Building, protecting and maintaining a positive reputation for brands, organisations and individuals.
This occupation is found in organisations that come from the public, private and third sectors. Typically, public relations and communications assistants work in agencies or in-house for employers.
The broad purpose of the occupation is the building, protecting, and maintaining of positive reputation for brands, organisations, and individuals. The role also concerns the way those brands, organisations and individuals communicate about themselves, their products, or their services with a range of audiences, via different methods.
In their daily work, an employee in this occupation will communicate and build relationships with different people. This includes the media, stakeholders, the public, internal colleagues, and various audiences to get their client’s or organisation’s message across and influence opinions and behaviour in the most effective way.
An employee in this occupation will be responsible for researching and understanding their clients’ or organisation’s goals. They will then use their communication expertise to support the day-to-day delivery of effective campaigns to deliver specific objectives or organisational goals. Typically, this would include developing written and non-written content, contributing towards campaigns or new business proposals, and managing and sharing information with stakeholders. An individual will spend time researching various audiences and stakeholders. They will analyse and report on the impact of campaigns and programmes.
The occupation requires using one’s own initiative while supporting those leading on campaigns and programmes and involves working closely with colleagues in a team environment.
As a core element of their role, public relations and communications assistants will be required to have a good knowledge of current affairs, the media, the public relations industry and how it informs their role. They will understand how their role supports the wider organisation structure. They will apply codes of practice, legislation, and regulation in respect of their organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability.
Public relations and communications assistants will use IT systems and software to support campaigns. This may extend to the production of non-written content such as film production, live streaming, image creation and infographic production.
Typically, employees will be mainly desk-based, although travel to meetings, events and training is routinely part of the role.
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 14 months. The EPA period is typically 5 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 3000 words (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 40 minutes. The independent assessor will ask at least 4 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 6 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 Public Relations and Communications Association (PRCA) for criteria for Individual Membership. They must agree to abide by the Professional Charter and Codes of Conduct as part of their membership.
Please contact the professional body for more details.
This occupation is found in organisations that come from the public, private and third sectors. Typically, public relations and communications assistants work in agencies or in-house for employers.
The broad purpose of the occupation is the building, protecting, and maintaining of positive reputation for brands, organisations, and individuals. The role also concerns the way those brands, organisations and individuals communicate about themselves, their products, or their services with a range of audiences, via different methods.
In their daily work, an employee in this occupation will communicate and build relationships with different people. This includes the media, stakeholders, the public, internal colleagues, and various audiences to get their client’s or organisation’s message across and influence opinions and behaviour in the most effective way.
An employee in this occupation will be responsible for researching and understanding their clients’ or organisation’s goals. They will then use their communication expertise to support the day-to-day delivery of effective campaigns to deliver specific objectives or organisational goals. Typically, this would include developing written and non-written content, contributing towards campaigns or new business proposals, and managing and sharing information with stakeholders. An individual will spend time researching various audiences and stakeholders. They will analyse and report on the impact of campaigns and programmes.
The occupation requires using one’s own initiative while supporting those leading on campaigns and programmes and involves working closely with colleagues in a team environment.
As a core element of their role, public relations and communications assistants will be required to have a good knowledge of current affairs, the media, the public relations industry and how it informs their role. They will understand how their role supports the wider organisation structure. They will apply codes of practice, legislation, and regulation in respect of their organisation’s areas of operation. This will apply not only to legal and ethical responsibilities but will include the central placement of inclusion and sustainability.
Public relations and communications assistants will use IT systems and software to support campaigns. This may extend to the production of non-written content such as film production, live streaming, image creation and infographic production.
