duty
S17: Produce finishes (for example, spray or painted finishes).
Back to Duty
S18: Demonstrate compliance with workshop and production safety policies, equipment operation and safety control measures.
Back to Duty
S19: Work safely with chemicals and hazardous substances, using the correct controls (for example, dust or fume extraction), PPE, and storage (for example, the chemicals cupboard).
Back to Duty
S20: Move, lift, unload and store equipment, models and materials safely.
Back to Duty
S21: Planning and prioritising tasks, monitoring and organising resources.
Back to Duty
S22: Prepare reports, drawings, specifications and other documentation to manage projects, undertaking version control as appropriate.
Back to Duty
S23: Present and discuss project proposals, justifications, and conclusions to technical and non-technical stakeholders, using colour and material references.
Back to Duty
S24: Update and input project time and resource information on digital resource planning software.
Back to Duty
S25: Handle sensitive and confidential information.
Back to Duty
S26: Assess suitability and availability or materials through communication with colleagues, identifying possible alternatives for products that aren’t available if necessary.
Back to Duty
S27: Source the necessary approval from relevant parties (for example, internal stakeholders, photographic models, copyright holders) to facilitate appropriate information exchange throughout workflow.
Back to Duty
S28: Apply team working techniques to build effective working relationships with colleagues and internal and external stakeholders and to promote accessibility, diversity, and inclusion.
Back to Duty
S29: Apply equity, diversity and inclusion principles in the workplace to model and promote good practice.
Back to Duty
S30: Critically reflect on their own work in relation to model making as a creative craft, undertaking research to maintain up-to-date industry knowledge (for example, attending industry events).
Back to Duty
S31: Undertake reviews of personal and professional development needs. Plan development activity to meet personal and organisational objectives. Carry out and record planned and unplanned CPD activities.
Back to Duty
B1: Attention to detail and diligence at all stages of the design and fabrication processes.
Back to Duty
B2: Responsibility, tidiness, and conscientiousness, demonstrating respect for the proper use of tools and machinery in accordance with workplace ethics and culture, health and safety and sustainability objectives.
Back to Duty
B3: Flexibility, resilience, and self-awareness in prioritising tasks to ensure efficient task and time management.
Back to Duty
B4: Curiosity, intellectual enquiry and creativity, with an enthusiasm for problem-solving and innovative industry practice.
Back to Duty
B5: Honesty, respect and reliability when working with others.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (integrated degree)
V1.0
This document explains the requirements for end-point assessment (EPA) for the model maker degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Model Maker apprentices, their employers and training provider should read this document.
A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the model maker degree-apprenticeship.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.
If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 10% of the total credit value.
A full-time model maker apprentice typically spends 36 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
This EPA should then be completed within an EPA period lasting typically 36 months.
Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.
This EPA has 2 assessment methods.
Assessment method 1 - project:
Assessment method 2 - professional discussion:
The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:
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On-programme - typically 36 months
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The apprentice must:
The qualification required is: Model Maker
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the degree-apprenticeship. The apprentice must:
For the project, the apprentice must submit a project brief. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.
For the professional discussion, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 2 months
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The grades available for each assessment method are below
Project:
Professional discussion:
Overall EPA and degree-apprenticeship can be graded:
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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 2 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the interview or discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods 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:
Artefact
Presentation with questions
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 artefact must meet the below requirements as outlined by the employer in their brief:.
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 an artefact and presentation.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their artefact and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the artefact and any presentation materials are completed.
The apprentice may choose to end any assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The artefact must take the form a model. The brief for each apprentice needs to enable the apprentice to be assessed against the following:
It must be accompanied by a description of 100 words outlining;
The description must have a word count of 100 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 document in an appendix, showing how the artefact evidences the KSBs mapped to this assessment method.
The apprentice must complete the artefact by the end of week 8 of the EPA period. The artefact does not need to be sent to the EPAO. It will be reviewed by the independent assessor prior to meeting the apprentice.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask questions.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 15 minutes and questioning lasting 45 minutes. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 10 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO by the end of week 8 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor should be allowed up to 2 weeks, prior to the questioning element of this assessment method, to review the artefact produced as part of the project.
