To take a leading role in the design, manufacturing and testing of complex, high value space hardware and ground support equipment.
This occupation is found in the space sector, and primarily the 'upstream' manufacturing area. This covers the design and production of spacecraft and the components and subsystems they comprise. It also includes production, operation and maintenance of highly specialised ground support equipment. Ground support equipment is used to support the development and testing of satellites and other equipment flown in space, before launch. Space systems engineers cover a broad range of mechanical, electronic, and thermal engineering disciplines. They usually specialise in one or more specific areas.
The upstream element of the industry is part of the overall space sector. It is related to but distinct from the 'downstream' part of the sector. The downstream sector is concerned with the exploitation of data from satellites for end-user applications including weather forecasting and telecommunications. Although businesses in the downstream sector work mainly with data and services, many also employ space systems engineers. Income for the whole UK space sector has grown significantly. The upstream segment has been the majority contributor to the overall growth of the sector. Space is a key part of the UK’s Industrial Strategy supporting the development and increases in productivity of other key sectors. For example, Agribusiness, Transport and Health, through improved data provision and communications. Government has committed funding to new developments supporting the upstream sector. Investments include establishing UK space ports, funding of spacecraft technology programmes and a satellite launch capability, and the National Satellite Test Facility.
Space Systems Engineers work in a variety of businesses. These can be small, medium or large enterprises. For example, specialising in, or involved with, space systems and space technology. They can also work in large national or global aerospace companies and space agencies. They are also found in academic institutions. Institutions include universities, government-funded science and technology research and development laboratories.
The broad purpose of the occupation is to take a leading role in the design, manufacturing and testing of complex, high value space hardware and ground support equipment at component and sub-system level, using advanced integration skills. Space Systems Engineers receive customer and mission requirements. They use engineering and scientific principles and knowledge of the space environment to identify solutions to requirements. They also assist in research and development, provide technical expertise, support, solutions and leadership.
Space Systems Engineers typically work to normal business hours. They can be required to work shifts and weekends in particular circumstances. For example, during launch support, or in periods leading up to major project delivery milestones. They typically work in secure and controlled environments, workshops and development areas. These can involve working at ground level, and at high level on gantries and walkways. They also work in regular offices. Some of these environments can be highly specialised (for example, rocket propulsion test facilities). These environments can involve working with very high pressure gas and fluid delivery systems, high vacuum facilities, and cryogenic fluids and delivery systems.
In their daily work, an employee in this occupation interacts with a range of stakeholders. Within their organisation they interact with the project manager, engineering team members, technical specialists, systems engineers, senior managers. They also interact with other internal teams such as finance, health and safety, and marketing. They may also interact directly with external stakeholders such as the customer or client, as well as suppliers and service providers.
An employee in this occupation is responsible for the quality and accuracy of the work they undertake within the limits of their personal authority. Space systems engineers adhere to statutory regulations and organisational health and safety requirements. They also identify, and carry out work in compliance with, standards imposed by key customers. For example, space agencies and regulatory bodies such as the International Organization for Standardization (ISO) or the European Cooperation for Space Standardization (ECSS).
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 48 months. The EPA period is typically 7 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the space systems engineer, the qualification required is:
A space engineering or space science degree or other space degree that fully aligns to the KSBs on the apprenticeship
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 10000 words (with a 10% tolerance).
You will have 32 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 5 questions about the project and presentation. The EPAO will confirm where and when each assessment method will take place.
Professional discussion
You will have a professional discussion with an independent assessor. It will last 90 minutes. They will ask you at least 9 questions. The questions will be about certain aspects of your occupation. You need to compile a before the EPA gateway. You can use it to help answer the questions.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
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 The Institute of Engineering & Technology (IET) for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This apprenticeship aligns with Royal Aeronautical Society for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This occupation is found in the space sector, and primarily the 'upstream' manufacturing area. This covers the design and production of spacecraft and the components and subsystems they comprise. It also includes production, operation and maintenance of highly specialised ground support equipment. Ground support equipment is used to support the development and testing of satellites and other equipment flown in space, before launch. Space systems engineers cover a broad range of mechanical, electronic, and thermal engineering disciplines. They usually specialise in one or more specific areas.