Typically, employees will be mainly desk-based, although travel to meetings, events and training is routinely part of the role.
| Duty | KSBs |
|---|---|
|
Duty 1 Develop written and non-written content and schedule this content for publication/distribution according to the public relations and communications or campaign plan. |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K15 K16 K17 K19 K20 |
|
Duty 2 Contribute to the creation of campaigns or new business proposals planning and their implementation. |
K1 K2 K3 K4 K5 K6 K10 K11 K13 K15 K16 K19 K20 |
|
Duty 3 Research, analyse and monitor stakeholders to inform engagement strategies. |
|
|
Duty 4 Monitor media to keep up to date with current affairs and build knowledge of the journalist and media landscape. |
|
|
Duty 5 Research, analyse and evaluate campaigns against key performance indicators (KPIs) to prepare future campaigns. |
|
|
Duty 6 Share content with relevant stakeholders and media, to inform and influence audiences to maintain positive relationships. |
|
|
Duty 7 Undertake reputation assessment and formulate responses to support stakeholders with the planning and implementation of reputation management and/or crisis strategies. |
K1 K2 K3 K4 K5 K6 K8 K9 K12 K16 K17 |
|
Duty 8 Support the Public Relations and Communications’ team with routine administrative, logistical, and time-sensitive tasks. |
|
|
Duty 9 Support the planning and delivery of ad hoc engagement activities such as events. |
|
|
Duty 10 Contribute to team development through sharing relevant knowledge and skills when required. |
|
|
Duty 11 Organise and coordinate stakeholder meetings. |
|
|
Duty 12 Contribute to the organisational objectives and key performance indicators to support communication activities which drive and improve performance and sustainability goals. |
K1: Current affairs, the media, the public relations industry, and how they impact their role.
Back to Duty
K2: How their role supports the wider organisation structure and works alongside other multi-disciplinary teams such as internal communications and marketing.
Back to Duty
K3: The organisation structure and objectives and how these affect the work with stakeholders or clients.
Back to Duty
K4: The structure of communication plans and how these feed into the overall communications strategy.
Back to Duty
K5: The creation and management of materials which support communication programmes, campaigns, or new business proposals.
Back to Duty
K6: The operational processes required to prioritise team and individual workloads to meet deadlines and objectives.
Back to Duty
K7: Technology and software used in the delivery of programmes and campaigns.
Back to Duty
K8: Production lead-times and deadlines for digital build, content creation, print, and media.
Back to Duty
K9: Communication techniques and approaches to interact with stakeholders to meet their requirements.
Back to Duty
K10: The importance of horizon scanning for future changes and developments in relation to the industry or sector.
Back to Duty
K11: The principles of Qualitative and Quantitative research.
Back to Duty
K12: Risk assessment methodologies and approaches to mitigate or manage reputational impact and implementation of crisis plans.
Back to Duty
K13: The importance of evaluation in demonstrating the value and impact of public relations.
Back to Duty
K14: Regulatory and legislative requirements relevant to their sector such as data protection and codes of practice.
Back to Duty
K15: How to analyse and interpret complex technical information.
Back to Duty
K16: The support requirements or development needs of their team.
Back to Duty
K17: The tools used to measure the impact of organisational objectives, and the wider environment and sustainability on public relations and communications activities.
Back to Duty
K18: Principles of conducting public relations and communications which are ethical and inclusive.
Back to Duty
K19: The principles of non-written content.
Back to Duty
K20: Approaches to distributing content using social media channels.
Back to Duty
K21: Where to source information on career professional development.
Back to Duty
S1: Use IT systems and software to support campaigns.
Back to Duty
S2: Build stakeholder relationships including developing contacts within the media and presenting to them in both formal and informal settings.
Back to Duty
S3: Support campaigns by undertaking tasks such as desk research, event co-ordination, and database management to ensure compliance with agreed service or performance levels.
Back to Duty
S4: Produce written content such as news releases, articles, social media content, bulletins, and blogs, that is accessible to meet the needs of different audiences and channels.
Back to Duty
S5: Able to adapt communication styles as appropriate to the audience.
Back to Duty
S6: Support the production of non-written content such as film production management, producing short user generated style content, live video streaming, social image creation, and infographic production.
Back to Duty
S7: Distribute content using social media channels.
Back to Duty
S8: Use qualitative and quantitative research to analyse and evaluate public relations and communications activities and present findings to project stakeholders.
Back to Duty
S9: Analyse and interpret complex subjects through different communication channels and identify areas for improvement.
Back to Duty
S10: Input to and review communications programmes and plans with a focus on environmental, social and governance (ESG) principles.
