This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has obtained Ofqual recognition. Once the EPAO has obtained Ofqual recognition, funding for apprentice starts will be permitted and this message will be removed.
To safely design and construct bespoke scenic elements.
This occupation is found in theatres, live events, film and TV and commercial workshops who undertake work for these organisations.
Scenic Construction Technicians, depending on employer requirements and contracts, also undertake work in conference venues, theme parks, shop/restaurant displays, themed installations, festivals, corporate events and exhibitions. The broad purpose of the occupation is to safely design and construct bespoke scenic elements for example simple walled structures (flats), platforms, doors, stairs, windows and floors using a variety of techniques including using carpentry skills, metal fabrication skills and draughting skills. Scenic Construction Technicians follow the design specification of the designer and work within the parameters that various environments dictate for example working at height or within confined spaces. They may make their own basic technical drawings or use more complex ones provided by others.
Scenic Construction Technicians pre-fit large assemblies of smaller components and break them down for transportation/storage or delivery to the client, checking materials for defects at all times. They may also be part of a construction team that fits up the scenic elements onstage/onsite, working closely with other departments such as the stage crews, rigging and automation department, lighting and sound departments. They undertake repairs and maintenance to the sets during the set lifetime as well as store, repair and maintain tools and equipment which they use.
They are required to communicate with other stakeholders about the design. As required they will discuss the design specification, typically with the designer, offering alternative suggestions on materials, for example. They work efficiently and effectively to minimise the environmental impact of their work whilst maximising sustainability. This can be done by controlling personal material use and minimising waste.
In their daily work, an employee in this occupation interacts with fellow team members such as carpenters, lead carpenter, metal fabricators, draughts people, the construction manager and their supervisor who may check process and provide guidance. They may also interact with designers in connection with the interpretation of their vision, to make sure it is being interpreted accurately. They may interact with the client whilst they check progress but this occurs less frequently.
Once the scenic element is constructed, they interact with scenic artists, production managers, stage supervisors, crew, directors, lighting designers, sound designers, video designers, choreographers, illusionists and prop makers to ensure that the scenic elements can be installed and finished as required.
An employee in this occupation will be responsible for achieving the designer’s vision for the scenic elements by interpreting and working from more complex construction drawings, models and references created by others. Working to agreed specifications, they produce scenic elements, which may be bespoke, creating their own basic construction drawings for example 2D, for basic wooden or metal frames. Prior to construction, they check materials for defects, informing others if appropriate, in accordance with procedure requirements.
Scenic Construction Technicians will work with others to achieve the objectives of the project, including timescales and the interpretation of the designer’s vision. They must adhere to health, safety, environmental and sustainability policies, procedures and regulations including the safe use, required maintenance and safe storage of tools and equipment in accordance with local and manufacturer’s requirements. They will effectively control personal material use, taking into account material sustainability and environmental impact to minimise waste and increase efficiency.
They will adapt their approach as the situation, circumstances and/or people change whilst achieving personal objectives set by their manager They are trusted to work unsupervised under the brief of their supervisor. They will be required to work during evenings and weekends during 'fit up' and production periods.
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 30 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Interview underpinned by a portfolio of evidence
You will have an interview with an independent assessor. It will last at least 70 minutes. They will ask you at least 13 questions. The questions will be about certain aspects of your occupation. You can use it to help answer the questions.
Project with a product
You will complete a project and create a product. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway.
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 60 minutes. They will ask at least 6 questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in theatres, live events, film and TV and commercial workshops who undertake work for these organisations.
Scenic Construction Technicians, depending on employer requirements and contracts, also undertake work in conference venues, theme parks, shop/restaurant displays, themed installations, festivals, corporate events and exhibitions. The broad purpose of the occupation is to safely design and construct bespoke scenic elements for example simple walled structures (flats), platforms, doors, stairs, windows and floors using a variety of techniques including using carpentry skills, metal fabrication skills and draughting skills. Scenic Construction Technicians follow the design specification of the designer and work within the parameters that various environments dictate for example working at height or within confined spaces. They may make their own basic technical drawings or use more complex ones provided by others.
Scenic Construction Technicians pre-fit large assemblies of smaller components and break them down for transportation/storage or delivery to the client, checking materials for defects at all times. They may also be part of a construction team that fits up the scenic elements onstage/onsite, working closely with other departments such as the stage crews, rigging and automation department, lighting and sound departments. They undertake repairs and maintenance to the sets during the set lifetime as well as store, repair and maintain tools and equipment which they use.
They are required to communicate with other stakeholders about the design. As required they will discuss the design specification, typically with the designer, offering alternative suggestions on materials, for example. They work efficiently and effectively to minimise the environmental impact of their work whilst maximising sustainability. This can be done by controlling personal material use and minimising waste.
In their daily work, an employee in this occupation interacts with fellow team members such as carpenters, lead carpenter, metal fabricators, draughts people, the construction manager and their supervisor who may check process and provide guidance. They may also interact with designers in connection with the interpretation of their vision, to make sure it is being interpreted accurately. They may interact with the client whilst they check progress but this occurs less frequently.
Once the scenic element is constructed, they interact with scenic artists, production managers, stage supervisors, crew, directors, lighting designers, sound designers, video designers, choreographers, illusionists and prop makers to ensure that the scenic elements can be installed and finished as required.