The upstream element of the industry is part of the overall space sector. It is related to but distinct from the 'downstream' part of the sector. The downstream sector is concerned with the exploitation of data from satellites for end-user applications including weather forecasting and telecommunications. Although businesses in the downstream sector work mainly with data and services, many also employ space systems engineers. Income for the whole UK space sector has grown significantly. The upstream segment has been the majority contributor to the overall growth of the sector. Space is a key part of the UK’s Industrial Strategy supporting the development and increases in productivity of other key sectors. For example, Agribusiness, Transport and Health, through improved data provision and communications. Government has committed funding to new developments supporting the upstream sector. Investments include establishing UK space ports, funding of spacecraft technology programmes and a satellite launch capability, and the National Satellite Test Facility.
Space Systems Engineers work in a variety of businesses. These can be small, medium or large enterprises. For example, specialising in, or involved with, space systems and space technology. They can also work in large national or global aerospace companies and space agencies. They are also found in academic institutions. Institutions include universities, government-funded science and technology research and development laboratories.
The broad purpose of the occupation is to take a leading role in the design, manufacturing and testing of complex, high value space hardware and ground support equipment at component and sub-system level, using advanced integration skills. Space Systems Engineers receive customer and mission requirements. They use engineering and scientific principles and knowledge of the space environment to identify solutions to requirements. They also assist in research and development, provide technical expertise, support, solutions and leadership.
Space Systems Engineers typically work to normal business hours. They can be required to work shifts and weekends in particular circumstances. For example, during launch support, or in periods leading up to major project delivery milestones. They typically work in secure and controlled environments, workshops and development areas. These can involve working at ground level, and at high level on gantries and walkways. They also work in regular offices. Some of these environments can be highly specialised (for example, rocket propulsion test facilities). These environments can involve working with very high pressure gas and fluid delivery systems, high vacuum facilities, and cryogenic fluids and delivery systems.
In their daily work, an employee in this occupation interacts with a range of stakeholders. Within their organisation they interact with the project manager, engineering team members, technical specialists, systems engineers, senior managers. They also interact with other internal teams such as finance, health and safety, and marketing. They may also interact directly with external stakeholders such as the customer or client, as well as suppliers and service providers.
An employee in this occupation is responsible for the quality and accuracy of the work they undertake within the limits of their personal authority. Space systems engineers adhere to statutory regulations and organisational health and safety requirements. They also identify, and carry out work in compliance with, standards imposed by key customers. For example, space agencies and regulatory bodies such as the International Organization for Standardization (ISO) or the European Cooperation for Space Standardization (ECSS).
Individual employers will set the selection criteria for their space systems engineer apprentices. Typically, candidates will have achieved grade 4 (previously grade C) or above in at least five GCSE’s including English, Maths and a Science subject. Employers will set their own entry requirements but typically candidates will hold a minimum of 96 UCAS points or existing relevant Level 3 qualifications. Other relevant or prior experience may also be considered as an alternative.
This standard represents a logical progression for candidates who have completed lower level apprenticeships in the engineering and manufacturing route. For example: Engineering fitter (L3), Engineering technician (L3), Engineering manufacturing technician (L4), Space engineering technician (L4), Maintenance operations engineering technician (L3).
T Level and A Level qualifications in science and engineering subject areas, and level 3 qualifications (such as BTEC, City & Guilds or Cambridge Technicals), in science and engineering also offer routes into this apprenticeship.