The independent assessor must have at least 2 weeks to review any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the presentation with questions.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation and 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 professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion. It should cover the below themes:
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 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 professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The apprentice may choose to end any assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end any assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end any assessment early.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Interpretation, design and fabrication
K5 K6 K9 K10 S1 S4 S5 S6 S8 S10 S11 B1 |
Explain how they produced designs to convey overall model concept and finishes. (K6,S4,S5) Explain how experimentation with model samples influenced the final design of a built model (S6) Explain how they selected and used appropriate digital systems to develop designs (K9, S8). Explain how they applied design and construction strategies and methods for model types including hand-, machine-, and computer-controlled fabrication and finishing whilst considering resources, time, type of materials, appearance and functionality (K10, S1).
Demonstrate how they have cut, shaped, moulded, joined, combined, sanded and finished various materials, considering how they have done so maintaining their form throughout the process and how different materials react when being machined, heated, glued and painted (K5, S10). Assemble models and their components with diligence and attention to detail (S11, B1).
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Critically evaluate how experimentation with model samples influenced the final design of a built model (S6) Evaluate how they selected and used appropriate digital systems to develop designs (K9, S8).
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Materials
K3 K16 S2 S3 S9 S17 |
Explain their selection of paints, glues and processes, with reference to standard sizes. (K3, S2).
Describe how they select materials taking into account whether they have already been or will eventually be painted, tinted, stained or left in their natural state. (S3)
Use paints, glues, materials and processes to fabricate models (S9). Apply controls and techniques to produce finishes (for example, spray or painted finishes) (K16, S17). |
Justify their selection of paints, glues and processes, with reference to standard sizes. (K3, S2).
Evaluate how they select materials taking into account whether they have already been or will eventually be painted, tinted, stained or left in their natural state. (S3)
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Tools
K11 K12 K13 K14 K15 S12 S13 S14 S15 S16 |
Justify their selection of hand tools, machinery, power tools, digital tools and support equipment, with reference to their capabilities and limitations (K11, K12, K13, K14, K15)
Use selected hand tools, machinery, power tools, digital tools and support equipment (S12, S13, S14, S15, S16). |
n/a |
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Health and safety
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n/a |
n/a |
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Project management and administration
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n/a |
n/a |
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Team working
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n/a |
n/a |
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Continuous professional development
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n/a |
n/a |
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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
|
|---|---|---|
|
Interpretation, design and fabrication
K1 K2 K7 K8 S7 B4 |
Describe approaches and methods used for research, analysis and evaluation, and how they found solutions to problems (K2, B4). Articulate how they analysed various types, formats, versions and uses of technical drawings and plans of technical drawings and explains how varying scales, proportions, details, tolerances and costs needed for a physical model relate to the model’s purpose (K1, K7, S7)
Outline types, formats and uses of colour charts and swatches and sample books for materials (K8).
|
Justifies approaches and methods used for research, analysis and evaluation, and their solutions to problems (K2, B4). |
|
Materials
K4 S26 |
Evaluate impacts of paints, adhesives, finishes, materials and processes on sustainability, and possible alternatives, considering colleagues' views (K4, S26). |
n/a |
|
Tools
|
n/a |
n/a |
|
Health and safety
K17 K18 S18 S19 S20 B2 |
Explain how they worked in line with respect to workshop and production safety policies, operating equipment implementing safety control measures with reference to PPE, manual handling, safe systems of work, risk assessments and COSSH assessments (K17, B2). Explain how they complied with workshop and production safety policies, equipment operation and safety control measures, using PPE and storage for working with chemicals and hazardous substances and move, lifting, unloading and storing objects safely (K18, S18, S19, S20). |
n/a |
|
Project management and administration
K19 K20 K21 K22 K23 S21 S22 S24 S25 S27 B3 |
Explain how they planned and prioritised tasks, monitoring and organising resources, inputting and updating project time and resource information on digital resource planning software (S21, S24). Describe how they produced reports, drawings, specifications and other documentation to manage projects (S22).
Explain how they prioritised their time and undertook time management to manage projects, with reference to budgets, resources and costs (K19, K21, B3).
Outline organisational sources and processes for sourcing, gathering, sharing and recording information and methods, tools and organisational requirements for sourcing approval, managing data, protecting data and using information systems (K20, K22, S25, S27).
