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 gather, interpret and evaluate information about the chemistry, biology and physics of soil.
This occupation is found in a range of sectors including agriculture, horticulture, construction and landscaping. Sectors can include agriculture, government agencies, construction and regeneration, landscaping, teaching and research, habitat creation and restoration, woodland planting, peatland restoration, sports amenity, ecological and environmental consultancies, Agtech start-up companies, amongst others. Soil scientists may work in a range of contexts. They could monitor and analyse soil to support farmers to understand and manage soil health and classify land to inform the most appropriate land use and land management options. They may provide guidance to horticulturists and landscapers on soil substrates and growing media. Alternatively, they could provide advice on the impact that earthworks, construction works or demolition works would have on a soil; analysing soil, rock and groundwater prior to major projects or could work in a laboratory setting. There is an increasing need for soil scientists to work across multiple disciplines with other natural science specialists and engineers. Consultancy can include soil mapping and soil surveying experts, who use digital equipment alongside traditional tools such as pit digging, to assess the soil types in an area and support researchers, farmers and town planners and habitat restoration (including peatland) and ecoservice creation. Environmental consultants provide advice on topics including sustainable materials and waste management, biodiversity, flood management and ecosystem management. Government agencies or non-profit organisation might require soil experts to inform policy, write guidance or investigate complaints in order to support enforcement action. A soil scientist might be employed in a range of settings and could lead soil management activities in relation to major infrastructure projects in a large organisation. Alternatively, they may be employed by a specialised organisation or work for smaller dedicated consultancy-based businesses, charities or Non-Governmental Organisations.
The broad purpose of the occupation is to gather, interpret and evaluate information about the chemistry, biology and physics of soil. Soil scientists are expected to understand and monitor soil functions and assess how soil properties change over time in response to other environmental changes. Using the information obtained from analysis, they consult, inform and influence on diverse issues such as agricultural production, biodiversity, climate change, environmental quality and protection, human health and land remediation. A soil scientist is required to be competent in techniques including working within or commissioning services from a laboratory, soil classification, Geographic Information System mapping (GIS), restoration techniques and soil management for a variety of soil types. The soil scientist will lead and support field work and site visits and will carry out site surveys. They could be required to work outdoors in all weather, although may be desk-based depending on the particular role. Due to the multidisciplinary nature of soil science, they are likely to be working in interdisciplinary teams. They will be required to communicate at all levels and will document their findings and recommendations. They will also be required to articulate and present results to scientific and non-scientific audiences and develop soil resource plans. They will be required to work in accordance with current legislation and authoritative guidance and also work to a high level of health and safety and environmental protection. Soil scientists may also contribute to business development activities. In their daily work, an employee in this occupation interacts with a range of stakeholders. These could include clients and developers, farmers, landowners, construction managers, government agency representatives, local authorities and planners and the research sector. They are likely to work with clients, developers and suppliers to develop an agreed specification, workplan and budget. Internal stakeholders may include other natural sciences specialists, project managers and cost consultants, designers, communications functions and policymakers.
In their daily work, an employee in this occupation interacts with a range of stakeholders. These could include clients and developers, farmers, landowners, construction managers, government agency representatives, local authorities and planners and the research sector. They are likely to work with clients, developers and suppliers to develop an agreed specification, workplan and budget. Internal stakeholders may include other natural sciences specialists, project managers and cost consultants, designers, communications functions and policymakers.
An employee in this occupation will be responsible for project planning, taking into account many interacting factors and managing the production of reports to ensure that work is completed to the required standards and is delivered on time, within budget and is delivered to meet the project requirements. They will be required to effectively communicate soil information with project teams, stakeholders and decision makers. Soil scientists exercise broad autonomy and judgement across their work. They will also be required to support the development of delivery teams which would include identifying and integrating multi and interdisciplinary working. They will provide technical advice and support in relation to soils and will promote the implementation of best practice and innovative techniques, technologies and processes. They will identify opportunities for continuous improvement. Soil scientists are required to operate safely and in accordance with governmental and organisational initiatives, policies and procedures including Health and Safety and environmental regulations. They are required to demonstrate integrity, leadership and respect.
Soil advisor
Soil carbon modeller
Soil consultant
Soil scientist
Soil specialist
Soil surveyor
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 24 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 120 minutes. They will ask you at least 12 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 11 hours. They will ask you 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 apprenticeship aligns with British Society of Soil Science for technical membership. The apprenticeship will align with the requirements for membership with British Society of Soil Science. Those enrolling for the apprenticeship will be able to apply for Early Careers membership of the Society which will automatically change to technical membership upon demonstration of successful completion of the apprenticeship.