Back to Duty
S11: Undertake risk assessment and provide information to support stakeholder planning and strategy.
Back to Duty
S12: Plan and deliver engagement activities for stakeholders, such as curating the content, supporting events, and collating feedback.
Back to Duty
S13: Proofread and edit communications materials such as news releases, graphics and video, and social media content.
Back to Duty
S14: Support team and colleague development through buddying or coaching.
Back to Duty
S15: Contribute to activities which focus on improving sustainability within the organisation.
Back to Duty
S16: Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work.
Back to Duty
B1: Acts professionally and with integrity to build trust.
Back to Duty
B2: Works collaboratively and builds strong relationships with others across the organisation and external stakeholders.
Back to Duty
B3: Has accountability and ownership of their tasks and workload.
Back to Duty
B4: Seeks learning opportunities and continuous professional development.
Back to Duty
B5: Takes responsibility, shows initiative, and is organised.
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.
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the public relations and communications assistant apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Public relations and communications assistant apprentices, their employers and training providers should read this document.
A full-time public relations and communications assistant apprentice typically spends 14 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the register of end-point assessment organisations (RoEPAO).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - written project report with presentation and questioning.:
Assessment method 2 - 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:
|
On-programme - typically 14 months
|
The apprentice must:
|
|---|---|
|
End-point assessment gateway
|
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the written project report with presentation and questioning., the apprentice must submit a project scoping document. 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. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed.
For the professional discussion underpinned by a portfolio of evidence., the apprentice must submit a portfolio of evidence.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
|
End-point assessment - typically 5 months
|
The grades available for each assessment method are below
Written project report with presentation and questioning.:
Professional discussion underpinned by a portfolio of evidence.:
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship aligns with:
|
|
Re-sits and re-takes
|
|
The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 5 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
for the written project report with presentation and questioning, the apprentice must submit a project scoping document (no more than 500 words). This should include a brief summary which includes the project plan, research requirements and time frames. The project scoping document is not assessed. The EPAO should sign-off the written project report title, at gateway, to confirm its suitability prior to the written project report commencing. The agreed project will present a typical business task, appropriate for demonstrating the skills and knowledge on the standard. The agreed project will be comparable in terms of content and complexity for all apprentices - it is the context within which the knowledge, and skills must be demonstrated that will vary. Each project will take, typically, six months to complete. The project is undertaken and completed on programme and pre-gateway to the EPA. The project itself is not part of the EPA. The project will typically be undertaken on the employer’s premises or where this is not practical on the training providers premises.
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 12 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A written project report involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The written project report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The project is undertaken before the gateway and the written project report is completed after the gateway.
This assessment method has 2 components:
written project report
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This assessment method is being used because:
The apprentice must complete a written project report based on any of the following:
Examples of the types of written project report an apprentice could submit include:
To ensure the written project report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the written project report's title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that written project reports are pitched appropriately.
The written project report must be in the form of a written project report and presentation.
The apprentice must start the written project report after the gateway. The employer should ensure the apprentice has the time and resources, within the written project report period, to plan and complete their written project report.
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 written project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the written project report and any presentation materials are submitted.
The written project report must include at least:
The written project report must have a word count of 3000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the written project report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the written project report and any presentation materials to the EPAO by the end of week 12 of the EPA period.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their written project report and presentation.
The presentation should cover:
The presentation with questions must last 40 minutes. This will typically include a presentation of 15 minutes and questioning lasting 25 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 4 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO at the same time as the written project report by the end of week 12 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review the written project report and 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 written project report components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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.