Outline methods, tools, sources and organisational requirements for ordering and transporting models and materials (K23). |
Evaluate organisational sources and processes for sourcing, gathering, sharing and recording information and methods, tools and organisational requirements for sourcing approval, managing data, protecting data and using information systems (K20, K22, S25, S27). |
|
Team working
K24 K25 K26 S23 S28 S29 B5 |
Describe how you worked with other members of your team and built effective working relationships with internal and external stakeholders with respect, considering equity, diversity and inclusion practices (K24, K26, S28, S29, B5). Explain the communication strategies used to present and discuss project proposals, justifications, and conclusions to technical and non-technical stakeholders, and how colour and material references were used (K25, S23). |
Evaluate how you worked with other members of your team and built effective working relationships with internal and external stakeholders with respect, considering equity, diversity and inclusion practices (K24, K26, S28, S29, B5).
Justify the communication strategies used to present and discuss project proposals, justifications, and conclusions to technical and non-technical stakeholders. (K25, S23).
|
|
Continuous professional development
K27 S30 S31 |
Describes the tools and methods used to keep their professional development up to date and share developments with their colleagues in the workplace, critically reflecting on their own work to meet personal and organisational objectives (K27, S30, S31). |
n/a |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the project and professional discussion in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. If a learner passes one module but receives a distinction in the other, they will be awarded a merit overall.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Additional assessors can contribute to grading decisions in line with this EPA plan, on the following end-point assessment methods:
| Project | Professional discussion | Overall Grading |
|---|---|---|
| Distinction | Distinction | Distinction |
| Distinction | Pass | Merit |
| Pass | Distinction | Merit |
| Pass | Pass | Pass |
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
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 1 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 2 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 artefact.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO - HEP |
As a minimum, the EPAO (HEP) must:
|
|
Training provider - HEP |
As a minimum, the training provider (HEP) must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
External examiner |
As a minimum, the external examiner must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.
EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:
Affordability of the EPA will be aided by using at least some of the following:
This degree-apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Scale, proportion, level of detail and how these relate to the model’s purpose. Back to Grading |
Professional discussion |
|
K2
Research, analysis and evaluation approaches and methods. Back to Grading |
Professional discussion |
|
K3
Paints, adhesives, finishes, materials and processes used throughout the model making lifecycle, their tolerances, industry standard sizes and their possible alternatives (for example, moulding, casting, laser cutting). Back to Grading |
Project |
|
K4
The impacts of paints, adhesives, finishes, materials and processes on sustainability. Back to Grading |
Professional discussion |
|
K5
Techniques and processes for the application of materials and how different materials react when being machined, heated, glued and painted. Back to Grading |
Project |
|
K6
Methods of model design for all stages of the model making process including prototypes, working models and presentation models. Back to Grading |
Project |
|
K7
The various types, formats and uses of technical drawings and plans (including digital, hand, 2D, 3D, sketches), their version status (for example provisional, issued, superseded) and their application. Back to Grading |
Professional discussion |
|
K8
Types, formats and uses of colour charts and swatches (for example, RAL, Pantone) and sample books for materials (for example, acrylic, laminates, veneers). Back to Grading |
Professional discussion |
|
K9
Uses and processes for 2D and 3D digital systems (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS). Back to Grading |
Project |
|
K10
Design and construction strategies and methods including hand-, machine-, and computer-controlled fabrication and finishing. Back to Grading |
Project |
|
K11
Capabilities, limitations and uses for hand tools (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools). Back to Grading |
Project |
|
K12
Capabilities, limitations and uses of power tools (for example, drills, jigsaw, router, circular saw). Back to Grading |
Project |
|
K13
Capabilities, limitations and uses of workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities). Back to Grading |
Project |
|
K14
Capabilities, limitations and uses of digital tools (for example, 3D printer, CNC, laser cutters). Back to Grading |
Project |
|
K15
Capabilities, limitations and uses of support equipment (for example, scale rule, measuring instruments, jigs and clamps). Back to Grading |
Project |
|
K16
Controls and techniques for creating various finishes, including colour mixing. Back to Grading |
Project |
|
K17