An employee in this occupation will be responsible for achieving the designer’s vision for the scenic elements by interpreting and working from more complex construction drawings, models and references created by others. Working to agreed specifications, they produce scenic elements, which may be bespoke, creating their own basic construction drawings for example 2D, for basic wooden or metal frames. Prior to construction, they check materials for defects, informing others if appropriate, in accordance with procedure requirements.
Scenic Construction Technicians will work with others to achieve the objectives of the project, including timescales and the interpretation of the designer’s vision. They must adhere to health, safety, environmental and sustainability policies, procedures and regulations including the safe use, required maintenance and safe storage of tools and equipment in accordance with local and manufacturer’s requirements. They will effectively control personal material use, taking into account material sustainability and environmental impact to minimise waste and increase efficiency.
They will adapt their approach as the situation, circumstances and/or people change whilst achieving personal objectives set by their manager They are trusted to work unsupervised under the brief of their supervisor. They will be required to work during evenings and weekends during 'fit up' and production periods.
| Duty | KSBs |
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Duty 1 Collaborate with the set designer(s) and/or other team members to understand, to accurately interpret and communicate a designer’s vision for example the scale of an object, to other stakeholders and team members. This may include offering alternative suggestions to the designer about materials for example |
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Duty 2 Produce two-dimensional construction drawings, using CAD for example, which show the plan and elevation of the object, materials and dimensions of simple scenic elements for example flats, lay them on a paper sheet in order to print them to the correct scale for the metal worker or carpenter to work from |
K1 K2 K3 K5 K6 K7 K8 K19 K22 K24 K25 |
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Duty 3 Using more complex construction drawings i.e. a greater number of elements or complex isometrics/geometry, manufacture the designer’s vision to meet the required specification |
K2 K5 K6 K7 K8 K19 K21 K22 K24 |
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Duty 4 Measure, cut, grind, drill and weld metal components to safely create scenic structures and frameworks |
K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K19 K20 K21 K22 K24 K25 |
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Duty 5 Measure, cut and drill wood components, using appropriate tools, equipment and materials as well as using a range of fixing methods (for example glue and screw), to safely create scenic structures and frameworks |
K1 K2 K3 K4 K5 K6 K7 K8 K12 K13 K19 K20 K21 K22 K24 K25 |
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Duty 6 Measure, cut, fix and construct components, using sustainable materials which may include paper-based materials, using appropriate tools, equipment and materials as well as using a range of fixing and construction methods (for example hot glue and interlocking joints and folds), to safely create scenic structures and frameworks |
K1 K2 K3 K4 K5 K6 K7 K8 K14 K15 K19 K20 K21 K22 K24 K25 |
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Duty 7 Apply, bond or fix range of materials for example fabric or plastic on to wooden and/or metal structures, using mechanical or chemical fixings for example nails, screws, tape, adhesives |
K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12 K13 K14 K15 K16 K19 K20 K21 K22 K24 K25 |
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Duty 8 Assess, plan, move, load and secure large scenic elements for example heavy, large, awkward, unbalanced objects, safely using the appropriate tools, techniques and equipment between different internal/external spaces, in accordance with lifting plans, risk assessments and method statements. |
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Duty 9 Assemble individual scenic elements into completed structures either in the workshop or as part of an installation taking in to account the logistical parameters of the environment |
K1 K2 K5 K6 K7 K8 K16 K17 K18 K20 K21 K22 K23 K24 K25 |
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Duty 10 Undertake routine repairs and maintenance to tools and equipment for example replace saw blades, in accordance with policies and procedures, risk assessments and manufacturers’ instructions and ensure they are correctly stored |
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Duty 11 Undertake repairs and maintenance of sets, sympathetic to the designers brief, during and after performances as required to return them to the original design ensuring visual and structural integrity. |
K1: The production lifecycle for example, what finish will be applied, robust enough to withstand multiple installations when required. How finishes and choice of materials affect sustainability
Back to Duty
K2: The range of technical processes required to achieve the finished scenic element for example reading the drawing, measuring and marking out, cutting, assembling and finishing using processes appropriate to the materials being used. How to choose the correct process
Back to Duty
K3: The range of Designer’s creative working processes and communication methods for example detailed scale model, mood boards and their impact on the scenic construction process for example, use of available / sustainable materials, and use of reference materials
Back to Duty
K4: The range of design software for example, Computer Aided Design, Photoshop, digital visualisations which may be used and presented by Designers
Back to Duty
K5: Industry language to be able to understand others’ instructions and to convey appropriate information
Back to Duty
K6: The range of information contained within technical drawings for example, different projections, how to read dimensions, impact of specified notes.
Back to Duty
K7: The range of written and verbal communication techniques and when they are used to best effect
Back to Duty
K8: Statutory, quality, organisational and health and safety regulations, including the Health and Safety at Work Act 1974, method statements and risk assessments, Control of Substances Hazardous to Health 2002, Lifting Operations and Lifting Equipment Regulations 1998, Provision and Use of Work Equipment Regulations 1998, and the Construction (Design and Management) Regulations 2015, ABTT Yellow Book and Theatre Green Book
Back to Duty
K9: Requirements of basic MIG coding welding to BS4872
Back to Duty
K10: The processes for measuring, cutting, grinding, drilling and welding metal scenic structures/frameworks/assemblies
Back to Duty
K11: The processes for measuring, cutting, grinding, drilling and welding metal scenic components
Back to Duty
K12: The processes for measuring, cutting drilling and joining wood scenic structures/frameworks/assemblies
Back to Duty
K13: The processes for measuring, cutting, drilling and joining wood scenic components
Back to Duty
K14: The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic structures/frameworks/assemblies
Back to Duty
K15: The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic components
Back to Duty
K16: The range of fixing methods used on scenic assemblies
Back to Duty
K17: The processes to assemble individual scenic parts
Back to Duty
K18: The processes to assemble scenic elements from individual parts including marking setting lines from a drawing to locate scenery in the correct place.