| Duty | KSBs |
|---|---|
|
Duty 1 Identify and define requirements, architecture, design and verification methodologies for spacecraft subsystems. For example, power, propulsion, attitude control, communications or thermal control. |
|
|
Duty 2 Select techniques, components and materials appropriate for application in the mission environment. For example, vacuum-compatible materials, or electronic components that can withstand radiation. |
|
|
Duty 3 Provide engineering support for mission-specific and research and development projects. For example, providing inputs on vibration test levels and interpreting other test performance data for project teams. |
K1 K2 K3 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K20 K21 K23 K24 K26 K28 K29 |
|
Duty 4 Provide systems-specific expertise during launch and early operations phases of a mission. |
|
|
Duty 5 Provide technical expertise and team leadership in support of integration and testing at subsystem, spacecraft and ground level across a range of projects. |
K2 K12 K14 K15 K16 K17 K20 K22 K24 K25 K26 K27 K28 |
|
Duty 6 Perform system level trade-offs, co-ordinating inputs from various disciplines within a team to evaluate optimal solutions or proposed changes to a design. For example, calculating the antenna size required for two different designs of spacecraft communication systems to reach a recommendation for the optimal design. Or estimating the change in power availability when changing the design of solar array. |
|
|
Duty 7 Provide technical expertise and support to the project system engineer by contributing to requirements management, ensuring all requirements are closed-out at the relevant project reviews and milestones. Contribute to technology readiness level for component or sub-system maturity status on space programmes. |
|
|
Duty 8 Define test plans and procedures and compile test reports, managing test data and results for development and verification of the subsystem and spacecraft design. |
|
|
Duty 9 Manage technical and project documentation used for control, monitoring, verification and reporting during a space project. |
|
|
Duty 10 Provide engineering expertise to the project manager and lead systems engineer to assist in the formulation of risk assessments, project budgets and schedules. |
|
|
Duty 11 Provide oversight of resource budgets and margins within the project. For example, mass, power and volume of a design. |
|
|
Duty 12 Identify solutions for technical designs, techniques and processes relevant to a project using appropriate engineering disciplines and techniques. For example, identifying test standards and test procedures for new designs, new materials and new manufacturing processes for specific applications, or bonding techniques for assemblies involving novel combinations of materials. |
K1 K2 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K20 K22 K23 K24 K26 |
|
Duty 13 Lead technical teams within a project, including line-management of technical staff working within a team. |
|
|
Duty 14 Contribute to overall project management by coordinating the allocation of technical staff within a team and working with the project manager and lead systems engineer to ensure delivery of the project on-time and within budget. |
K1: Spacecraft dynamics and control techniques: two-body orbital motion and perturbations, sources of disturbance, spacecraft attitude control, manoeuvres, station keeping and rendezvous operations.
Back to Duty
K2: Architecture of ground and space-based communications subsystems.
Back to Duty
K3: Mission concept of operations: mission phasing, operational scenarios and modes, timelines, ground and space segments, communications and data handling architecture.
Back to Duty
K4: The role of the ground station in mission operations.
Back to Duty
K5: Principles of electric or chemical propulsion systems.
Back to Duty
K6: Structural analysis for static and dynamic loads.
Back to Duty
K7: Design, analysis and operation of thermal control systems.
Back to Duty
K8: Application of finite element analysis and system modelling software for mechanical, electrical and electromechanical sub-systems.
Back to Duty
K9: Automation of engineering processes.
Back to Duty
K10: Practical and theoretical requirements of electrical, electronic, electromechanical and mechanical equipment and systems in the space context.
Back to Duty
K11: Design of mechanisms and deployable structures in a space context.
Back to Duty
K12: The space environment: vacuum, thermal, radiation, particulate, atmospheres, vibration and thermal environment during launch.
Back to Duty
K13: Purpose of approved processes, components, parts and materials lists.
Back to Duty
K14: Properties, handling and application of space qualified materials.
Back to Duty
K15: Principles of quality assurance and quality standards in space projects.
Back to Duty
K16: Test standards in the space context.
Back to Duty
K17: Principles, processes and techniques for thermal-vacuum, electromagnetic compatibility, shock, vibration and acoustic testing, reporting and post-test procedures and actions.
Back to Duty
K18: Configuration and document management control processes: issue control, incorporation of change and end item data pack.
Back to Duty
K19: Principles of project management in space projects.
Back to Duty
K20: Principles of systems engineering.
Back to Duty
K21: Life cycles of space instrumentation for near earth and deep space missions.
Back to Duty
K22: Techniques and strategies used for the manufacture and fabrication of space hardware, and impact of manufacturing processes on material properties.
Back to Duty
K23: The upstream space sector, its applications, and the typical characteristics of spacecraft used in different mission types.
Back to Duty
K24: The role of software in the function and control of spacecraft and ground facilities.
Back to Duty
K25: Legal requirements: Health and Safety at Work, Environmental Protection and Sustainability, General Data Protection Regulation, Space Industry Act (Background, Range control, Licences, Safety, Security, Liabilities, Indemnities and Insurance).
Back to Duty
K26: Application of Factory 4.0: Digital devices, digital technologies and information systems (Automation, Additive Layer Manufacturing, Connected Technologies, Cyber, Industrial Internet of Things, Cyber Security Resilience, Industry and Autonomous Robotics – Cobotics, Virtual Augmented Reality, Artificial Intelligence (AI) and its applications).