Please contact the professional body for more details.
This occupation is found in a range of sectors including agriculture, horticulture, construction and landscaping. Sectors can include agriculture, government agencies, construction and regeneration, landscaping, teaching and research, habitat creation and restoration, woodland planting, peatland restoration, sports amenity, ecological and environmental consultancies, Agtech start-up companies, amongst others. Soil scientists may work in a range of contexts. They could monitor and analyse soil to support farmers to understand and manage soil health and classify land to inform the most appropriate land use and land management options. They may provide guidance to horticulturists and landscapers on soil substrates and growing media. Alternatively, they could provide advice on the impact that earthworks, construction works or demolition works would have on a soil; analysing soil, rock and groundwater prior to major projects or could work in a laboratory setting. There is an increasing need for soil scientists to work across multiple disciplines with other natural science specialists and engineers. Consultancy can include soil mapping and soil surveying experts, who use digital equipment alongside traditional tools such as pit digging, to assess the soil types in an area and support researchers, farmers and town planners and habitat restoration (including peatland) and ecoservice creation. Environmental consultants provide advice on topics including sustainable materials and waste management, biodiversity, flood management and ecosystem management. Government agencies or non-profit organisation might require soil experts to inform policy, write guidance or investigate complaints in order to support enforcement action. A soil scientist might be employed in a range of settings and could lead soil management activities in relation to major infrastructure projects in a large organisation. Alternatively, they may be employed by a specialised organisation or work for smaller dedicated consultancy-based businesses, charities or Non-Governmental Organisations.
The broad purpose of the occupation is to gather, interpret and evaluate information about the chemistry, biology and physics of soil. Soil scientists are expected to understand and monitor soil functions and assess how soil properties change over time in response to other environmental changes. Using the information obtained from analysis, they consult, inform and influence on diverse issues such as agricultural production, biodiversity, climate change, environmental quality and protection, human health and land remediation. A soil scientist is required to be competent in techniques including working within or commissioning services from a laboratory, soil classification, Geographic Information System mapping (GIS), restoration techniques and soil management for a variety of soil types. The soil scientist will lead and support field work and site visits and will carry out site surveys. They could be required to work outdoors in all weather, although may be desk-based depending on the particular role. Due to the multidisciplinary nature of soil science, they are likely to be working in interdisciplinary teams. They will be required to communicate at all levels and will document their findings and recommendations. They will also be required to articulate and present results to scientific and non-scientific audiences and develop soil resource plans. They will be required to work in accordance with current legislation and authoritative guidance and also work to a high level of health and safety and environmental protection. Soil scientists may also contribute to business development activities. In their daily work, an employee in this occupation interacts with a range of stakeholders. These could include clients and developers, farmers, landowners, construction managers, government agency representatives, local authorities and planners and the research sector. They are likely to work with clients, developers and suppliers to develop an agreed specification, workplan and budget. Internal stakeholders may include other natural sciences specialists, project managers and cost consultants, designers, communications functions and policymakers.
In their daily work, an employee in this occupation interacts with a range of stakeholders. These could include clients and developers, farmers, landowners, construction managers, government agency representatives, local authorities and planners and the research sector. They are likely to work with clients, developers and suppliers to develop an agreed specification, workplan and budget. Internal stakeholders may include other natural sciences specialists, project managers and cost consultants, designers, communications functions and policymakers.
An employee in this occupation will be responsible for project planning, taking into account many interacting factors and managing the production of reports to ensure that work is completed to the required standards and is delivered on time, within budget and is delivered to meet the project requirements. They will be required to effectively communicate soil information with project teams, stakeholders and decision makers. Soil scientists exercise broad autonomy and judgement across their work. They will also be required to support the development of delivery teams which would include identifying and integrating multi and interdisciplinary working. They will provide technical advice and support in relation to soils and will promote the implementation of best practice and innovative techniques, technologies and processes. They will identify opportunities for continuous improvement. Soil scientists are required to operate safely and in accordance with governmental and organisational initiatives, policies and procedures including Health and Safety and environmental regulations. They are required to demonstrate integrity, leadership and respect.