The purpose is to assess the apprentice’s competence against the following 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 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence.:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Communication and campaigns
K4 K5 K7 K8 K9 S1 S3 S4 S5 S9 B2 |
Outlines the structure of communication plans and how they feed into the overall communications strategy. (K4) Describes how the materials that support programmes, campaigns and proposals are created and managed and how they use technology and software to support the delivery of programmes and campaigns. (K5, K7, S1) Explains the production lead times and deadlines they use to produce written content through a variety of different channels using terminology appropriate to the audience. (K8, S4) Summarises the communication techniques and approaches used to interact with stakeholders and how they adapt these to work collaboratively to meet the needs of the audience building strong relationships with them. (K9, S5, B2) Demonstrates how they analyse and interpret complex subjects through different communication channels in order to support campaigns and identify key areas for improvement to ensure compliance with agreed service or performance levels. (S3, S9) |
Evaluates their analysis and interpretation of complex subjects and the impact of their recommendations for improvements to comply with performance levels. (S3, S9) |
|
Media and public relations
K13 K18 S2 |
Describes the importance of evaluation in demonstrating the value and impact of public relations. (K13) Explains how they conduct public relations and communications which are ethical and inclusive in order to build stakeholder relationships and develop contacts within the media in both informal and formal settings. (K18, S2) |
Analyses and evaluates the impact of public relations on producing communications which are ethical and inclusive and recommend how these are used to improve stakeholder relationships. (K13, K18, S2) |
|
Research and analysis
K11 K15 S8 |
Describes the principles of qualitative and quantitative research and how they are used to analyse and interpret complex technical information when evaluating public relations and communications activities when presenting findings to stakeholders. (K11, K15, S8) |
Justifies the research principles used to evaluate activities and identify recommendations to improve public relations and communications activities. (K11, K15, S8) |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Communication and campaigns
K19 K20 S6 S7 S10 S12 S13 |
Describes the principles of non-written content used to support the production of communication materials. (K19, S6) Explains how they proofread and edit communications materials such as news releases, graphics and video, and social media content. (S13) Explains the approaches used to distribute content through social media channels. (K20, S7) Demonstrates how they input to and review communications programmes and plans which focus on environmental, social and governance principles. (S10) Describes how they plan and deliver engagement activities for stakeholders. (S12) |
Evaluates the approaches they have used to distribute content through social media and identify any future changes to improve the use of them. (K20, S7) |
|
Organisation, structure, and strategy
K2 K3 K10 K12 S11 S15 |
Describes how their role supports the wider organisation structure and objectives, including the organisation's work with stakeholders, and how their role contributes to activities which focus on improving sustainability. (K2, K3, S15) Explains the importance of horizon scanning to identify future changes in the sector. (K10) Describes the risk assessment methodologies and approaches they use to manage reputational impact, implement crisis plans and how they provide this information to support stakeholder planning and strategy. (K12, S11)
|
Evaluates the approaches they have taken to managing risk and the recommendations they have made to support future stakeholder planning and strategy. (K12, S11)
|
|
Media and public relations
K1 B1 |
Describes how they work with current affairs, the media, and the public relations industry to build trust and how these impacts on their role. (K1, B1) |
N/A |
|
Team, performance, and objectives
K6 K16 K17 K21 S14 B3 B4 B5 |
Describes the operational processes required to prioritise their workloads maintaining ownership and accountability, in order to meet deadlines and objectives. (K6, B3) Explains how they identify support or development requirements of their team and how they support colleague development through buddying or coaching. (K16, S14) Explains the importance of being organised and taking responsibility of communication activities when using tools to measure the impact of organisational objectives on the wider environment and sustainability. (K17, B5) Explains how they identify and seek out opportunities for professional development. (K21, B4) |
Evaluates what impacts have been made on the wider environment and sustainability and how they have presented their findings and recommendations. (K17) |
|
Regulations and legislation
K14 S16 |
Explains the regulatory and legislative requirements which impact on their role and their practical application relevant to their work. (K14, S16). |
N/A |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the: written project report with presentation and questioning. and professional discussion underpinned by a portfolio of evidence. in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Written project report with presentation and questioning. | Professional discussion underpinned by a portfolio of evidence. | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 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 written project report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies, and procedures that an EPAO must have in place to ensure valid, consistent, and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
They must agree to abide by the Professional Charter and Codes of Conduct as part of their membership.