Back to Duty
K27: Teamwork and leadership: negotiation techniques, conflict management, mentoring and development techniques, diversity, equality and inclusivity considerations.
Back to Duty
K28: Communication and presentation techniques: verbal and written.
Back to Duty
K29: Engineering drawing principles: development drawings, qualification drawings and production drawings using computer aided design (CAD) software for creating 3D models and 2D drawings including schematics and circuit diagrams.
Back to Duty
K30: Events and activities in the launch and commissioning phases of a mission, for example monitoring diagnostic information from the spacecraft before launch, or interpreting performance data during commissioning phase of the mission.
Back to Duty
S1: Identify and implement technical engineering solutions. For example, by using trade studies.
Back to Duty
S2: Communicate with colleagues and stakeholders: verbal and written.
Back to Duty
S3: Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities, contributing to technical publications, conveying information to technical and non-technical audiences.
Back to Duty
S4: Review and interpret customer requirements for the function and performance of their spacecraft or subsystem.
Back to Duty
S5: Produce space engineering designs, specifications and drawings. For example, for tender and manufacturing stages.
Back to Duty
S6: Contribute to the preparation of technical proposals. For example, by providing the lead engineer with technical input.
Back to Duty
S7: Contribute to technical reviews with stakeholders. For example, explaining proposed solutions to the customer.
Back to Duty
S8: Perform design and mechanical-structural, thermal and dynamic-vibration analysis, for deployable structures.
Back to Duty
S9: Calculate and model the performance of electronic, mechanical and thermal subsystems using approved industry techniques. For example, communications, power, data handling and thermal control.
Back to Duty
S10: Use scientific and engineering data. For example, to support decision making during design, build and operations phases of a mission or project.
Back to Duty
S11: Identify and apply test standards and procedures. For example, identify and apply test standards for a specific project or mission.
Back to Duty
S12: Prepare and apply technical documentation. For example, schedules, test plans, test reports, quality reports, and the digital tools used for their preparation.
Back to Duty
S13: Research technical solutions to problems. For example, use peer-reviewed literature and technical publications to research technical solutions with awareness of patent rules.
Back to Duty
S14: Use information technology including digital tools for presentation of data, digital communication, collaboration, design and analysis.
Back to Duty
S15: Identify and comply with legal and statutory requirements. For example, health and safety, Environmental protection, sustainability, space certification requirements and data protection.
Back to Duty
S16: Work with and lead others including, negotiation, conflict management, mentoring and developing others; taking account of diversity, equality and inclusivity.
Back to Duty
S17: Mission Analysis techniques using numerical analysis and simulation tools such as AGI-Systems Toolkit or NASA-GMAT.
Back to Duty
B1: Act as a role model and advocate for the environment, and sustainability.
Back to Duty
B2: Collaborate and promote teamwork across disciplines.
Back to Duty
B3: Apply a professional approach.
Back to Duty
B4: Adapt to, and resilient in challenging or changing situation.
Back to Duty
B5: Commits to their own and supports others' professional development.
Back to Duty
B6: Act as an advocate for accessibility, diversity, and inclusion.
Back to Duty
B7: Act as a role model and advocate for health and safety.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (integrated degree)
This standard partially aligns with the following professional recognition:
The Institute of Engineering & Technology (IET) for Incorporated Engineer (IEng)
This apprenticeship standard is aligned to professional recognition requirements for an Incorporated Engineer and is designed to prepare successful apprentices to satisfy the educational and experience requirements either partially or in full. The awarding of professional status is under the remit of the professional engineering institutions and is subject to Engineering Council regulations. For more information, please refer directly to the professional institutions’ guidance or UK-SPEC.
Royal Aeronautical Society for Incorporated Engineer (IEng)
This apprenticeship standard is aligned to professional recognition requirements for an Incorporated Engineer and is designed to prepare successful apprentices to satisfy the educational and experience requirements either partially or in full. The awarding of professional status is under the remit of the professional engineering institutions and is subject to Engineering Council regulations. For more information, please refer directly to the professional institutions’ guidance or UK-SPEC.