Back to Duty
K19: The range of materials available, their applications and limits and how their potential use can impact upon the environment for example type of material, standard sheet sizes, material thicknesses, and fire resistance values. The choice of materials and finishes in relation to recycling and sustainability
Back to Duty
K20: Requirements and impacts of a range of working environments outside of the scenic workshop for example the range of lifting capacities available, different building or site induction processes, awkward access into a venue
Back to Duty
K21: The principles, legislation, and best working practice for suspending items above ground for example, the correct use of slings, hoists, steel wire ropes, and shackles
Back to Duty
K22: The principles, legislation and best working practice for working at height for example Work at Height Regulations
Back to Duty
K23: The range of moving and securing equipment available and how to identify the correct equipment for each task for example, use of wheeled trolleys, pallet trucks, or forklifts to assist with moving and securing large scenic structures/frameworks/assemblies
Back to Duty
K24: The range of tools and machinery available and how to identify and use the correct one(s) for each task for example, measuring and marking tools, saws, drills, Computer Numerical Control (CNC) routers
Back to Duty
K25: The language used around sustainability for example what is meant by sustainability, recyclability, carbon footprint and the considerations around using sustainable materials and evaluating their impact
Back to Duty
S1: Interpret the drawing or reference to deliver the Designer’s requirements
Back to Duty
S2: Research and evaluate new technologies and sustainable materials that could contribute to the scenic production process and discuss them with others to identify possible changes
Back to Duty
S3: Use industry language and terminology when communicating with others
Back to Duty
S4: Interpret design requirements which may be presented using a range of software. This may include creating basic visualisation to help others see how designs are used practically.
Back to Duty
S5: Produce 2-dimentional construction drawings to achieve the designer’s vision and in a format that enables the metal worker/carpenter/paper-board convertor to work from
Back to Duty
S6: Use complex drawings i.e. greater number of elements or complex isometrics/geometry to create scenic elements to meet designer’s requirements
Back to Duty
S7: Measure, cut, grind, drill and weld metal to create scenic structures/frameworks/assemblies
Back to Duty
S8: Measure, cut, grind, drill and weld metal to create scenic components
Back to Duty
S9: Measure, cut drill and join wood to create scenic structures/frameworks/assembles
Back to Duty
S10: Measure, cut drill and join wood to create scenic components
Back to Duty
S11: Measure, cut and fix sustainable materials which may include paper-based materials to create scenic structures/frameworks/assemblies
Back to Duty
S12: Measure, cut and fix sustainable materials which may include paper-based materials to create scenic components
Back to Duty
S13: Use a range of suitable fixing methods
Back to Duty
S14: Use resources for example materials, efficiently and effectively to contribute to the smooth running of the workshop and installation on set and ensure it meets its resource constraints activities for example, choosing the correct material
Back to Duty
S15: Comply with statutory, quality, organisational and health and safety regulations when producing scenic elements including undertaking risk assessments, working to method statements, reporting hazardous substances.
Back to Duty
S16: Seek additional advice or expertise from others to support activities
Back to Duty
S17: Choose the correct material to produce/repair the scenic elements
Back to Duty
S18: Choose the correct process to apply the materials to the scenic elements which may include paint finishes/texturing/aging
Back to Duty
S19: Use mechanical or chemical fixings/bondings as appropriate to the situation
Back to Duty
S20: Recycle and/or safely dispose of waste materials
Back to Duty
S21: Follow written, pictorial and verbal instructions to deliver, locate and assemble and secure the scenic elements
Back to Duty
S22: Hang scenic elements correctly using a range of appropriate equipment for example eye bolts, flying irons
Back to Duty
S23: Inspect, maintain, repair and store tools and equipment in-line with manufacturer, legislative and company requirements
Back to Duty
S24: Operate workshop machinery, tools, and other equipment safely and efficiently to meet the design specification
Back to Duty
S25: Chose and use the appropriate tools/equipment for each task for example, measuring and marking tools, saws, drills, glue guns, Computer Numerical Control (CNC) routers
Back to Duty
B1: Maintains a clean and safe working environment
Back to Duty
B2: Pays attention to detail and work is accurate
Back to Duty
B3: Is pro-active and purposeful when working on their activities, applies the appropriate knowledge. Seeks support when it is needed from line-manager and reports changes and concerns at all times
Back to Duty
B4: Establishes effective working relationships with co-workers, managers and other departments and helps others to achieve their objectives
Back to Duty
B5: Works safely and is aware of key health, safety, and welfare issues and their impact on day to day activities
Back to Duty
B6: Identifies unexpected challenges or deviation from the specifications and offers appropriate solutions or seeks appropriate guidance
Back to Duty
B7: Committed to continued professional development
Back to Duty
B8: Seeks materials, working methods and construction techniques that support environmental sustainability
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.0
This document explains the requirements for end-point assessment (EPA) for the scenic construction technician apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering their EPA.