Workshop and production safety policies, equipment operation and safety control measures including PPE, manual handling, safe systems of work, risk assessments and COSSH assessments. Back to Grading |
Professional discussion |
|
K18
Substances that are hazardous to health in the workplace (for example, chemicals, dust and correct handling procedures for them). Back to Grading |
Professional discussion |
|
K19
Project and budget management techniques: planning and prioritising tasks, monitoring, organising resources, managing stakeholders and risk management. Back to Grading |
Professional discussion |
|
K20
Organisational sources and processes for sourcing, gathering, sharing and recording information. Back to Grading |
Professional discussion |
|
K21
Methods and tools for resource planning and cost management. Back to Grading |
Professional discussion |
|
K22
Methods, tools and organisational requirements for managing data, protecting data and using information systems. Back to Grading |
Professional discussion |
|
K23
Methods, tools, sources and organisational requirements for ordering and transporting models and materials. Back to Grading |
Professional discussion |
|
K24
Team working principles and techniques. Back to Grading |
Professional discussion |
|
K25
Communication strategies for engaging with and presenting to technical and non-technical stakeholders. Back to Grading |
Professional discussion |
|
K26
Equity, diversity and inclusion. Social inclusion practices. Reasonable adjustments to support accessibility (for example, impact on unconscious bias). Back to Grading |
Professional discussion |
|
K27
Tools and methods for continuous professional development (for example, attending events and exhibitions for practitioners). Back to Grading |
Professional discussion |
| Skill | Assessment methods |
|---|---|
|
S1
Identify which model types, construction methods and tools will be needed for tasks throughout the building process, taking into consideration resources, time, type of materials, and the desired appearance and functionality of the model. Back to Grading |
Project |
|
S2
Identify paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate (for example, moulding, casting, laser cutting). Back to Grading |
Project |
|
S3
Select materials taking into account whether they have already been or will eventually be painted, tinted, stained or left in their natural state. Back to Grading |
Project |
|
S4
Undertake designs for relevant stages of the model making process (for example, prototypes, working models and presentation models). Back to Grading |
Project |
|
S5
Produce design drawings to scale, using colour and material references when appropriate, to convey overall design concept and finishes of a model. Back to Grading |
Project |
|
S6
Create and experiment with model samples to influence the final design of a built model. Back to Grading |
Project |
|
S7
Analyse technical drawings considering the varying scales, details and tolerances and costs needed for a physical model. Back to Grading |
Professional discussion |
|
S8
Select and use appropriate digital systems to develop designs (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS). Back to Grading |
Project |
|
S9
Use paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate. (for example, moulding, casting, laser cutting) Back to Grading |
Project |
|
S10
Cut, shape, mould, join, combine, sand and finish various materials, maintaining their form throughout the process, appropriate temperature and technique. Back to Grading |
Project |
|
S11
Assemble models and their components. Back to Grading |
Project |
|
S12
Select and use hand tools and machinery (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools). Back to Grading |
Project |
|
S13
Select and use power tools (for example, drills, jigsaw, router, circular saw). Back to Grading |
Project |
|
S14
Select and use workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities). Back to Grading |
Project |
|
S15
Select and use digital tools (for example, 3D printer, CNC, laser cutters). Back to Grading |
Project |
|
S16
Select and use support equipment (for example, scale rule, measuring instruments, jigs and clamps). Back to Grading |
Project |
|
S17
Produce finishes (for example, spray or painted finishes). Back to Grading |
Project |
|
S18
Demonstrate compliance with workshop and production safety policies, equipment operation and safety control measures. Back to Grading |
Professional discussion |
|
S19
Work safely with chemicals and hazardous substances, using the correct controls (for example, dust or fume extraction), PPE, and storage (for example, the chemicals cupboard). Back to Grading |
Professional discussion |
|
S20
Move, lift, unload and store equipment, models and materials safely. Back to Grading |
Professional discussion |
|
S21
Planning and prioritising tasks, monitoring and organising resources. Back to Grading |
Professional discussion |
|
S22
Prepare reports, drawings, specifications and other documentation to manage projects, undertaking version control as appropriate. Back to Grading |
Professional discussion |
|
S23
Present and discuss project proposals, justifications, and conclusions to technical and non-technical stakeholders, using colour and material references. Back to Grading |
Professional discussion |
|
S24
Update and input project time and resource information on digital resource planning software. Back to Grading |
Professional discussion |
|
S25
Handle sensitive and confidential information. Back to Grading |
Professional discussion |
|
S26