Soil advisor
Soil carbon modeller
Soil consultant
Soil scientist
Soil specialist
Soil surveyor
| Duty | KSBs |
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Duty 1 Establish the context of the problems faced by the client taking account of the soil policy context and any regulations, authoritative legislation, guidance and procedures that may apply. |
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Duty 2 Conduct a desk based assessment to collect and critically assess available soil data, to inform proposed approach. |
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Duty 3 Design appropriate soil survey and analysis methodologies. |
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Duty 4 Conduct field-based surveys to collect soil data. |
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Duty 5 Commission soil surveys, testing and analysis. |
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Duty 6 Interpret and critically evaluate information and data relating to the chemistry, biology and physics of soil and synthesise the data to consider soil functions and changes over time. |
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Duty 7 Critically evaluate secondary data and information including soil maps and Geographic Information System Mapping (GIS). |
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Duty 8 Review data and statistics and design statistically valid comparisons using appropriate data analysis and data science techniques. |
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Duty 9 Design and develop soil resource management plans. |
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Duty 10 Collaborate with clients and stakeholders. |
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Duty 11 Evaluate findings from data and statistics to draw conclusions with reference to implications of soil management approaches, advise and recommend the most suitable actions. |
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Duty 12 Provide technical advice, presentations and reports to scientific and non-scientific audiences. |
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Duty 13 Promote and oversee the implementation of best practice and innovative techniques, technologies and processes. |
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Duty 14 Manage end to end projects to ensure delivery to specification, on budget and in accordance with relevant technical, quality, health and safety and environmental legislation and authoritative guidance. |
K1: Soil characteristics including how soils differ, soil nutrients, the soil formation process (pedogenesis), geology, topography, types and structure considering the combination and interaction of soil chemical, physical and biological properties.
Back to Duty
K2: How to carry out a soil survey (pedology) including classifying soils to a specified standard, considering health and safety, external soil data, relevant legislation, social, economic and environmental factors.
Back to Duty
K3: Nutrient management and neutrality, carbon accounting and greenhouse gas emission assessment and monitoring, pollution assessments and control, flood risk and natural capital accounting.
Back to Duty
K4: Substrates and amendments used to benefit soils including composts, and remediation in contaminated soils.
Back to Duty
K5: Soil-water-air-plant-animal interactions and interfaces including how soil health and resilience is built.
Back to Duty
K6: Soil function and the value of soil ecosystem goods and services for both businesses and the wider environment.
Back to Duty
K7: Soil health including soil degradation and considerations for construction, agricultural and horticultural management.
Back to Duty
K8: Land management implications including contamination, compaction, soil sealing and remediation and considerations for construction, agricultural and horticultural management.
Back to Duty
K9: The interactions between soil and climate change including organic matter depletion and soil carbon.
Back to Duty
K10: Existing UK policy, guidance, legislation and strategies, basic protection measures for soils and its place within an international context and the UN Sustainable Development Goals.
Back to Duty
K11: How different soils respond to different types of management practices.
Back to Duty
K12: The formation and creation of artificial or engineered soils and how they can be used.
Back to Duty
K13: Land management economics including the cost of getting it wrong: for horticulture, forestry, construction and soil use for habitat creation.
Back to Duty
K14: The global political environment and its impact on soil management.
Back to Duty
K15: The wider ecological and archaeological environment and its impact on soil management.
Back to Duty
K16: Land drainage design and sustainable drainage systems (SuDS) for different environments and drainage system and catchment hydrological modelling.
Back to Duty
K17: Secondary data and information including soil maps, Geographic Information System Mapping (GIS).
Back to Duty
K18: Levels of authority and the circumstances in which escalation or referral to other colleagues or stakeholders is required.
Back to Duty
K19: Working with clients including project management and understanding the brief.
Back to Duty
K20: Developing and implementing soil resource and research plans, sustainable soil management plans, budgets (financial and non-financial), time management, commercial awareness, health and safety (including risk assessments and method statements) and quality standards.
Back to Duty
K21: How to commission soil surveys, testing and analysis.
Back to Duty
K22: Opportunities for introducing innovative techniques across projects or the wider business.
Back to Duty
K23: Critical awareness of stakeholder engagement, mapping, drivers, engagement opportunities and building collaborative relationships.
Back to Duty
K24: Approaches to soil science research questions and the methodologies and techniques required to deliver valid and reliable results.
Back to Duty
K25: Methods used to review, analyse and draw conclusions from data (including how to apply statistically valid comparisons and understand the reliability of data) strategies to present conclusions to clients and other audiences and influence stakeholders.