Scenic construction technician apprenticeship, 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 30 months on-programme (this means in training before the gateway) working towards competence as a scenic construction technician. All apprentices must spend at least 12 months on-programme. All apprentices must spend at least 20% of their on-programme time completing off-the-job training.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - interview underpinned by portfolio of evidence :
Assessment method 2 - construction project and questioning :
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 30 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 mathematics qualifications at Level 21, if required. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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End-point assessment - typically 3 months
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Grades available for each assessment method: Interview underpinned by portfolio of evidence
Construction project and questioning
Overall EPA and apprenticeship can be graded:
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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 3 months.
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 the apprentice is working at or above the occupational standard as a scenic construction technician. They 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 apprentices must meet the gateway requirements before starting their EPA.
These are:
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 interview . The independent assessor should review the portfolio of evidence to prepare questions for the interview . They are not required to provide feedback after this review.
The apprentices must submit any policies and procedures as requested by the EPAO.
The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the interview, an independent assessor asks the apprentice questions. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This EPA method is being used because:
The interview must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the interview.
The purpose of the independent assessor's questions will be to cover the following:
The EPAO must give an apprentice 2 weeks' notice of the interview.
The interview must last for 70 minutes. The independent assessor can increase the time of the interview by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 13 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the interview underpinned by portfolio of evidence :
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
The project assessment method involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. This process may include for example, research, analysis and the completion of tasks or activities to achieve the outcome. The assessment method will have an output at the end of the defined piece of work. The work completed for the project assessment method must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
completion of the defined piece of work for the project with a project output
completion of the defined piece of work for the question and answer session
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This EPA method is being used because:
this is a practical role, best demonstrated through completing tasks in a realistic work setting.
The apprentice must complete a project based on any of the following:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a product.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their product unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the product is submitted.
The product must include at least:
Technical Drawings
• produce a 2-dimentional construction drawing to work from for the project, demonstrating sustainability considerations in regard to choice of materials, finishes and processes
Making scenic elements
• undertake a risk assessment, work to method statements, report any hazardous substances
• measure, cut, grind, drill and/or weld metal to produce a metal component(s)
• measure, cut and/or drill wood to create a wooden component(s)
• measure, cut, fix and apply finishes to sustainable materials which may include paper-based materials to assemble and complete elements
• make a hinged opening
Apply, bond or fix a range of materials
• use a range of fixing methods to clad the component(s)
• choose correct materials, application process and use mechanical or chemical fixings/bondings
• recycle and/or safely dispose of waste materials
Assess, plan, move, load, assemble and secure scenic elements
• identify and use the process(es) to assemble scenic elements
• identify and use best working practice, based on principles and legislation, for hanging/suspending items above ground
• identify the appropriate moving and securing equipment available to complete the task(s)
Tools, machinery and equipment
• choose and safely use the appropriate machinery/tools/equipment for each task
The KSBs required for this assessment method are detailed in the mapping section. Materials used can be recycled from existing stock.
The apprentice must complete and submit the product to the EPAO by the end of week 4 of the EPA period. The apprentice must produce and include a mapping, showing how the product evidences the KSBs mapped to this assessment method.
The question and answer session must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must be questioned about their project and product.
The question and answer session must last for 60 minutes. The independent assessor must use the full time available for questioning and they can increase the total time by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 6 questions. They must use the questions from their EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The independent assessor must have at least 1 weeks to review the product before the question and answer session, to allow them to prepare questions.
The apprentice must be given at least 2 days’ notice of the question and answer session.
The apprentice may choose to end the question and answer session early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The question and answer session must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Interpret the designer’s brief
K1 K2 K3 K4 K5 K7 S1 S2 S3 S4 B6 B7 |
Describes the production lifecycle, the range of technical processes and how to choose the correct one taking into account the effect on sustainability to achieve the finished scenic element. K1, K2 Explains how they have interpreted different designer’s requirements by working with a range of creative working processes, design software, and other communication methods and their impact on the scenic construction process. K3, K4, S4 Explains using a range of written and verbal communication techniques and industry language and terminology to best effect, to understand others’ instructions and to convey appropriate information. K5, K7, S3 Explains identifying unexpected challenges or deviation from the specifications and offering appropriate solutions or seeking appropriate guidance B6 Commits to continued professional development and undertakes research and evaluates new technologies and sustainable materials that could contribute to the scenic production process and discusses them with others to identify possible changes S2, B7 |
Evaluates the impact of choosing the incorrect technical processes, including design software, on the finished scenic element. K2 K4, S4 |
|
Technical drawings
K6 S6 |
Describes the range of information contained within technical drawings and explains the use of complex drawings i.e. greater number of elements or complex isometrics/geometry to create scenic elements to meet the designer’s requirements. K6, S6 |
No distinction criteria for this descriptor.