| Knowledge | Assessment methods |
|---|---|
|
K1
Current affairs, the media, the public relations industry, and how they impact their role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K2
How their role supports the wider organisation structure and works alongside other multi-disciplinary teams such as internal communications and marketing. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K3
The organisation structure and objectives and how these affect the work with stakeholders or clients. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K4
The structure of communication plans and how these feed into the overall communications strategy. Back to Grading |
Written project report with presentation and questioning. |
|
K5
The creation and management of materials which support communication programmes, campaigns, or new business proposals. Back to Grading |
Written project report with presentation and questioning. |
|
K6
The operational processes required to prioritise team and individual workloads to meet deadlines and objectives. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K7
Technology and software used in the delivery of programmes and campaigns. Back to Grading |
Written project report with presentation and questioning. |
|
K8
Production lead-times and deadlines for digital build, content creation, print, and media. Back to Grading |
Written project report with presentation and questioning. |
|
K9
Communication techniques and approaches to interact with stakeholders to meet their requirements. Back to Grading |
Written project report with presentation and questioning. |
|
K10
The importance of horizon scanning for future changes and developments in relation to the industry or sector. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K11
The principles of Qualitative and Quantitative research. Back to Grading |
Written project report with presentation and questioning. |
|
K12
Risk assessment methodologies and approaches to mitigate or manage reputational impact and implementation of crisis plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K13
The importance of evaluation in demonstrating the value and impact of public relations. Back to Grading |
Written project report with presentation and questioning. |
|
K14
Regulatory and legislative requirements relevant to their sector such as data protection and codes of practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K15
How to analyse and interpret complex technical information. Back to Grading |
Written project report with presentation and questioning. |
|
K16
The support requirements or development needs of their team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K17
The tools used to measure the impact of organisational objectives, and the wider environment and sustainability on public relations and communications activities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K18
Principles of conducting public relations and communications which are ethical and inclusive. Back to Grading |
Written project report with presentation and questioning. |
|
K19
The principles of non-written content. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K20
Approaches to distributing content using social media channels. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
K21
Where to source information on career professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
| Skill | Assessment methods |
|---|---|
|
S1
Use IT systems and software to support campaigns. Back to Grading |
Written project report with presentation and questioning. |
|
S2
Build stakeholder relationships including developing contacts within the media and presenting to them in both formal and informal settings. Back to Grading |
Written project report with presentation and questioning. |
|
S3
Support campaigns by undertaking tasks such as desk research, event co-ordination, and database management to ensure compliance with agreed service or performance levels. Back to Grading |
Written project report with presentation and questioning. |
|
S4
Produce written content such as news releases, articles, social media content, bulletins, and blogs, that is accessible to meet the needs of different audiences and channels. Back to Grading |
Written project report with presentation and questioning. |
|
S5
Able to adapt communication styles as appropriate to the audience. Back to Grading |
Written project report with presentation and questioning. |
|
S6
Support the production of non-written content such as film production management, producing short user generated style content, live video streaming, social image creation, and infographic production. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S7
Distribute content using social media channels. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S8
Use qualitative and quantitative research to analyse and evaluate public relations and communications activities and present findings to project stakeholders. Back to Grading |
Written project report with presentation and questioning. |
|
S9
Analyse and interpret complex subjects through different communication channels and identify areas for improvement. Back to Grading |
Written project report with presentation and questioning. |
|
S10
Input to and review communications programmes and plans with a focus on environmental, social and governance (ESG) principles. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S11
Undertake risk assessment and provide information to support stakeholder planning and strategy. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S12
Plan and deliver engagement activities for stakeholders, such as curating the content, supporting events, and collating feedback. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S13
Proofread and edit communications materials such as news releases, graphics and video, and social media content. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S14
Support team and colleague development through buddying or coaching. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S15