Back to Duty
S1: Interpret the relationships between soil and landscape, land use and climate.
Back to Duty
S2: Initiate, evaluate, and select the most effective soil sampling and survey technique to meet the project objectives and landscape context.
Back to Duty
S3: Critique Agricultural Land Classification reports.
Back to Duty
S4: Select and apply relevant and effective data collection and interpretation, including before and after analysis, for the required purpose including Earth Observation (EO) data, Geographic Information System Mapping (GIS) and soil maps.
Back to Duty
S5: Based on the client brief, develop project scope and identify outcomes, deliverables and key performance indicators, including sustainability.
Back to Duty
S6: Select and justify cost effective soil testing methods that achieve project outcomes and ensure accuracy.
Back to Duty
S7: Consider the interrelationship between the soil science project, the wider geo-political environment and current regulations and guidelines.
Back to Duty
S8: Design and implement soil experiments, resource and research plans, analysis methodologies, and survey approaches including land access and statistical analysis.
Back to Duty
S9: Undertake digital modelling of soil and use soil data to strengthen the applicability of models.
Back to Duty
S10: Analyse and handle confidential information securely.
Back to Duty
S11: Manage the delivery of the project plans including budget, tenders for services, obtaining relevant permits, timelines and address any risks and concerns.
Back to Duty
S12: Develop, maintain and monitor compliance with health and safety requirements including Risk Assessment and Method Statements (RAMS).
Back to Duty
S13: Take a systematic approach to identify interacting factors of soil investigations and the key stakeholders.
Back to Duty
S14: Analyse soil information to draw robust conclusions and identify the limitations of the results and the context within which they apply.
Back to Duty
S15: Produce verbal and written specialist technical reports, following standard policies and procedures, based on the evidence collected.
Back to Duty
S16: Communicate soil information to meet the needs of various stakeholders.
Back to Duty
S17: Apply a systematic approach to solving problems that involve interacting factors and provide sustainable solutions.
Back to Duty
S18: Present project outcomes and justify the fit with objectives.
Back to Duty
S19: Identify opportunities to implement best practice and innovative techniques and promote their application into the project or across the organisation.
Back to Duty
B1: Work proactively and collaboratively with team members and stakeholders from all backgrounds.
Back to Duty
B2: Act professionally, demonstrating integrity, empathy and working ethically.
Back to Duty
B3: Committed to ethical reporting and when making recommendations, including trade-offs.
Back to Duty
B4: Committed to using innovative approaches and new practices.
Back to Duty
B5: Works within limits of responsibility and internal policies and procedures.
Back to Duty
B6: Respect confidentiality on work related and personal matters.
Back to Duty
B7: Be adaptable, reliable and objective.
Back to Duty
B8: Take responsibility for personal development, demonstrating commitment to learning, self-improvement and to continual development of technical skills.
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:
V1.0
This document explains the requirements for end-point assessment (EPA) for the soil scientist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Soil scientist apprentices, their employers and training providers should read this document.
A full-time soil scientist apprentice typically spends 24 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 months.
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 - professional discussion, underpinned by a portfolio of evidence:
Assessment method 2 - practical assessment and questions:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has achieved sufficient KSBs to complete the apprenticeship. The apprentice must:
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. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Professional discussion, underpinned by a portfolio of evidence:
Practical assessment and questions:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 20 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the 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 it:
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 EPAO must give an apprentice 14 days' 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 120 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 12 questions. The independent assessor must use the questions from the EPAO’s question bank.
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.
In a practical assessment with questions, an independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides where it takes place. The assessment environment must closely relate to the apprentice’s natural working environment. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because it:
The practical assessment and questions 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 practical assessment and questions.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 14 days' notice of the . practical assessment and questions
The practical assessment and questions must take 11 hours.
The independent assessor can increase the time of the practical assessment and questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The practical assessment and questions may take place in parts but must be completed over 2 working day. A working day is typically considered to be 7.5 hours long. The reason for this split is to enable sufficient time for soil analysis to be carried out and ensure the availability of sufficient data to inform recommendations.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the practical assessment and questions before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. The purpose of the questions is to assess the level of competence against the grading descriptors.
Questioning can occur both during and after the practical assessment. The time for questioning is included in the overall assessment time. The independent assessor must ask at least 6 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor can ask follow-up questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the practical assessment and questions.
The independent assessor must make the grading decision. The independent assessor must assess the practical assessment and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The practical assessment and questions must take place in a simulated environment selected by the EPAO for example, the EPAO’s or employer’s premises. The simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the practical assessment and questions must be provided by the EPAO, who can liaise with the employer to provide these.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of tasks and questions in the case of re-sits and retakes, to minimise predictability.
The EPAO must produce the following materials to support the practical assessment and questions:
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 of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Advanced soil science and management
K1 K3 K4 K5 K7 K9 K12 |
Describes the characteristics of soil including how soils differ, the soil formation process (pedogenesis), geology, topography, types and structure and soil nutrients, considering the combination and interaction of soil chemical, physical and biological properties. Describes soil-water-air-plant-animal interactions, interfaces and how soil health and resilience is built. Explains soil health, soil degradation and the impact on construction, agricultural and horticultural management. (K1, K5, K7) Explains the creation and use of manufactured soils, how substrates are used to benefit soils and in the remediation of contaminated soil. (K4, K12) Discusses the interactions of soil and climate change on soil considering nutrient management and neutrality, carbon accounting and greenhouse gas emissions. (K3, K9)
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Critically evaluates the characteristics of soil types, structure and nutrients considering the benefits of manufactured soils and substrates. (K1, K4) |
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Soils in the field
K2 S3 |
Explains how they carry out a soil survey in line with a specified standard including the approach required to critique Agricultural Land Classification in line with published guidance, considering health and safety, external soil data, relevant legislation, social, economic and environmental factors. (K2, S3) |
N/A |
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Soil analysis techniques
K17 S4 S9 |
Explains how they apply secondary data collection and interpretation, including Earth Observation data, Geographic Information System mapping, soil maps and outputs of a digital soil model. (K17, S4, S9) |
N/A |
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Research techniques
K16 |
Explains how they use land drainage design and sustainable drainage systems (SuDS) for different environments and drainage system and catchment hydrological modelling. (K16)
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N/A
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Project and consultancy management
K10 K13 K14 K18 K19 K20 K21 S5 S7 S10 S11 B6 |
Explains how they develop a project based on a client brief, including key deliverables and considering UK policies and legislation, geo-political contexts and sustainability. (K10, K19, K14, S5, S7) Analyses land management economics and the cost of getting it wrong considering horticulture, forestry, construction and soil use for habitat creation. (K13) Explains how they manage delivery of a project plan (including budget, tenders, permits and timescales) and explains how they commission soil surveys, testing and analysis, recognises when to escalate or refer to other stakeholders. (K18, K20, K21, S11) Analyses and handles confidential information securely. (S10, B6)
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Describes how they evaluate their key deliverables against sustainablilty benchmarks, the project brief, identifying any areas for continuous improvement. (K10, S5)
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Communicating soil science
K8 S15 S16 B1 B2 |
Explains how they work proactively and collaboratively with team members and stakeholders creating verbal and written specialist technical reports. Describes how they follow standard policies and procedures and consider management implications including contamination, compaction, soil sealing and remediation. Explains how they consider implications on construction, agricultural and horticultural management. (K8, S15, B1) Describes how they communicate soil information to meet the needs of various stakeholders in line with organisational professional standards and ethical policy. (S16, B2)
|
N/A |
|
Professional development
K22 S19 B4 B5 B8 |
Describes how they identify opportunities and demonstrate commitment towards personal development and implement best practice and innovation into a project or organisation within the limits of their own responsibility. (K22, S19, B4, B5, B8)
|
Critically evaluates the impact that their recommended innovative techniques have had on projects or the organisation. (S19) |
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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|---|---|---|
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Soils in the field
K6 K11 K15 S1 S2 B7 |
Selects and applies a soil sampling and survey technique to meet the project goals and landscape context, working objectively, adaptively and reliably in line with organisational policies and procedures. (S2, B7) Evaluates the relationships between soil and landscape, land use and climate, considering soil function and the value of soil ecosystem goods and services for both businesses and the wider environment. Evaluates how different soils respond to different types of management practices and the wider ecological and archaeological environment and its impact on soil management. (K6, K11, K15, S1)
|
Critically evaluates and justifies their selected soil sampling technique, explaining the benefits to the wider ecological and archaeological environment. (K15, S2)
|
|
Soil analysis techniques
K24 S14 S17 |
Uses methodologies and techniques to systematically analyse soil information to draw valid conclusions, solve problems and deliver reliable and sustainable results. (K24, S14, S17) |
N/A |
|
Communicating soil science
K23 S18 B3 |
Presents project outcomes, showing critical awareness of stakeholder engagement and relationship building and ethically reports any recommendations, including trade-offs. (K23, S18, B3)
|
N/A |
|
Project and consultancy management
S6 S12 S13 |
Select and justify a cost effective soil testing method to achieve project outcomes, considering interacting factors and key stakeholders. (S6, S13) Develops, maintains and monitors risk assessments and method statements to ensure compliance with health and safety requirements. (S12)
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Critically evaluates their choice of soil testing methods and considers the impact upon project outcomes. (S6, S13) |
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Resource and research planning
K25 S8 |
Designs and implements a soil research and resource plan and survey. Analyses and draws conclusions from the data. (K25, S8) |
Critically evaluates their research plan and survey approach, explaining why this was the selected method. (K25, S8) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the professional discussion, underpinned by a portfolio of evidence and practical assessment and questions 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 pass, the apprentice must achieve at least a pass both assessment methods. If the apprentice fails either the professional discussion or the practical test and questions the resulting overall grade will be a fail. If they achieve a pass in both methods they will receive an overall pass grade. Achievement of a pass in one method and a distinction in one method results in an overall merit. To achieve an overall distinction, the apprentice will be required to achieve a distinction in both the professional discussion and the practical test and questions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Professional discussion, underpinned by a portfolio of evidence | Practical assessment and questions | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| 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.
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:
British Society of Soil Science or other relevant body (full or fellow grade).
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
Soil characteristics including how soils differ, soil nutrients, the soil formation process (pedogenesis), geology, topography, types and structure considering the combination and interaction of soil chemical, physical and biological properties. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K2
How to carry out a soil survey (pedology) including classifying soils to a specified standard, considering health and safety, external soil data, relevant legislation, social, economic and environmental factors. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K3
Nutrient management and neutrality, carbon accounting and greenhouse gas emission assessment and monitoring, pollution assessments and control, flood risk and natural capital accounting. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K4
Substrates and amendments used to benefit soils including composts, and remediation in contaminated soils. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K5
Soil-water-air-plant-animal interactions and interfaces including how soil health and resilience is built. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K6
Soil function and the value of soil ecosystem goods and services for both businesses and the wider environment. Back to Grading |
Practical assessment and questions |
|
K7
Soil health including soil degradation and considerations for construction, agricultural and horticultural management. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K8
Land management implications including contamination, compaction, soil sealing and remediation and considerations for construction, agricultural and horticultural management. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K9
The interactions between soil and climate change including organic matter depletion and soil carbon. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K10
Existing UK policy, guidance, legislation and strategies, basic protection measures for soils and its place within an international context and the UN Sustainable Development Goals. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K11
How different soils respond to different types of management practices. Back to Grading |
Practical assessment and questions |
|
K12
The formation and creation of artificial or engineered soils and how they can be used. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K13
Land management economics including the cost of getting it wrong: for horticulture, forestry, construction and soil use for habitat creation. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K14
The global political environment and its impact on soil management. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K15
The wider ecological and archaeological environment and its impact on soil management. Back to Grading |
Practical assessment and questions |
|
K16
Land drainage design and sustainable drainage systems (SuDS) for different environments and drainage system and catchment hydrological modelling. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K17
Secondary data and information including soil maps, Geographic Information System Mapping (GIS). Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K18
Levels of authority and the circumstances in which escalation or referral to other colleagues or stakeholders is required. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K19
Working with clients including project management and understanding the brief. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K20
Developing and implementing soil resource and research plans, sustainable soil management plans, budgets (financial and non-financial), time management, commercial awareness, health and safety (including risk assessments and method statements) and quality standards. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K21
How to commission soil surveys, testing and analysis. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K22
Opportunities for introducing innovative techniques across projects or the wider business. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K23
Critical awareness of stakeholder engagement, mapping, drivers, engagement opportunities and building collaborative relationships. Back to Grading |
Practical assessment and questions |
|
K24
Approaches to soil science research questions and the methodologies and techniques required to deliver valid and reliable results. Back to Grading |
Practical assessment and questions |
|
K25
Methods used to review, analyse and draw conclusions from data (including how to apply statistically valid comparisons and understand the reliability of data) strategies to present conclusions to clients and other audiences and influence stakeholders. Back to Grading |
Practical assessment and questions |
| Skill | Assessment methods |
|---|---|
|
S1
Interpret the relationships between soil and landscape, land use and climate. Back to Grading |
Practical assessment and questions |
|
S2
Initiate, evaluate, and select the most effective soil sampling and survey technique to meet the project objectives and landscape context. Back to Grading |
Practical assessment and questions |
|
S3
Critique Agricultural Land Classification reports. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S4
Select and apply relevant and effective data collection and interpretation, including before and after analysis, for the required purpose including Earth Observation (EO) data, Geographic Information System Mapping (GIS) and soil maps. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S5
Based on the client brief, develop project scope and identify outcomes, deliverables and key performance indicators, including sustainability. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S6
Select and justify cost effective soil testing methods that achieve project outcomes and ensure accuracy. Back to Grading |
Practical assessment and questions |
|
S7
Consider the interrelationship between the soil science project, the wider geo-political environment and current regulations and guidelines. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S8
Design and implement soil experiments, resource and research plans, analysis methodologies, and survey approaches including land access and statistical analysis. Back to Grading |
Practical assessment and questions |
|
S9
Undertake digital modelling of soil and use soil data to strengthen the applicability of models. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S10
Analyse and handle confidential information securely. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S11
Manage the delivery of the project plans including budget, tenders for services, obtaining relevant permits, timelines and address any risks and concerns. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S12
Develop, maintain and monitor compliance with health and safety requirements including Risk Assessment and Method Statements (RAMS). Back to Grading |
Practical assessment and questions |
|
S13
Take a systematic approach to identify interacting factors of soil investigations and the key stakeholders. Back to Grading |
Practical assessment and questions |
|
S14
Analyse soil information to draw robust conclusions and identify the limitations of the results and the context within which they apply. Back to Grading |
Practical assessment and questions |
|
S15
Produce verbal and written specialist technical reports, following standard policies and procedures, based on the evidence collected. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S16
Communicate soil information to meet the needs of various stakeholders. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S17
Apply a systematic approach to solving problems that involve interacting factors and provide sustainable solutions. Back to Grading |
Practical assessment and questions |
|
S18
Present project outcomes and justify the fit with objectives. Back to Grading |
Practical assessment and questions |
|
S19
Identify opportunities to implement best practice and innovative techniques and promote their application into the project or across the organisation. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Work proactively and collaboratively with team members and stakeholders from all backgrounds. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B2
Act professionally, demonstrating integrity, empathy and working ethically. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B3
Committed to ethical reporting and when making recommendations, including trade-offs. Back to Grading |
Practical assessment and questions |
|
B4
Committed to using innovative approaches and new practices. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B5
Works within limits of responsibility and internal policies and procedures. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B6
Respect confidentiality on work related and personal matters. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B7
Be adaptable, reliable and objective. Back to Grading |
Practical assessment and questions |
|
B8
Take responsibility for personal development, demonstrating commitment to learning, self-improvement and to continual development of technical skills. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Advanced soil science and management
K1 K3 K4 K5 K7 K9 K12 |
Soil characteristics including how soils differ, soil nutrients, the soil formation process (pedogenesis), geology, topography, types and structure considering the combination and interaction of soil chemical, physical and biological properties. (K1) Nutrient management and neutrality, carbon accounting and greenhouse gas emission assessment and monitoring, pollution assessments and control, flood risk and natural capital accounting. (K3) Substrates and amendments used to benefit soils including composts, and remediation in contaminated soils. (K4) Soil-water-air-plant-animal interactions and interfaces including how soil health and resilience is built. (K5) Soil health including soil degradation and considerations for construction, agricultural and horticultural management. (K7) The interactions between soil and climate change including organic matter depletion and soil carbon. (K9) The formation and creation of artificial or engineered soils and how they can be used. (K12) |
None |
None |
|
Soils in the field
K2 S3 |
How to carry out a soil survey (pedology) including classifying soils to a specified standard, considering health and safety, external soil data, relevant legislation, social, economic and environmental factors. (K2) |
Critique Agricultural Land Classification reports. (S3) |
None |
|
Soil analysis techniques
K17 S4 S9 |
Secondary data and information including soil maps, Geographic Information System Mapping (GIS). (K17) |
Select and apply relevant and effective data collection and interpretation, including before and after analysis, for the required purpose including Earth Observation (EO) data, Geographic Information System Mapping (GIS) and soil maps. (S4) Undertake digital modelling of soil and use soil data to strengthen the applicability of models. (S9) |
None |
|
Research techniques
K16 |
Land drainage design and sustainable drainage systems (SuDS) for different environments and drainage system and catchment hydrological modelling. (K16) |
None |
None |
|
Project and consultancy management
K10 K13 K14 K18 K19 K20 K21 S5 S7 S10 S11 B6 |
Existing UK policy, guidance, legislation and strategies, basic protection measures for soils and its place within an international context and the UN Sustainable Development Goals. (K10) Land management economics including the cost of getting it wrong: for horticulture, forestry, construction and soil use for habitat creation. (K13) The global political environment and its impact on soil management. (K14) Levels of authority and the circumstances in which escalation or referral to other colleagues or stakeholders is required. (K18) Working with clients including project management and understanding the brief. (K19) Developing and implementing soil resource and research plans, sustainable soil management plans, budgets (financial and non-financial), time management, commercial awareness, health and safety (including risk assessments and method statements) and quality standards. (K20) How to commission soil surveys, testing and analysis. (K21) |
Based on the client brief, develop project scope and identify outcomes, deliverables and key performance indicators, including sustainability. (S5) Consider the interrelationship between the soil science project, the wider geo-political environment and current regulations and guidelines. (S7) Analyse and handle confidential information securely. (S10) Manage the delivery of the project plans including budget, tenders for services, obtaining relevant permits, timelines and address any risks and concerns. (S11) |
Respect confidentiality on work related and personal matters. (B6) |
|
Communicating soil science
K8 S15 S16 B1 B2 |
Land management implications including contamination, compaction, soil sealing and remediation and considerations for construction, agricultural and horticultural management. (K8) |
Produce verbal and written specialist technical reports, following standard policies and procedures, based on the evidence collected. (S15) Communicate soil information to meet the needs of various stakeholders. (S16) |
Work proactively and collaboratively with team members and stakeholders from all backgrounds. (B1) Act professionally, demonstrating integrity, empathy and working ethically. (B2) |
|
Professional development
K22 S19 B4 B5 B8 |
Opportunities for introducing innovative techniques across projects or the wider business. (K22) |
Identify opportunities to implement best practice and innovative techniques and promote their application into the project or across the organisation. (S19) |
Committed to using innovative approaches and new practices. (B4) Works within limits of responsibility and internal policies and procedures. (B5) Take responsibility for personal development, demonstrating commitment to learning, self-improvement and to continual development of technical skills. (B8) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Soils in the field
K6 K11 K15 S1 S2 B7 |
Soil function and the value of soil ecosystem goods and services for both businesses and the wider environment. (K6) How different soils respond to different types of management practices. (K11) The wider ecological and archaeological environment and its impact on soil management. (K15) |
Interpret the relationships between soil and landscape, land use and climate. (S1) Initiate, evaluate, and select the most effective soil sampling and survey technique to meet the project objectives and landscape context. (S2) |
Be adaptable, reliable and objective. (B7) |
|
Soil analysis techniques
K24 S14 S17 |
Approaches to soil science research questions and the methodologies and techniques required to deliver valid and reliable results. (K24) |
Analyse soil information to draw robust conclusions and identify the limitations of the results and the context within which they apply. (S14) Apply a systematic approach to solving problems that involve interacting factors and provide sustainable solutions. (S17) |
None |
|
Communicating soil science
K23 S18 B3 |
Critical awareness of stakeholder engagement, mapping, drivers, engagement opportunities and building collaborative relationships. (K23) |
Present project outcomes and justify the fit with objectives. (S18) |
Committed to ethical reporting and when making recommendations, including trade-offs. (B3) |
|
Project and consultancy management
S6 S12 S13 |
None |
Select and justify cost effective soil testing methods that achieve project outcomes and ensure accuracy. (S6) Develop, maintain and monitor compliance with health and safety requirements including Risk Assessment and Method Statements (RAMS). (S12) Take a systematic approach to identify interacting factors of soil investigations and the key stakeholders. (S13) |
None |
|
Resource and research planning
K25 S8 |
Methods used to review, analyse and draw conclusions from data (including how to apply statistically valid comparisons and understand the reliability of data) strategies to present conclusions to clients and other audiences and influence stakeholders. (K25) |
Design and implement soil experiments, resource and research plans, analysis methodologies, and survey approaches including land access and statistical analysis. (S8) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 26/10/2023 | Not set | Not set |
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