|
|
Making scenic structures, frameworks or assemblies
K8 K9 K10 K12 K14 S7 S9 S11 |
Explains the impact of statutory, quality, organisational and health and safety regulations, including the Health and Safety at Work Act 1974, Control of Substances Hazardous to Health 2002, Lifting Operations and Lifting Equipment Regulations 1998, Provision and Use of Work Equipment Regulations 1998, and the Construction (Design and Management) Regulations 2015 on making scenic structures, frameworks or assemblies. K8 Explains the requirements of basic MIG coding welding to BS 4872, the processes for measuring, cutting, grinding, drilling and welding metal to create scenic structures/frameworks/assemblies. K9, K10, S7 Explains the process for measuring, cutting and fixing wood structures to create scenic structures/frameworks/assemblies. K12, S9 Explains the process for measuring, cutting and fixing other sustainable materials to create scenic structures/frameworks/assemblies K14, S11
|
Justifies their choice of process, considering the associated statutory, quality, organisational and health and safety regulations, for measuring, cutting, grinding, drilling and welding metals, wood and sustainable materials to create scenic structures/frameworks/assemblies. K8, K9, K10, K12, K14, S7, S9, S11 |
|
Apply, bond or fix a range of materials
K19 K25 S14 S16 B8 |
K19, K25, S14, S16, B8
|
Justifies their selection and use of specific processes and materials in relation to resource constraints and environmental impact. K19, S14 |
|
Assess, plan, move, load, assemble and secure scenic elements
K20 K23 B4 |
Explains establishing effective working relationships, helping others achieve their objectives and the impact of working with them in a range of working environments outside of the scenic workshop. K20, B4 Identifies the range of moving and securing equipment available and how to identify the correct equipment for each task to assist with moving and securing large scenic structures/frameworks/assemblies. K23 |
Evaluates the impact of choosing the incorrect moving and securing equipment to assist with moving and securing large scenic structures/frameworks/assemblies.
|
|
Tools, machinery and equipment
K24 S23 |
Describes the range of tools and machinery available and how to identify and use the correct one(s) for each task, inspecting, maintaining, repairing and storing them in-line with manufacturer, legislative and company requirements. K24, S23 |
Evaluates the impact of incorrect identification, maintenance and storage of tools and machinery. K24, S23 |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all the pass descriptors
|
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Technical Drawings
S5 B2 |
Pays attention to the detail and work is accurate when producing 2-dimentional construction drawings to achieve the designer’s vision and in a format that enables the metal worker/carpenter/paper-board convertor and others to work from. S5, B2 |
No distinction criteria for this descriptor.
|
|
Making scenic elements
K11 K13 K15 S8 S10 S12 S15 B1 |
Measures, cuts, grinds, drills and welds metal to create scenic components. K11 S8 Measures, cuts and drills wood to create scenic components. K13, S10 Measures, cuts and fixes sustainable materials to create scenic components. K15, S12 Maintains a clean, safe working environment and complies with statutory, quality, organisational and health and safety regulations including working to method statements and producing risk assessments when making scenic elements. S15, B1
|
Demonstrates accuracy and skillful application of tools in the completion of tasks, mitigating re-work time and costs. K11, K13, K15, S8, S10, S12 |
|
Apply, bond or fix a range of materials
K16 S13 S17 S18 S19 S20 B3 |
Identifies and uses a range of fixing methods. K16, S13 Chooses the correct material to produce/repair the scenic elements and the correct process to apply the materials to the scenic elements, using mechanical or chemical fixings/bondings as appropriate. S17, S18, S19 Recycles and/or safely disposes of waste materials, taking ownership of work and seeking support when it is needed from line-manager. Reports changes and concerns at all times. S20, B3 |
No distinction criteria for this descriptor. |
|
Assess, plan, move, load, assemble and secure scenic elements
K17 K18 K21 K22 S21 S22 B5 |
Follows written, pictorial and verbal instructions to safely deliver, assemble, hang using equipment, move and secure the individual scenic parts/elements. K17, K18, S21, S22, B5 Applies the principles, legislation and best working practice for suspending items above ground and working at height. K21, K22 |
Scenic components/elements are safely delivered, assembled, hung, moved, and secured using the correct equipment, right first time, mitigating re-work time and costs K17, K18, S21, S22, B5 |
|
Tools, machinery and equipment
S24 S25 |
Selects and safely and efficiently operates the appropriate machinery/tools/equipment for each task to meet the design specification.
|
No distinction criteria for this descriptor. |
The assessment methods contribute equally to the overall EPA pass grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: interview underpinned by portfolio of evidence and construction project and questioning according to the requirements set out in this EPA plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
An apprentice who fails one or more assessment method will be awarded an overall EPA fail.
An apprentice must achieve at least a pass in all the assessment methods to get an overall pass. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA overall.
| Interview underpinned by portfolio of evidence | Construction project and questioning | Overall Grading |
|---|---|---|
| Fail | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Distinction | Distinction |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| Fail | Pass | Fail |
| Pass | Fail | Fail |
An apprentice who fails one or more assessment method(s) 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.
An apprentice 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 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
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.
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 |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
|
|
EPAO |
As a minimum, the EPAO must:
Pre-gateway, the EPAO must:
At the gateway, the EPAO must:
Post-gateway, EPAOs must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider should:
|
|
An additional person required during the practical assessment |
As a minimum, the competent person will:
|
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 the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO 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:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
|
K1
The production lifecycle for example, what finish will be applied, robust enough to withstand multiple installations when required. How finishes and choice of materials affect sustainability Back to Grading |
Interview underpinned by portfolio of evidence |
|
K2
The range of technical processes required to achieve the finished scenic element for example reading the drawing, measuring and marking out, cutting, assembling and finishing using processes appropriate to the materials being used. How to choose the correct process Back to Grading |
Interview underpinned by portfolio of evidence |
|
K3
The range of Designer’s creative working processes and communication methods for example detailed scale model, mood boards and their impact on the scenic construction process for example, use of available / sustainable materials, and use of reference materials Back to Grading |
Interview underpinned by portfolio of evidence |
|
K4
The range of design software for example, Computer Aided Design, Photoshop, digital visualisations which may be used and presented by Designers Back to Grading |
Interview underpinned by portfolio of evidence |
|
K5
Industry language to be able to understand others’ instructions and to convey appropriate information Back to Grading |
Interview underpinned by portfolio of evidence |
|
K6
The range of information contained within technical drawings for example, different projections, how to read dimensions, impact of specified notes. Back to Grading |
Interview underpinned by portfolio of evidence |
|
K7
The range of written and verbal communication techniques and when they are used to best effect Back to Grading |
Interview underpinned by portfolio of evidence |
|
K8
Statutory, quality, organisational and health and safety regulations, including the Health and Safety at Work Act 1974, method statements and risk assessments, Control of Substances Hazardous to Health 2002, Lifting Operations and Lifting Equipment Regulations 1998, Provision and Use of Work Equipment Regulations 1998, and the Construction (Design and Management) Regulations 2015, ABTT Yellow Book and Theatre Green Book Back to Grading |
Interview underpinned by portfolio of evidence |
|
K9
Requirements of basic MIG coding welding to BS4872 Back to Grading |
Interview underpinned by portfolio of evidence |
|
K10
The processes for measuring, cutting, grinding, drilling and welding metal scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
K11
The processes for measuring, cutting, grinding, drilling and welding metal scenic components Back to Grading |
Construction project and questioning |
|
K12
The processes for measuring, cutting drilling and joining wood scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
K13
The processes for measuring, cutting, drilling and joining wood scenic components Back to Grading |
Construction project and questioning |
|
K14
The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
K15
The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic components Back to Grading |
Construction project and questioning |
|
K16
The range of fixing methods used on scenic assemblies Back to Grading |
Construction project and questioning |
|
K17
The processes to assemble individual scenic parts Back to Grading |
Construction project and questioning |
|
K18
The processes to assemble scenic elements from individual parts including marking setting lines from a drawing to locate scenery in the correct place. Back to Grading |
Construction project and questioning |
|
K19
The range of materials available, their applications and limits and how their potential use can impact upon the environment for example type of material, standard sheet sizes, material thicknesses, and fire resistance values. The choice of materials and finishes in relation to recycling and sustainability Back to Grading |
Interview underpinned by portfolio of evidence |
|
K20
Requirements and impacts of a range of working environments outside of the scenic workshop for example the range of lifting capacities available, different building or site induction processes, awkward access into a venue Back to Grading |
Interview underpinned by portfolio of evidence |
|
K21
The principles, legislation, and best working practice for suspending items above ground for example, the correct use of slings, hoists, steel wire ropes, and shackles Back to Grading |
Construction project and questioning |
|
K22
The principles, legislation and best working practice for working at height for example Work at Height Regulations Back to Grading |
Construction project and questioning |
|
K23
The range of moving and securing equipment available and how to identify the correct equipment for each task for example, use of wheeled trolleys, pallet trucks, or forklifts to assist with moving and securing large scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
K24
The range of tools and machinery available and how to identify and use the correct one(s) for each task for example, measuring and marking tools, saws, drills, Computer Numerical Control (CNC) routers Back to Grading |
Interview underpinned by portfolio of evidence |
|
K25
The language used around sustainability for example what is meant by sustainability, recyclability, carbon footprint and the considerations around using sustainable materials and evaluating their impact Back to Grading |
Interview underpinned by portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Interpret the drawing or reference to deliver the Designer’s requirements Back to Grading |
Interview underpinned by portfolio of evidence |
|
S2
Research and evaluate new technologies and sustainable materials that could contribute to the scenic production process and discuss them with others to identify possible changes Back to Grading |
Interview underpinned by portfolio of evidence |
|
S3
Use industry language and terminology when communicating with others Back to Grading |
Interview underpinned by portfolio of evidence |
|
S4
Interpret design requirements which may be presented using a range of software. This may include creating basic visualisation to help others see how designs are used practically. Back to Grading |
Interview underpinned by portfolio of evidence |
|
S5
Produce 2-dimentional construction drawings to achieve the designer’s vision and in a format that enables the metal worker/carpenter/paper-board convertor to work from Back to Grading |