Contribute to activities which focus on improving sustainability within the organisation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
S16
Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
| Behaviour | Assessment methods |
|---|---|
|
B1
Acts professionally and with integrity to build trust. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B2
Works collaboratively and builds strong relationships with others across the organisation and external stakeholders. Back to Grading |
Written project report with presentation and questioning. |
|
B3
Has accountability and ownership of their tasks and workload. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B4
Seeks learning opportunities and continuous professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
|
B5
Takes responsibility, shows initiative, and is organised. Back to Grading |
Professional discussion underpinned by a portfolio of evidence. |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Communication and campaigns
K4 K5 K7 K8 K9 S1 S3 S4 S5 S9 B2 |
The structure of communication plans and how these feed into the overall communications strategy. (K4) The creation and management of materials which support communication programmes, campaigns, or new business proposals. (K5) Technology and software used in the delivery of programmes and campaigns. (K7) Production lead-times and deadlines for digital build, content creation, print, and media. (K8) Communication techniques and approaches to interact with stakeholders to meet their requirements. (K9) |
Use IT systems and software to support campaigns. (S1) Support campaigns by undertaking tasks such as desk research, event co-ordination, and database management to ensure compliance with agreed service or performance levels. (S3) Produce written content such as news releases, articles, social media content, bulletins, and blogs, that is accessible to meet the needs of different audiences and channels. (S4) Able to adapt communication styles as appropriate to the audience. (S5) Analyse and interpret complex subjects through different communication channels and identify areas for improvement. (S9) |
Works collaboratively and builds strong relationships with others across the organisation and external stakeholders. (B2) |
|
Media and public relations
K13 K18 S2 |
The importance of evaluation in demonstrating the value and impact of public relations. (K13) Principles of conducting public relations and communications which are ethical and inclusive. (K18) |
Build stakeholder relationships including developing contacts within the media and presenting to them in both formal and informal settings. (S2) |
None |
|
Research and analysis
K11 K15 S8 |
The principles of Qualitative and Quantitative research. (K11) How to analyse and interpret complex technical information. (K15) |
Use qualitative and quantitative research to analyse and evaluate public relations and communications activities and present findings to project stakeholders. (S8) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Communication and campaigns
K19 K20 S6 S7 S10 S12 S13 |
The principles of non-written content. (K19) Approaches to distributing content using social media channels. (K20) |
Support the production of non-written content such as film production management, producing short user generated style content, live video streaming, social image creation, and infographic production. (S6) Distribute content using social media channels. (S7) Input to and review communications programmes and plans with a focus on environmental, social and governance (ESG) principles. (S10) Plan and deliver engagement activities for stakeholders, such as curating the content, supporting events, and collating feedback. (S12) Proofread and edit communications materials such as news releases, graphics and video, and social media content. (S13) |
None |
|
Organisation, structure, and strategy
K2 K3 K10 K12 S11 S15 |
How their role supports the wider organisation structure and works alongside other multi-disciplinary teams such as internal communications and marketing. (K2) The organisation structure and objectives and how these affect the work with stakeholders or clients. (K3) The importance of horizon scanning for future changes and developments in relation to the industry or sector. (K10) Risk assessment methodologies and approaches to mitigate or manage reputational impact and implementation of crisis plans. (K12) |
Undertake risk assessment and provide information to support stakeholder planning and strategy. (S11) Contribute to activities which focus on improving sustainability within the organisation. (S15) |
None |
|
Media and public relations
K1 B1 |
Current affairs, the media, the public relations industry, and how they impact their role. (K1) |
None |
Acts professionally and with integrity to build trust. (B1) |
|
Team, performance, and objectives
K6 K16 K17 K21 S14 B3 B4 B5 |
The operational processes required to prioritise team and individual workloads to meet deadlines and objectives. (K6) The support requirements or development needs of their team. (K16) The tools used to measure the impact of organisational objectives, and the wider environment and sustainability on public relations and communications activities. (K17) Where to source information on career professional development. (K21) |
Support team and colleague development through buddying or coaching. (S14) |
Has accountability and ownership of their tasks and workload. (B3) Seeks learning opportunities and continuous professional development. (B4) Takes responsibility, shows initiative, and is organised. (B5) |
|
Regulations and legislation
K14 S16 |
Regulatory and legislative requirements relevant to their sector such as data protection and codes of practice. (K14) |
Apply relevant legislation, regulations, codes of practice, and ethical guidance where appropriate to their work. (S16) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | Occupational standard, end-point assessment plan and funding band revised | 01/02/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 27/03/2018 | 31/01/2024 | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence