Design, manufacture and assembly of the components required in a pipe organ.
This occupation is found in the cultural, religious, educational, craft/musical instrument making sectors and within entertainment/public venues and domestic settings. Employers vary from micro businesses to SMEs that will often be engaged in contract work, either directly with the customer or with others throughout the trade or sector.
The broad purpose of the occupation is to use skills and labour for the bespoke fabrication and/or restoration of pipe organs and/or their constituent components. This includes tuning of pipe organs, re-leathering of bellows, restoring soundboards, working from CAD drawings, polishing, staining and finishing timber, working with hand tools and woodworking machinery, voicing of pipes, cleaning of pipework and working with electrical systems. Employees in this occupation will work both on-site and in workshops to complete their tasks. Occasionally they may need to work at heights and are sometimes required to work flexibly to accommodate public events on-site where the work is taking place.
In their daily work, an employee in this occupation interacts with other organ builders, reporting to a senior organ builder or the principal builder. They will work closely with the staff members of the organisations they are contracted by e.g. members of the church.
An employee in this occupation will be responsible for the design, manufacture and assembly of the components required in a pipe organ; in putting organ pipes onto speech and tuning them; and in the repair, maintenance and tuning of existing organs. They will be using materials such as wood, leather, tin and lead, and will be primarily working either in a workshop or on site.
Employees will be supervised in the workshop and on-site, working to drawings provided by the principal builder. Employees would also be expected to perform tuning and maintenance tasks unsupervised.
Organ Builders will be responsible for maintaining their tools and machinery and acting where required to maximise the efficiency of their tools/machinery.
When carrying out restoration or conservation activities, employees must be mindful that materials and techniques used are appropriate to the age and historical context of the instrument.
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 4 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Project with a product
You will complete a project and create a product. You will be asked to complete a project. The EPAO will give you suggested project titles.
You will have 4 weeks to complete the project and submit the product to the EPAO.
You will have a question and answer session with an independent assessor to discuss the project. It will last 45 minutes. They will ask at least 5 questions.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 1 hours. They will ask you at least 4 questions.
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.
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 apprenticeship aligns with Institute of British Organ Building (IBO) for Corporate (unaccredited or accredited) and Personal (employees of corporates)
Please contact the professional body for more details.
This occupation is found in the cultural, religious, educational, craft/musical instrument making sectors and within entertainment/public venues and domestic settings. Employers vary from micro businesses to SMEs that will often be engaged in contract work, either directly with the customer or with others throughout the trade or sector.
The broad purpose of the occupation is to use skills and labour for the bespoke fabrication and/or restoration of pipe organs and/or their constituent components. This includes tuning of pipe organs, re-leathering of bellows, restoring soundboards, working from CAD drawings, polishing, staining and finishing timber, working with hand tools and woodworking machinery, voicing of pipes, cleaning of pipework and working with electrical systems. Employees in this occupation will work both on-site and in workshops to complete their tasks. Occasionally they may need to work at heights and are sometimes required to work flexibly to accommodate public events on-site where the work is taking place.
In their daily work, an employee in this occupation interacts with other organ builders, reporting to a senior organ builder or the principal builder. They will work closely with the staff members of the organisations they are contracted by e.g. members of the church.
An employee in this occupation will be responsible for the design, manufacture and assembly of the components required in a pipe organ; in putting organ pipes onto speech and tuning them; and in the repair, maintenance and tuning of existing organs. They will be using materials such as wood, leather, tin and lead, and will be primarily working either in a workshop or on site.
Employees will be supervised in the workshop and on-site, working to drawings provided by the principal builder. Employees would also be expected to perform tuning and maintenance tasks unsupervised.
Organ Builders will be responsible for maintaining their tools and machinery and acting where required to maximise the efficiency of their tools/machinery.
When carrying out restoration or conservation activities, employees must be mindful that materials and techniques used are appropriate to the age and historical context of the instrument.
| Duty | KSBs |
|---|---|
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Duty 1 Undertake various woodworking and cabinet making tasks such as milling out of timber, finishing, staining and polishing |
K1 K2 K3 K4 K5 K8 K9 K10 K11 K12 K23 |
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Duty 2 Re-leather bellows and motors |
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Duty 3 Glue timbers and other materials |
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Duty 4 Maintain tools, blades and machinery |
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Duty 5 Restore soundboards and other organ parts |
K1 K2 K3 K4 K5 K8 K9 K10 K11 K12 K13 K14 K17 K18 |
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Duty 6 Manufacture small components, such as rollerboards and mechanical action parts |
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Duty 7 Manufacture medium-sized components such as concussions, tremulants and roller blinds |
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Duty 8 Work with hand tools and woodworking machinery to manufacture bespoke wooden parts where they are unable to be ordered |
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Duty 9 Clean pipework |
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Duty 10 Make and repair metal pipes |
K2 K3 K4 K7 K8 K9 K11 K12 K13 K14 K15 |
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Duty 11 Make and repair wooden pipes |
K2 K3 K4 K5 K9 K10 K11 K13 K14 K15 |
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Duty 12 Tune pipe organs, keeping them in working order dependant on external factors such as temperature and humidity |
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Duty 13 Carry out repairs and maintenance as specified |
K1 K2 K3 K6 K9 K10 K11 K13 K16 K18 K19 K21 K22 |
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Duty 14 Create technical drawings to ensure all work is carried out to specification within the set tolerances, including wind systems, soundboards and casework |
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Duty 15 Write out cutting lists |
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Duty 16 Carry out fault finding of low voltage electrical systems |
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Duty 17 Undertake voicing and tonal finishing to achieve optimal tone |
K1: Health & safety legislation and regulations in the work environment (in particular those relating to working at height, heavy lifting and noise abatement)
Back to Duty
K2: The methods of safe handling of materials and work processes that ensure the safety of self and others
Back to Duty
K3: The safe and sustainable disposal of waste materials
Back to Duty
K4: Properties, uses and limitations of materials used in organ building
Back to Duty
K5: The respective advantages and disadvantages of softwoods and hardwoods
Back to Duty
K6: The purposes of different grades of leather
Back to Duty
K7: The tonal qualities of pipes made from different metal alloys
Back to Duty
K8: Techniques for protecting, moving, handling and storing resources
Back to Duty
K9: The key hand and machine tools and equipment used
Back to Duty
K10: The principles of how the tools and equipment work, are prepared, maintained and safely used (including how to sharpen chisels and hand planes; the different cutting actions of band, cross-cut and rip-saws)
Back to Duty
K11: How the material must be presented to the tools and equipment in each case
Back to Duty
K12: The importance of using the right combination of guards when creating mouldings using hand-held and fixed routers
Back to Duty
K13: Employer’s quality standards how to apply and monitor including methods of recording work.
Back to Duty
K14: The elements and principles applicable to the design of pipe organs
Back to Duty
K15: The historical and contemporary contexts of organ building
Back to Duty
K16: The different forms of action & mechanisms and how they are developed and applied
Back to Duty
K17: The key differences between rebuilding, restoration, conservation and reconstruction and their respective advantages and disadvantages
Back to Duty
K18: How to diagnose, analyse and assess for manufacturing and maintenance options
Back to Duty
K19: How to diagnose faults (such as electrical or pneumatic actions) during maintenance visits and plan for their repair
Back to Duty
K20: Relevant applied mathematics & science (including metric & imperial dimensions/measurements, geometry, lever law, musical theory, acoustics and electric circuitry)
Back to Duty
K21: The anticipation of risks and resolution of problems
Back to Duty
K22: Knowing when it is appropriate to seek advice from other craft specialists and experts
Back to Duty
K23: Technique for staining, polishing and finishing
Back to Duty
S1: Maintain correct standards of health and safety for self and for others, using safe working practices such as when handling heavy components
Back to Duty
S2: Prepare and maintain materials, tools and equipment appropriately and safely, always fitting guards to machines as required
Back to Duty
S3: Identify and minimise hazards and risks in the working environment, e.g. casting and soldering, or when treating timber with volatile compounds
Back to Duty
S4: Create and interpret technical specifications, drawings, and other written and verbal instructions (such as cutting lists, rollerboard layouts and soundboard plantings)
Back to Duty
S5: Identify and respond to problems appropriately (including testing and adjustment); seek advice and guidance when appropriate
Back to Duty
S6: Select and use the appropriate processes/techniques to undertake organ building tasks from inception to realisation
Back to Duty
S7: Select and use correct materials as required by the specific task
Back to Duty
S8: Select and use correct tools and equipment as required by the specific task
Back to Duty
S9: Construct timber components such as soundboards and wind trunking
Back to Duty
S10: Use leather to make pneumatic motors and hinges and gussets in bellows
Back to Duty
S11: Connect and test low-voltage electrical equipment
Back to Duty
S12: Make wooden pipework
Back to Duty
S13: Make metal pipework
Back to Duty
S14: Put pipes onto speech and tune them
Back to Duty
S15: Lay bearings for tuning
Back to Duty
S16: Put individual pipes and complete ranks back into tune
Back to Duty
S17: Identify and resolve action faults in existing instruments
Back to Duty
S18: Remove and dismantle components safely and systematically
Back to Duty
S19: Re-assemble components and test that everything is working properly
Back to Duty
S20: Select appropriate stain/polish for finishing woodwork
Back to Duty
S21: Applies quality assurance checks throughout the organ building process
Back to Duty
S22: Follows policies and procedures; has consistent attention to detail
Back to Duty
S23: Communicate and work effectively with others as part of a team
Back to Duty
B1: Takes ownership of work
Back to Duty
B2: Committed to continuous professional development
Back to Duty
B3: Acts in a professional manner. Be courteous, respectful and professional whether workshop or site-based
Back to Duty
B4: Team focussed and works effectively with colleagues and others
Back to Duty
B5: Accepts change and is adaptable to meet customer needs
Back to Duty
B6: Champions and promotes pipe organ building
Back to Duty
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the organ builder apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Organ builder apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 36 months on-programme (this means in training before the gateway) working towards competence as a organ builder. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 3 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - final project (portative organ) with questioning:
Assessment method 2 - practical assessment with questioning:
Assessment method 3 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 36 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the final project (portative organ) with questioning, the apprentice must submit the following supporting material: confirmation that they have met the pre prepared material requirements. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a Portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 4 months
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Grades available for each assessment method: Final project (portative organ) with questioning
Practical assessment with questioning
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with Institute of British Organ Building (IBO) for Corporate (unaccredited or accredited) and Personal (employees of corporates) The apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 4 months. The EPA will take place over a period of 4 consecutive days at the training provider premises.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Apprentices should ensure that they have considered the set brief and that the materials for the final project (keys and pipes) are prepared.
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 any policies and procedures as 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 start after the apprentice has gone through the gateway.
The final project (portative organ) 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.
The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This assessment method includes 2 components:
The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this assessment method.
This EPA method is being used because organ building is a practical role, the final project with questioning is the most valid method of assessing KSBs. This final project with questioning also encapsulates the sub-disciplines which make up the profession of an organ builder and will therefore assess the KSBs defined below in a holistic way.
The final project (portative organ) 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.
Apprentices must complete a project based on the following:
build a portative organ (product)
Given the number of apprentices, the EPAO does not need to sign-off each project title before the project starts. The EPAO must instead provide detailed specifications. The specifications must detail what must be included in the project to allow an apprentice to evidence the KSBs mapped to this assessment method to the highest available grade. The EPAO must include suggested project titles to enable the employer to select a project that will meet the EPA’s requirements for their apprentice.