Construction project and questioning |
|
S6
Use complex drawings i.e. greater number of elements or complex isometrics/geometry to create scenic elements to meet designer’s requirements Back to Grading |
Interview underpinned by portfolio of evidence |
|
S7
Measure, cut, grind, drill and weld metal to create scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
S8
Measure, cut, grind, drill and weld metal to create scenic components Back to Grading |
Construction project and questioning |
|
S9
Measure, cut drill and join wood to create scenic structures/frameworks/assembles Back to Grading |
Interview underpinned by portfolio of evidence |
|
S10
Measure, cut drill and join wood to create scenic components Back to Grading |
Construction project and questioning |
|
S11
Measure, cut and fix sustainable materials which may include paper-based materials to create scenic structures/frameworks/assemblies Back to Grading |
Interview underpinned by portfolio of evidence |
|
S12
Measure, cut and fix sustainable materials which may include paper-based materials to create scenic components Back to Grading |
Construction project and questioning |
|
S13
Use a range of suitable fixing methods Back to Grading |
Construction project and questioning |
|
S14
Use resources for example materials, efficiently and effectively to contribute to the smooth running of the workshop and installation on set and ensure it meets its resource constraints activities for example, choosing the correct material Back to Grading |
Interview underpinned by portfolio of evidence |
|
S15
Comply with statutory, quality, organisational and health and safety regulations when producing scenic elements including undertaking risk assessments, working to method statements, reporting hazardous substances. Back to Grading |
Construction project and questioning |
|
S16
Seek additional advice or expertise from others to support activities Back to Grading |
Interview underpinned by portfolio of evidence |
|
S17
Choose the correct material to produce/repair the scenic elements Back to Grading |
Construction project and questioning |
|
S18
Choose the correct process to apply the materials to the scenic elements which may include paint finishes/texturing/aging Back to Grading |
Construction project and questioning |
|
S19
Use mechanical or chemical fixings/bondings as appropriate to the situation Back to Grading |
Construction project and questioning |
|
S20
Recycle and/or safely dispose of waste materials Back to Grading |
Construction project and questioning |
|
S21
Follow written, pictorial and verbal instructions to deliver, locate and assemble and secure the scenic elements Back to Grading |
Construction project and questioning |
|
S22
Hang scenic elements correctly using a range of appropriate equipment for example eye bolts, flying irons Back to Grading |
Construction project and questioning |
|
S23
Inspect, maintain, repair and store tools and equipment in-line with manufacturer, legislative and company requirements Back to Grading |
Interview underpinned by portfolio of evidence |
|
S24
Operate workshop machinery, tools, and other equipment safely and efficiently to meet the design specification Back to Grading |
Construction project and questioning |
|
S25
Chose and use the appropriate tools/equipment for each task for example, measuring and marking tools, saws, drills, glue guns, Computer Numerical Control (CNC) routers Back to Grading |
Construction project and questioning |
| Behaviour | Assessment methods |
|---|---|
|
B1
Maintains a clean and safe working environment Back to Grading |
Construction project and questioning |
|
B2
Pays attention to detail and work is accurate Back to Grading |
Construction project and questioning |
|
B3
Is pro-active and purposeful when working on their activities, applies the appropriate knowledge. Seeks support when it is needed from line-manager and reports changes and concerns at all times Back to Grading |
Construction project and questioning |
|
B4
Establishes effective working relationships with co-workers, managers and other departments and helps others to achieve their objectives Back to Grading |
Interview underpinned by portfolio of evidence |
|
B5
Works safely and is aware of key health, safety, and welfare issues and their impact on day to day activities Back to Grading |
Construction project and questioning |
|
B6
Identifies unexpected challenges or deviation from the specifications and offers appropriate solutions or seeks appropriate guidance Back to Grading |
Interview underpinned by portfolio of evidence |
|
B7
Committed to continued professional development Back to Grading |
Interview underpinned by portfolio of evidence |
|
B8
Seeks materials, working methods and construction techniques that support environmental sustainability Back to Grading |
Interview underpinned by portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Interpret the designer’s brief
K1 K2 K3 K4 K5 K7 S1 S2 S3 S4 B6 B7 |
The production lifecycle for example, what finish will be applied, robust enough to withstand multiple installations when required. How finishes and choice of materials affect sustainability (K1) The range of technical processes required to achieve the finished scenic element for example reading the drawing, measuring and marking out, cutting, assembling and finishing using processes appropriate to the materials being used. How to choose the correct process (K2) The range of Designer’s creative working processes and communication methods for example detailed scale model, mood boards and their impact on the scenic construction process for example, use of available / sustainable materials, and use of reference materials (K3) The range of design software for example, Computer Aided Design, Photoshop, digital visualisations which may be used and presented by Designers (K4) Industry language to be able to understand others’ instructions and to convey appropriate information (K5) The range of written and verbal communication techniques and when they are used to best effect (K7) |
Interpret the drawing or reference to deliver the Designer’s requirements (S1) Research and evaluate new technologies and sustainable materials that could contribute to the scenic production process and discuss them with others to identify possible changes (S2) Use industry language and terminology when communicating with others (S3) Interpret design requirements which may be presented using a range of software. This may include creating basic visualisation to help others see how designs are used practically. (S4) |
Identifies unexpected challenges or deviation from the specifications and offers appropriate solutions or seeks appropriate guidance (B6) Committed to continued professional development (B7) |
|
Technical drawings
K6 S6 |