Assess suitability and availability or materials through communication with colleagues, identifying possible alternatives for products that aren’t available if necessary. Back to Grading |
Professional discussion |
|
S27
Source the necessary approval from relevant parties (for example, internal stakeholders, photographic models, copyright holders) to facilitate appropriate information exchange throughout workflow. Back to Grading |
Professional discussion |
|
S28
Apply team working techniques to build effective working relationships with colleagues and internal and external stakeholders and to promote accessibility, diversity, and inclusion. Back to Grading |
Professional discussion |
|
S29
Apply equity, diversity and inclusion principles in the workplace to model and promote good practice. Back to Grading |
Professional discussion |
|
S30
Critically reflect on their own work in relation to model making as a creative craft, undertaking research to maintain up-to-date industry knowledge (for example, attending industry events). Back to Grading |
Professional discussion |
|
S31
Undertake reviews of personal and professional development needs. Plan development activity to meet personal and organisational objectives. Carry out and record planned and unplanned CPD activities. Back to Grading |
Professional discussion |
| Behaviour | Assessment methods |
|---|---|
|
B1
Attention to detail and diligence at all stages of the design and fabrication processes. Back to Grading |
Project |
|
B2
Responsibility, tidiness, and conscientiousness, demonstrating respect for the proper use of tools and machinery in accordance with workplace ethics and culture, health and safety and sustainability objectives. Back to Grading |
Professional discussion |
|
B3
Flexibility, resilience, and self-awareness in prioritising tasks to ensure efficient task and time management. Back to Grading |
Professional discussion |
|
B4
Curiosity, intellectual enquiry and creativity, with an enthusiasm for problem-solving and innovative industry practice. Back to Grading |
Professional discussion |
|
B5
Honesty, respect and reliability when working with others. Back to Grading |
Professional discussion |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Interpretation, design and fabrication
K5 K6 K9 K10 S1 S4 S5 S6 S8 S10 S11 B1 |
Techniques and processes for the application of materials and how different materials react when being machined, heated, glued and painted. (K5) Methods of model design for all stages of the model making process including prototypes, working models and presentation models. (K6) Uses and processes for 2D and 3D digital systems (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS). (K9) Design and construction strategies and methods including hand-, machine-, and computer-controlled fabrication and finishing. (K10) |
Identify which model types, construction methods and tools will be needed for tasks throughout the building process, taking into consideration resources, time, type of materials, and the desired appearance and functionality of the model. (S1) Undertake designs for relevant stages of the model making process (for example, prototypes, working models and presentation models). (S4) Produce design drawings to scale, using colour and material references when appropriate, to convey overall design concept and finishes of a model. (S5) Create and experiment with model samples to influence the final design of a built model. (S6) Select and use appropriate digital systems to develop designs (for example, Rhino, AutoCAD, Adobe CS, CorelDRAW, Revit, SOLIDWORKS). (S8) Cut, shape, mould, join, combine, sand and finish various materials, maintaining their form throughout the process, appropriate temperature and technique. (S10) Assemble models and their components. (S11) |
Attention to detail and diligence at all stages of the design and fabrication processes. (B1) |
|
Materials
K3 K16 S2 S3 S9 S17 |
Paints, adhesives, finishes, materials and processes used throughout the model making lifecycle, their tolerances, industry standard sizes and their possible alternatives (for example, moulding, casting, laser cutting). (K3) Controls and techniques for creating various finishes, including colour mixing. (K16) |
Identify paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate (for example, moulding, casting, laser cutting). (S2) Select materials taking into account whether they have already been or will eventually be painted, tinted, stained or left in their natural state. (S3) Use paints, glues, materials and processes to fabricate models, utilising industry standard sizes and sustainable options where appropriate. (for example, moulding, casting, laser cutting) (S9) Produce finishes (for example, spray or painted finishes). (S17) |
None |
|
Tools
K11 K12 K13 K14 K15 S12 S13 S14 S15 S16 |
Capabilities, limitations and uses for hand tools (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools). (K11) Capabilities, limitations and uses of power tools (for example, drills, jigsaw, router, circular saw). (K12) Capabilities, limitations and uses of workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities). (K13) Capabilities, limitations and uses of digital tools (for example, 3D printer, CNC, laser cutters). (K14) Capabilities, limitations and uses of support equipment (for example, scale rule, measuring instruments, jigs and clamps). (K15) |
Select and use hand tools and machinery (for example, chisels and planes, hammers and screwdrivers, hand saw, sanding and abrasive tools). (S12) Select and use power tools (for example, drills, jigsaw, router, circular saw). (S13) Select and use workshop machinery (for example, table saw, band saw, pillar drill, disc sander, sewing machine, moulding and casting facilities). (S14) Select and use digital tools (for example, 3D printer, CNC, laser cutters). (S15) Select and use support equipment (for example, scale rule, measuring instruments, jigs and clamps). (S16) |
None |
|
Health and safety
|
None |
None |
None |
|
Project management and administration
|
None |
None |
None |
|
Team working
|
None |
None |
None |
|
Continuous professional development
|
None |
None |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Interpretation, design and fabrication
K1 K2 K7 K8 S7 B4 |
Scale, proportion, level of detail and how these relate to the model’s purpose. (K1) Research, analysis and evaluation approaches and methods. (K2) The various types, formats and uses of technical drawings and plans (including digital, hand, 2D, 3D, sketches), their version status (for example provisional, issued, superseded) and their application. (K7) Types, formats and uses of colour charts and swatches (for example, RAL, Pantone) and sample books for materials (for example, acrylic, laminates, veneers). (K8) |
Analyse technical drawings considering the varying scales, details and tolerances and costs needed for a physical model. (S7) |
Curiosity, intellectual enquiry and creativity, with an enthusiasm for problem-solving and innovative industry practice. (B4) |
|
Materials
K4 S26 |
The impacts of paints, adhesives, finishes, materials and processes on sustainability. (K4) |
Assess suitability and availability or materials through communication with colleagues, identifying possible alternatives for products that aren’t available if necessary. (S26) |
None |
|
Tools
|
None |
None |
None |
|
Health and safety
K17 K18 S18 S19 S20 B2 |
Workshop and production safety policies, equipment operation and safety control measures including PPE, manual handling, safe systems of work, risk assessments and COSSH assessments. (K17) Substances that are hazardous to health in the workplace (for example, chemicals, dust and correct handling procedures for them). (K18) |
Demonstrate compliance with workshop and production safety policies, equipment operation and safety control measures. (S18) Work safely with chemicals and hazardous substances, using the correct controls (for example, dust or fume extraction), PPE, and storage (for example, the chemicals cupboard). (S19) Move, lift, unload and store equipment, models and materials safely. (S20) |
Responsibility, tidiness, and conscientiousness, demonstrating respect for the proper use of tools and machinery in accordance with workplace ethics and culture, health and safety and sustainability objectives. (B2) |
|
Project management and administration
K19 K20 K21 K22 K23 S21 S22 S24 S25 S27 B3 |
Project and budget management techniques: planning and prioritising tasks, monitoring, organising resources, managing stakeholders and risk management. (K19) Organisational sources and processes for sourcing, gathering, sharing and recording information. (K20) Methods and tools for resource planning and cost management. (K21) Methods, tools and organisational requirements for managing data, protecting data and using information systems. (K22) Methods, tools, sources and organisational requirements for ordering and transporting models and materials. (K23) |
Planning and prioritising tasks, monitoring and organising resources. (S21) Prepare reports, drawings, specifications and other documentation to manage projects, undertaking version control as appropriate. (S22) Update and input project time and resource information on digital resource planning software. (S24) Handle sensitive and confidential information. (S25) Source the necessary approval from relevant parties (for example, internal stakeholders, photographic models, copyright holders) to facilitate appropriate information exchange throughout workflow. (S27) |
Flexibility, resilience, and self-awareness in prioritising tasks to ensure efficient task and time management. (B3) |
|
Team working
K24 K25 K26 S23 S28 S29 B5 |
Team working principles and techniques. (K24) Communication strategies for engaging with and presenting to technical and non-technical stakeholders. (K25) Equity, diversity and inclusion. Social inclusion practices. Reasonable adjustments to support accessibility (for example, impact on unconscious bias). (K26) |
Present and discuss project proposals, justifications, and conclusions to technical and non-technical stakeholders, using colour and material references. (S23) Apply team working techniques to build effective working relationships with colleagues and internal and external stakeholders and to promote accessibility, diversity, and inclusion. (S28) Apply equity, diversity and inclusion principles in the workplace to model and promote good practice. (S29) |
Honesty, respect and reliability when working with others. (B5) |
|
Continuous professional development
K27 S30 S31 |
Tools and methods for continuous professional development (for example, attending events and exhibitions for practitioners). (K27) |
Critically reflect on their own work in relation to model making as a creative craft, undertaking research to maintain up-to-date industry knowledge (for example, attending industry events). (S30) Undertake reviews of personal and professional development needs. Plan development activity to meet personal and organisational objectives. Carry out and record planned and unplanned CPD activities. (S31) |
None |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 23/07/2024 | Not set | Not set |
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