The project output must be in the form of a product. The end product being a complete portative organ.
The apprentice must start the project after the gateway. They must complete and submit the product to the EPAO after a maximum of 4 weeks. The project will be completed at the training provider premises and the EPAO will be informed when the project has been completed. The EPAO will visit the training provider premises to view the completed project. The employer should ensure the apprentice has the time and resources within this period, to plan and complete their project. The apprentice must complete their project and the production of all its components unaided.
The apprentice may work as part of a team which could include technical internal or external support. However, the project output must be the apprentice’s own work and will be reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.
The product must include at least:
Construction of an organ case, soundboard, actions and bellows
Construction and racking in of pre-constructed pipework
Tuning and regulation of pipework
Finishing application i.e., polishing of case
Wooden and metal pipe making
Hand tool skills.
In a practical assessment, the independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides where it takes place. The test environment must closely relate to the apprentice’s natural working environment. This allows the apprentice to demonstrate the KSBs mapped to this assessment.
The practical assessment and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade.
This EPA method is being used because it provides the opportunity to demonstrate four specific skills required by the standard which may not be represented in the other assessment methods.
The practical assessment 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.
The independent assessor conducts and assesses the practical assessment with questioning.
The independent assessor must only observe one apprentice to ensure quality and rigour they must be as unobtrusive as possible.
The EPAO must give an apprentice 3 weeks notice of the . practical assessment with questioning
The practical assessment with questioning must take 1 hour.
The independent assessor can increase the time of the practical assessment 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 practical assessment with questioning cannot be split, other than for comfort breaks or to allow apprentices to move from one location to another. Where breaks occur, they will not count towards the total EPA time.
EPAOs must manage invigilation of the apprentice at during the assessment maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations during the working day.
The independent assessor must explain to the apprentice the format and timescales of the practical assessment with questioning before it begins. This does not count towards the assessment time.
The independent assessor should observe the following during the practical assessment.
1. laying tuning bearings, the candidate will be asked to lay an equally tempered tuning scale from an octave of slide tuned principal pipes without the assistance of a tuning meter.
2. operating wood-working machinery, the candidate will be asked to set up a spindle moulder and cut a timber profile, following all necessary safety precautions.
3. working with low-voltage transmission circuits, the candidate will be asked to identify and rectify faults in a low-voltage transmission circuit.
4. voicing of reed pipes, the candidate will be required to curve a reed tongue, assemble a reed pipe and match its tuning and regulation to a small group of similar pipes.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
Questions must be asked. The purpose of the independent assessor's questions is to test the breadth and depth of knowledge for each task.
Questioning can occur during the practical assessment. The time for questions asked during the practical assessment is included in the overall assessment time.
Independent assessors must ask at least 4 questions during the practical assessment. To remain as unobtrusive as possible, the independent assessors should ask questions during natural breaks in work rather than disrupting the apprentice’s flow. Follow-up questions are allowed. 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 questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the practical assessment with questioning and should be kept to a minimum.
The independent assessor must record the KSBs observed, KSBs demonstrated in answers to questions and the grade achieved. The apprentice’s answers to questions must also be recorded.
The independent assessor makes all grading decisions.
The practical assessment with questioning will take place in a simulated environment selected by the EPAO (for example the EPAO’s or employer’s premises). The simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the practical assessment with questioning must be provided by the EPAO, who can liaise with the employer to provide these.
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place. For example, considering standardisation, training and moderation. The EPAO must ensure that questions are refined and developed to a high standard.
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 practical assessment with questioning:
In the discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This EPA method is being used because it provides the opportunity to demonstrate a broad range of acquired knowledge, skills and behaviours from the standard. It also provides the opportunity to discuss the evidence contained within the apprentice's portfolio.
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.
The independent assessor conducts and assesses the professional discussion.
The purpose of the independent assessor's questions will be to discuss the evidence contained within the apprentice's portfolio and the related knowledge, skills and behaviours learnt. In addition, it will investigate the areas of the design and history of the pipe organ which are not able to be assessed within the other practical assessment methods.
The EPAO must give an apprentice 3 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their , however the 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.
For the professional discussion, the independent assessor must ask at least 10 questions. Follow-up questions are allowed. 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 professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method at the highest possible grade.
The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.
The independent assessor will make all grading decisions.
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 should take place in a quiet room, free from distractions and influence.
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. The EPAO must ensure that questions are refined and developed to a high standard.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
Fail - does not meet pass criteria
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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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Health & safety and working environment
K1 S1 S3 |
In line with Health and Safety requirements maintains good standards for self and others; prepares and maintains materials, tools and equipment S1 Identifies and minimises hazards and risks with equipment and solutions in the working environment. K1 S3
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N/A |
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Tools and materials
K2 K3 K4 K5 K9 S2 S7 S8 |
In line with company policies selects prepares uses and maintains materials, tools and equipment, including a key hand safely, fitting guards and disposing of waste materials safely K2 K9 S2 S7 S8 Explains properties, uses and limitations of materials used in organ building, recognising advantages and advantages of soft wood and hard woods demonstrating an understanding of sustainability and ethical issues at work. K3 K4 K5 |
Shows complete familiarity and dexterity in use of the tools in all their applications, and impact of waste materials on the environment. K3 K4 K9 S8
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Quality
S21 S22 B1 B3 |
Demonstrates professionalism by following policies and procedures; takes ownership and has a consistent attention to detail; applies quality assurance checks throughout the organ building process. S21 S22 B1 B3 |
Carries out the work with a consistent and thorough attention to quality and to every detail.
S21 S22 B1 B3
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The manufacture, tuning and maintenance of pipe organs
K23 S9 S10 S12 S13 S14 S20 |
Construct soundboards, wind trunking, bellows’ hinges and gussets, and both metal and wooden pipework to a satisfactory level; pipes must be satisfactorily put on speech and tuned. S9 S10 S12 S13 S14 Selects and applies stain/polish technique for finishing woodwork.
K23 S20 |
Constructs the parts of the organ and completes it with confidence and precision having a particular eye for detail in the appearance of the finished product ensuring it is tuned to exacting standards. S9 S10 S12 S13 S14 S20 |
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Technical interpretation and understanding
K20 S4 S6 |
Selects and uses processes and techniques to undertake organ building tasks from inception to realisation, adapting to customers’ needs
S6
Creates and interprets technical specifications, drawings and other written instructions.
S4
Explains the relevant applied mathematics and scientific theory – lever law, acoustics, musical theory and electric circuitry used when constructing the portative organ.
K20
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Consistently and correctly follows written instruction with a minimum of explanation. S4 S6 |
Fail - does not meet pass criteria
|
Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
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The manufacture of pipe organs
K11 K21 S11 S18 S19 |
In line with manufacturing instructions present tools and equipment anticipating risks and resolution to problems to produce a basic timber profile. K11 K21 In line with health and safety correct rectification of basic faults within a low voltage transmission circuit e.g., a dry joint. S11 S18 S19
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The tuning and maintenance of pipe organs
K8 K12 S15 S16 S17 |
Lays bearings for tuning; puts individual pipes and complete ranks back into tune. S15 S16 In line with company procedures demonstrates techniques for protecting moving and handling equipment and identifies and resolves action faults in existing instruments; removes and dismantles components safely and systematically; re-assembles and tests that everything is working and stored properly. K8 K12 S17
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Fail - does not meet pass criteria
|
Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
|
|---|---|
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Materials
K6 K7 |
Describes the different types of leather and explain how they use these. K6 Describes pipe metal alloys they have worked with and their tonal qualities.
K7 |
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Design and history of the pipe organ
K14 K15 K16 K17 |
Explains the elements and principles applicable to the design of pipe organs and the historical and contemporary contexts of organ building. K14 K15 K16 K17
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Professionalism
K13 K22 S5 S23 B4 B6 |
Explains their organisation’s quality standards and the different methods of recording work. K13 Describes how they seek advice from experts and demonstrate how they identify and respond to problems using different communication techniques with their colleagues and customers advocating pipe organ building. K22 S5 S23 B4 B6
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Self-development
B2 |
Explains how they show commitment to continued professional development to support progression within organ building industry.
B2 |
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Craftsmanship
K10 K18 K19 B5 |
Explains the principles of how the tools and equipment are prepared and maintained, including detail of how they sharpen chisels and hand planes; the different cutting actions of ban, cross-cut and rip-saws. K10 Explains how they diagnose, analyse and assess for manufacturing and maintenance options, including how they diagnose faults and plan for repair and how they positively adapt to change. K18 K19 B5
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The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: final project (portative organ) with questioning, practical assessment with questioning and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a distinction in the final project (Portative Organ) assessment method as well as a minimum of a pass in the practical assessment with questioning and professional discussion assessment methods.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.
| Final project (portative organ) with questioning | Practical assessment with questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|---|
| Fail | Any grade | Any grade | Fail |
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Distinction | Pass | Pass | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.
Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO 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.
Failed EPA 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 apprentices wishing to move from pass to a higher grade.
An 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 |
|---|---|
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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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 how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
Institute of British Organ Building (IBO) for Corporate (unaccredited or accredited) and Personal (employees of corporates)
| Knowledge | Assessment methods |
|---|---|
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K1
Health & safety legislation and regulations in the work environment (in particular those relating to working at height, heavy lifting and noise abatement) Back to Grading |
Final project (portative organ) with questioning |
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K2
The methods of safe handling of materials and work processes that ensure the safety of self and others Back to Grading |
Final project (portative organ) with questioning |
|
K3
The safe and sustainable disposal of waste materials Back to Grading |
Final project (portative organ) with questioning |
|
K4
Properties, uses and limitations of materials used in organ building Back to Grading |
Final project (portative organ) with questioning |
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K5
The respective advantages and disadvantages of softwoods and hardwoods Back to Grading |
Final project (portative organ) with questioning |
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K6
The purposes of different grades of leather Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K7
The tonal qualities of pipes made from different metal alloys Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K8
Techniques for protecting, moving, handling and storing resources Back to Grading |
Practical assessment with questioning |
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K9
The key hand and machine tools and equipment used Back to Grading |
Final project (portative organ) with questioning |
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K10
The principles of how the tools and equipment work, are prepared, maintained and safely used (including how to sharpen chisels and hand planes; the different cutting actions of band, cross-cut and rip-saws) Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K11
How the material must be presented to the tools and equipment in each case Back to Grading |
Practical assessment with questioning |
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K12
The importance of using the right combination of guards when creating mouldings using hand-held and fixed routers Back to Grading |
Practical assessment with questioning |
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K13
Employer’s quality standards how to apply and monitor including methods of recording work. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K14
The elements and principles applicable to the design of pipe organs Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K15
The historical and contemporary contexts of organ building Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K16
The different forms of action & mechanisms and how they are developed and applied Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K17
The key differences between rebuilding, restoration, conservation and reconstruction and their respective advantages and disadvantages Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K18
How to diagnose, analyse and assess for manufacturing and maintenance options Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K19
How to diagnose faults (such as electrical or pneumatic actions) during maintenance visits and plan for their repair Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K20
Relevant applied mathematics & science (including metric & imperial dimensions/measurements, geometry, lever law, musical theory, acoustics and electric circuitry) Back to Grading |
Final project (portative organ) with questioning |
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K21
The anticipation of risks and resolution of problems Back to Grading |
Practical assessment with questioning |
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K22
Knowing when it is appropriate to seek advice from other craft specialists and experts Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K23
Technique for staining, polishing and finishing Back to Grading |
Final project (portative organ) with questioning |
| Skill | Assessment methods |
|---|---|
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S1
Maintain correct standards of health and safety for self and for others, using safe working practices such as when handling heavy components Back to Grading |
Final project (portative organ) with questioning |
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S2
Prepare and maintain materials, tools and equipment appropriately and safely, always fitting guards to machines as required Back to Grading |
Final project (portative organ) with questioning |
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S3
Identify and minimise hazards and risks in the working environment, e.g. casting and soldering, or when treating timber with volatile compounds Back to Grading |
Final project (portative organ) with questioning |
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S4
Create and interpret technical specifications, drawings, and other written and verbal instructions (such as cutting lists, rollerboard layouts and soundboard plantings) Back to Grading |
Final project (portative organ) with questioning |
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S5
Identify and respond to problems appropriately (including testing and adjustment); seek advice and guidance when appropriate Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S6
Select and use the appropriate processes/techniques to undertake organ building tasks from inception to realisation Back to Grading |
Final project (portative organ) with questioning |
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S7
Select and use correct materials as required by the specific task Back to Grading |
Final project (portative organ) with questioning |
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S8
Select and use correct tools and equipment as required by the specific task Back to Grading |
Final project (portative organ) with questioning |
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S9
Construct timber components such as soundboards and wind trunking Back to Grading |
Final project (portative organ) with questioning |
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S10
Use leather to make pneumatic motors and hinges and gussets in bellows Back to Grading |
Final project (portative organ) with questioning |
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S11
Connect and test low-voltage electrical equipment Back to Grading |
Practical assessment with questioning |
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S12
Make wooden pipework Back to Grading |
Final project (portative organ) with questioning |
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S13
Make metal pipework Back to Grading |
Final project (portative organ) with questioning |
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S14
Put pipes onto speech and tune them Back to Grading |
Final project (portative organ) with questioning |
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S15
Lay bearings for tuning Back to Grading |
Practical assessment with questioning |
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S16
Put individual pipes and complete ranks back into tune Back to Grading |
Practical assessment with questioning |
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S17
Identify and resolve action faults in existing instruments Back to Grading |
Practical assessment with questioning |
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S18
Remove and dismantle components safely and systematically Back to Grading |
Practical assessment with questioning |
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S19
Re-assemble components and test that everything is working properly Back to Grading |
Practical assessment with questioning |
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S20
Select appropriate stain/polish for finishing woodwork Back to Grading |
Final project (portative organ) with questioning |
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S21
Applies quality assurance checks throughout the organ building process Back to Grading |
Final project (portative organ) with questioning |
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S22
Follows policies and procedures; has consistent attention to detail Back to Grading |
Final project (portative organ) with questioning |
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S23
Communicate and work effectively with others as part of a team Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
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B1
Takes ownership of work Back to Grading |
Final project (portative organ) with questioning |
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B2
Committed to continuous professional development Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B3
Acts in a professional manner. Be courteous, respectful and professional whether workshop or site-based Back to Grading |
Final project (portative organ) with questioning |
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B4
Team focussed and works effectively with colleagues and others Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B5
Accepts change and is adaptable to meet customer needs Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B6
Champions and promotes pipe organ building Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
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Health & safety and working environment
K1 S1 S3 |
Health & safety legislation and regulations in the work environment (in particular those relating to working at height, heavy lifting and noise abatement) (K1) |
Maintain correct standards of health and safety for self and for others, using safe working practices such as when handling heavy components (S1) Identify and minimise hazards and risks in the working environment, e.g. casting and soldering, or when treating timber with volatile compounds (S3) |
None |
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Tools and materials
K2 K3 K4 K5 K9 S2 S7 S8 |
The methods of safe handling of materials and work processes that ensure the safety of self and others (K2) The safe and sustainable disposal of waste materials (K3) Properties, uses and limitations of materials used in organ building (K4) The respective advantages and disadvantages of softwoods and hardwoods (K5) The key hand and machine tools and equipment used (K9) |
Prepare and maintain materials, tools and equipment appropriately and safely, always fitting guards to machines as required (S2) Select and use correct materials as required by the specific task (S7) Select and use correct tools and equipment as required by the specific task (S8) |
None |
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Quality
S21 S22 B1 B3 |
None |
Applies quality assurance checks throughout the organ building process (S21) Follows policies and procedures; has consistent attention to detail (S22) |
Takes ownership of work (B1) Acts in a professional manner. Be courteous, respectful and professional whether workshop or site-based (B3) |
|
The manufacture, tuning and maintenance of pipe organs
K23 S9 S10 S12 S13 S14 S20 |
Technique for staining, polishing and finishing (K23) |
Construct timber components such as soundboards and wind trunking (S9) Use leather to make pneumatic motors and hinges and gussets in bellows (S10) Make wooden pipework (S12) Make metal pipework (S13) Put pipes onto speech and tune them (S14) Select appropriate stain/polish for finishing woodwork (S20) |
None |
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Technical interpretation and understanding
K20 S4 S6 |
Relevant applied mathematics & science (including metric & imperial dimensions/measurements, geometry, lever law, musical theory, acoustics and electric circuitry) (K20) |
Create and interpret technical specifications, drawings, and other written and verbal instructions (such as cutting lists, rollerboard layouts and soundboard plantings) (S4) Select and use the appropriate processes/techniques to undertake organ building tasks from inception to realisation (S6) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
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The manufacture of pipe organs
K11 K21 S11 S18 S19 |
How the material must be presented to the tools and equipment in each case (K11) The anticipation of risks and resolution of problems (K21) |
Connect and test low-voltage electrical equipment (S11) Remove and dismantle components safely and systematically (S18) Re-assemble components and test that everything is working properly (S19) |
None |
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The tuning and maintenance of pipe organs
K8 K12 S15 S16 S17 |
Techniques for protecting, moving, handling and storing resources (K8) The importance of using the right combination of guards when creating mouldings using hand-held and fixed routers (K12) |
Lay bearings for tuning (S15) Put individual pipes and complete ranks back into tune (S16) Identify and resolve action faults in existing instruments (S17) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
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Materials
K6 K7 |
The purposes of different grades of leather (K6) The tonal qualities of pipes made from different metal alloys (K7) |
None |
None |
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Design and history of the pipe organ
K14 K15 K16 K17 |
The elements and principles applicable to the design of pipe organs (K14) The historical and contemporary contexts of organ building (K15) The different forms of action & mechanisms and how they are developed and applied (K16) The key differences between rebuilding, restoration, conservation and reconstruction and their respective advantages and disadvantages (K17) |
None |
None |
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Professionalism
K13 K22 S5 S23 B4 B6 |
Employer’s quality standards how to apply and monitor including methods of recording work. (K13) Knowing when it is appropriate to seek advice from other craft specialists and experts (K22) |
Identify and respond to problems appropriately (including testing and adjustment); seek advice and guidance when appropriate (S5) Communicate and work effectively with others as part of a team (S23) |
Team focussed and works effectively with colleagues and others (B4) Champions and promotes pipe organ building (B6) |
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Self-development
B2 |
None |
None |
Committed to continuous professional development (B2) |
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Craftsmanship
K10 K18 K19 B5 |
The principles of how the tools and equipment work, are prepared, maintained and safely used (including how to sharpen chisels and hand planes; the different cutting actions of band, cross-cut and rip-saws) (K10) How to diagnose, analyse and assess for manufacturing and maintenance options (K18) How to diagnose faults (such as electrical or pneumatic actions) during maintenance visits and plan for their repair (K19) |
None |
Accepts change and is adaptable to meet customer needs (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | End-point assessment plan, standard and funding band revised. | 07/06/2022 | Not set | Not set |
| 1.0 | Approved for delivery | 26/09/2017 | 06/06/2022 | Not set |
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