The range of information contained within technical drawings for example, different projections, how to read dimensions, impact of specified notes. (K6) |
Use complex drawings i.e. greater number of elements or complex isometrics/geometry to create scenic elements to meet designer’s requirements (S6) |
None |
|
Making scenic structures, frameworks or assemblies
K8 K9 K10 K12 K14 S7 S9 S11 |
Statutory, quality, organisational and health and safety regulations, including the Health and Safety at Work Act 1974, method statements and risk assessments, Control of Substances Hazardous to Health 2002, Lifting Operations and Lifting Equipment Regulations 1998, Provision and Use of Work Equipment Regulations 1998, and the Construction (Design and Management) Regulations 2015, ABTT Yellow Book and Theatre Green Book (K8) Requirements of basic MIG coding welding to BS4872 (K9) The processes for measuring, cutting, grinding, drilling and welding metal scenic structures/frameworks/assemblies (K10) The processes for measuring, cutting drilling and joining wood scenic structures/frameworks/assemblies (K12) The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic structures/frameworks/assemblies (K14) |
Measure, cut, grind, drill and weld metal to create scenic structures/frameworks/assemblies (S7) Measure, cut drill and join wood to create scenic structures/frameworks/assembles (S9) Measure, cut and fix sustainable materials which may include paper-based materials to create scenic structures/frameworks/assemblies (S11) |
None |
|
Apply, bond or fix a range of materials
K19 K25 S14 S16 B8 |
The range of materials available, their applications and limits and how their potential use can impact upon the environment for example type of material, standard sheet sizes, material thicknesses, and fire resistance values. The choice of materials and finishes in relation to recycling and sustainability (K19) The language used around sustainability for example what is meant by sustainability, recyclability, carbon footprint and the considerations around using sustainable materials and evaluating their impact (K25) |
Use resources for example materials, efficiently and effectively to contribute to the smooth running of the workshop and installation on set and ensure it meets its resource constraints activities for example, choosing the correct material (S14) Seek additional advice or expertise from others to support activities (S16) |
Seeks materials, working methods and construction techniques that support environmental sustainability (B8) |
|
Assess, plan, move, load, assemble and secure scenic elements
K20 K23 B4 |
Requirements and impacts of a range of working environments outside of the scenic workshop for example the range of lifting capacities available, different building or site induction processes, awkward access into a venue (K20) The range of moving and securing equipment available and how to identify the correct equipment for each task for example, use of wheeled trolleys, pallet trucks, or forklifts to assist with moving and securing large scenic structures/frameworks/assemblies (K23) |
None |
Establishes effective working relationships with co-workers, managers and other departments and helps others to achieve their objectives (B4) |
|
Tools, machinery and equipment
K24 S23 |
The range of tools and machinery available and how to identify and use the correct one(s) for each task for example, measuring and marking tools, saws, drills, Computer Numerical Control (CNC) routers (K24) |
Inspect, maintain, repair and store tools and equipment in-line with manufacturer, legislative and company requirements (S23) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Technical Drawings
S5 B2 |
None |
Produce 2-dimentional construction drawings to achieve the designer’s vision and in a format that enables the metal worker/carpenter/paper-board convertor to work from (S5) |
Pays attention to detail and work is accurate (B2) |
|
Making scenic elements
K11 K13 K15 S8 S10 S12 S15 B1 |
The processes for measuring, cutting, grinding, drilling and welding metal scenic components (K11) The processes for measuring, cutting, drilling and joining wood scenic components (K13) The processes for measuring, cutting and fixing other sustainable materials which may include gluing paper-based materials to achieve scenic components (K15) |
Measure, cut, grind, drill and weld metal to create scenic components (S8) Measure, cut drill and join wood to create scenic components (S10) Measure, cut and fix sustainable materials which may include paper-based materials to create scenic components (S12) Comply with statutory, quality, organisational and health and safety regulations when producing scenic elements including undertaking risk assessments, working to method statements, reporting hazardous substances. (S15) |
Maintains a clean and safe working environment (B1) |
|
Apply, bond or fix a range of materials
K16 S13 S17 S18 S19 S20 B3 |
The range of fixing methods used on scenic assemblies (K16) |
Use a range of suitable fixing methods (S13) Choose the correct material to produce/repair the scenic elements (S17) Choose the correct process to apply the materials to the scenic elements which may include paint finishes/texturing/aging (S18) Use mechanical or chemical fixings/bondings as appropriate to the situation (S19) Recycle and/or safely dispose of waste materials (S20) |
Is pro-active and purposeful when working on their activities, applies the appropriate knowledge. Seeks support when it is needed from line-manager and reports changes and concerns at all times (B3) |
|
Assess, plan, move, load, assemble and secure scenic elements
K17 K18 K21 K22 S21 S22 B5 |
The processes to assemble individual scenic parts (K17) The processes to assemble scenic elements from individual parts including marking setting lines from a drawing to locate scenery in the correct place. (K18) The principles, legislation, and best working practice for suspending items above ground for example, the correct use of slings, hoists, steel wire ropes, and shackles (K21) The principles, legislation and best working practice for working at height for example Work at Height Regulations (K22) |
Follow written, pictorial and verbal instructions to deliver, locate and assemble and secure the scenic elements (S21) Hang scenic elements correctly using a range of appropriate equipment for example eye bolts, flying irons (S22) |
Works safely and is aware of key health, safety, and welfare issues and their impact on day to day activities (B5) |
|
Tools, machinery and equipment
S24 S25 |
None |
Operate workshop machinery, tools, and other equipment safely and efficiently to meet the design specification (S24) Chose and use the appropriate tools/equipment for each task for example, measuring and marking tools, saws, drills, glue guns, Computer Numerical Control (CNC) routers (S25) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 27/02/2024 | Not set | Not set |
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