V1.0
This document explains the requirements for end-point assessment (EPA) for the space systems engineer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Space systems engineer apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 48 months on-programme (this means in training before the gateway) working towards competence as a space systems engineer. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - project report and presentation with questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
On-programme - typically 48 months
|
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must complete training towards any other qualifications listed in the occupational standard. The qualification(s) required are: A space engineering or space science degree or other space degree that fully aligns to the KSBs on the apprenticeship The apprentice must compile a portfolio of evidence. |
|---|---|
|
End-point assessment gateway
|
The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have passed any other qualifications listed in the space systems engineer occupational standard ST0856. The qualification(s) required are: A space engineering or space science degree or other space degree that fully aligns to the KSBs on the apprenticeship The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the project report and presentation with questions, the apprentice must submit the following supporting material: a brief summary or abstract for the proposed project, including project title and scope. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project at the gateway to confirm it is suitable. The abstract or summary should be no more than 500 words, and must show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to the assessment method. It is not assessed. The apprentice must submit any policies and procedures as requested by the EPAO. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
|
End-point assessment - typically 7 months
|
Grades available for each method: Project report and presentation with questions
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
|
|
Professional recognition
|
This apprenticeship standard aligns with The Institute of Engineering & Technology (IET) for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level. This apprenticeship standard aligns with Royal Aeronautical Society for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
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 7 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 their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
The apprentice must agree the subject, title and scope for their project with their employer and EPAO.
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 6 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This assessment method has 2 components:
This EPA method is being used because
• it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
• it allows for a range of space systems engineering activities to be demonstrated
• it provides a cost-effective assessment, as it minimises independent assessor time and makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity.
The project report and presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice’s project can be based on any of the following:
The project must require:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.
The project output must be in the form of a report.
The apprentice must start the project after the gateway. They must complete and submit the report to the EPAO by the end of week 32 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project. The apprentice must complete their project and the production of its components unaided.
The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.
The report must include at least:
The project report has a word count of 10000 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the KSBs mapped to this assessment method.
In the presentation with questions the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice must prepare and submit their presentation speaker notes and supporting materials. The independent assessor must ask questions after the presentation. The presentation must include:
The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the report by the end of week 32 of the EPA period.
The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation. During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review the project output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions.
The EPAO must give the apprentices at least 4 weeks notice of the presentation with questions.
The apprentice must deliver their presentation to the independent assessor on a one-to-one basis.
The independent assessor must ask questions after the presentation.
The purpose of the independent assessor's questions will be to allow the apprentice the opportunity to evidence occupational competence at the highest level available.
The presentation and questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting 30 minutes. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The independent assessor must use the full time available for questioning. The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questioning can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting 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 report and presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The purpose of the independent assessor's questions will be to assess the following topics:
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their 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 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
For the professional discussion, the independent assessor must ask at least 9 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.
The independent assessor conducts and assesses the professional discussion.
The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.
The independent assessor will make all grading decisions.
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion 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.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all the pass descriptors
|
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Space Systems
K1 K6 K7 K11 K14 S8 S17 |
Uses sector-specific analysis and simulation tools to represent and evaluate the overall mission concept, identifying a set of design solutions that meet requirements. (K1, S17) Constructs numerical models representing the system structure being designed. Uses software tools to model and analyse the thermal and mechanical performance of mechanisms to determine their fitness-for-purpose. (K6, K7, K11, K14, S8)
|
Optimises the mission design and operations concepts through critical evaluation of spaceflight dynamics and ground segment design. Evaluates and selects the optimal solution against the brief. (K1, S17) Validates results by utilising and critically analysing a range of design principles, techniques and numerical models. (K6, K7, K11, K14, S8) |
|
Systems Engineering
K20 K26 K29 S5 S6 S7 S10 S13 S14 |
Uses scientific and engineering data relevant to a task or requirement, and uses the data as a key input into calculations, models, system designs and performance analysis to enable assessment of system compliance with requirements. (K20, S7, S10, S13) Uses information technology to support the design, analysis, manufacture, collaboration and communication to ensure the project brief is satisfied. (K26, S14) Translates customer requirements into technical proposals, designs, specifications, models and drawings that meet the project brief. (K29, S5, S6) |
Justifies solutions to technical problems within system compliance, using scientific and engineering data and research to support justifications. (K20, S7, S10, S13)
|
|
Quality, Management and Compliance
K18 K25 S12 S15 B1 B7 |
Prepares and applies technical documentation, applying configuration and document management control processes (K18, S12) Complies with all relevant legal and statutory requirements. (K25, S15, B1, B7) |
Evaluates how legal and statutory requirements have impacted the project outcome and how this will impact on future similar projects (K25, S15, B1, B7) |
|
Teamwork and Communication
K28 S2 S3 B3 |
Identifies and applies varied methods of communication for different audiences, presenting information in formats most appropriate to their content and audience. Demonstrates a professional approach to communication which achieves collaboration across multiple stakeholders and audiences. (K28, S2, S3, B3) |
Justifies how their approach to presenting information, communication and collaboration has improved the quality of outcomes. (K28, S2, S3, B3) |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all the pass descriptors
|
|---|---|
|
Space Systems
K2 K3 K4 K5 K10 K12 K17 K22 K23 K24 |
Describes the purpose of the Mission Concept of Operations (ConOps) in space systems engineering (K3). Identifies the key components of round and space-based communication sub-systems (K2, K4) Explains the principles of electric or chemical propulsion systems and the implications for mission design. (K5) Describes the space environment and its implications for the requirements of systems in the space context. Relates these requirements to testing of spacecraft subsystems. (K10, K12, K17) Explains the range of processes used in fabrication and their impact on materials properties, in order to meet manufacturing quality requirements. (K22) Describes the upstream space sector, its applications, and the typical characteristics of spacecraft used in different mission types. (K23) Explains the role of software in the function and control of spacecraft and ground facilities in order to fulfill the functional requirements of the mission. (K24) |
|
Systems Engineering
K8 K9 S1 S4 S9 |
Justifies their technical engineering solutions, explaining how they use tools and techniques for modelling and analysis of subsystems, to ensure customer requirements are met. (K8, S1, S4, S9) Explains the advantages of process automation in order to achieve efficiency and reproducibility, and discusses the requirements for automation including monitoring and controlling of machinery and processes. (K9) |
|
Quality, Management and Compliance
K13 K15 K16 K19 K21 K30 S11 B4 |
Explains how they use test standards to design and conduct test procedures applying the principles of quality and product assurance in space manufacturing. Explains how they manage challenging situations during preparation and delivery of test campaigns. (K13, K15, K16, S11, B4) Explains the phases of a space project from initial concept to disposal, and the purpose of reviews at each stage. Identifies the key elements of project planning. Explains the development and operation of space instrumentation in the context of project phrasing. (K19, K21, K30) |
|
Teamwork and Communication
K27 S16 B2 B5 B6 |
Explains how they work with and lead others, justifying their approach to teamwork and the impact this has on individuals, teams or business. Explains how they advocate accessibility and diversity to create an inclusive culture. (K27, S16, B2, B6) Evaluates the impact of their own professional development to enhance their own and others professional and technical competence. (B5)
|
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the: project report and presentation with questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, 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. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a pass in the 'Professional Discussion underpinned by a portfolio of evidence' assessment method, and a distinction in the 'Project: report and presentation with questions' assessment method.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Project report and presentation with questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 6 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 EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO (HEP) |
As a minimum, the EPAO (HEP) must:
|
|
Training provider (HEP) |
As a minimum, the training provider (HEP) must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
The Institute of Engineering & Technology (IET) for Incorporated Engineer (IEng)
Royal Aeronautical Society for Incorporated Engineer (IEng)
| Knowledge | Assessment methods |
|---|---|
|
K1
Spacecraft dynamics and control techniques: two-body orbital motion and perturbations, sources of disturbance, spacecraft attitude control, manoeuvres, station keeping and rendezvous operations. Back to Grading |
Project report and presentation with questions |
|
K2
Architecture of ground and space-based communications subsystems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Mission concept of operations: mission phasing, operational scenarios and modes, timelines, ground and space segments, communications and data handling architecture. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
The role of the ground station in mission operations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
Principles of electric or chemical propulsion systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
Structural analysis for static and dynamic loads. Back to Grading |
Project report and presentation with questions |
|
K7
Design, analysis and operation of thermal control systems. Back to Grading |
Project report and presentation with questions |
|
K8
Application of finite element analysis and system modelling software for mechanical, electrical and electromechanical sub-systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Automation of engineering processes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
Practical and theoretical requirements of electrical, electronic, electromechanical and mechanical equipment and systems in the space context. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Design of mechanisms and deployable structures in a space context. Back to Grading |
Project report and presentation with questions |
|
K12
The space environment: vacuum, thermal, radiation, particulate, atmospheres, vibration and thermal environment during launch. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
Purpose of approved processes, components, parts and materials lists. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Properties, handling and application of space qualified materials. Back to Grading |
Project report and presentation with questions |
|
K15
Principles of quality assurance and quality standards in space projects. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Test standards in the space context. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Principles, processes and techniques for thermal-vacuum, electromagnetic compatibility, shock, vibration and acoustic testing, reporting and post-test procedures and actions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
Configuration and document management control processes: issue control, incorporation of change and end item data pack. Back to Grading |
Project report and presentation with questions |
|
K19
Principles of project management in space projects. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
Principles of systems engineering. Back to Grading |
Project report and presentation with questions |
|
K21
Life cycles of space instrumentation for near earth and deep space missions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
Techniques and strategies used for the manufacture and fabrication of space hardware, and impact of manufacturing processes on material properties. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
The upstream space sector, its applications, and the typical characteristics of spacecraft used in different mission types. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K24
The role of software in the function and control of spacecraft and ground facilities. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K25
Legal requirements: Health and Safety at Work, Environmental Protection and Sustainability, General Data Protection Regulation, Space Industry Act (Background, Range control, Licences, Safety, Security, Liabilities, Indemnities and Insurance). Back to Grading |
Project report and presentation with questions |
|
K26
Application of Factory 4.0: Digital devices, digital technologies and information systems (Automation, Additive Layer Manufacturing, Connected Technologies, Cyber, Industrial Internet of Things, Cyber Security Resilience, Industry and Autonomous Robotics – Cobotics, Virtual Augmented Reality, Artificial Intelligence (AI) and its applications). Back to Grading |
Project report and presentation with questions |
|
K27
Teamwork and leadership: negotiation techniques, conflict management, mentoring and development techniques, diversity, equality and inclusivity considerations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K28
Communication and presentation techniques: verbal and written. Back to Grading |
Project report and presentation with questions |
|
K29
Engineering drawing principles: development drawings, qualification drawings and production drawings using computer aided design (CAD) software for creating 3D models and 2D drawings including schematics and circuit diagrams. Back to Grading |
Project report and presentation with questions |
|
K30
Events and activities in the launch and commissioning phases of a mission, for example monitoring diagnostic information from the spacecraft before launch, or interpreting performance data during commissioning phase of the mission. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Identify and implement technical engineering solutions. For example, by using trade studies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Communicate with colleagues and stakeholders: verbal and written. Back to Grading |
Project report and presentation with questions |
|
S3
Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities, contributing to technical publications, conveying information to technical and non-technical audiences. Back to Grading |
Project report and presentation with questions |
|
S4
Review and interpret customer requirements for the function and performance of their spacecraft or subsystem. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Produce space engineering designs, specifications and drawings. For example, for tender and manufacturing stages. Back to Grading |
Project report and presentation with questions |
|
S6
Contribute to the preparation of technical proposals. For example, by providing the lead engineer with technical input. Back to Grading |
Project report and presentation with questions |
|
S7
Contribute to technical reviews with stakeholders. For example, explaining proposed solutions to the customer. Back to Grading |
Project report and presentation with questions |
|
S8
Perform design and mechanical-structural, thermal and dynamic-vibration analysis, for deployable structures. Back to Grading |
Project report and presentation with questions |
|
S9
Calculate and model the performance of electronic, mechanical and thermal subsystems using approved industry techniques. For example, communications, power, data handling and thermal control. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Use scientific and engineering data. For example, to support decision making during design, build and operations phases of a mission or project. Back to Grading |
Project report and presentation with questions |
|
S11
Identify and apply test standards and procedures. For example, identify and apply test standards for a specific project or mission. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Prepare and apply technical documentation. For example, schedules, test plans, test reports, quality reports, and the digital tools used for their preparation. Back to Grading |
Project report and presentation with questions |
|
S13
Research technical solutions to problems. For example, use peer-reviewed literature and technical publications to research technical solutions with awareness of patent rules. Back to Grading |
Project report and presentation with questions |
|
S14
Use information technology including digital tools for presentation of data, digital communication, collaboration, design and analysis. Back to Grading |
Project report and presentation with questions |
|
S15
Identify and comply with legal and statutory requirements. For example, health and safety, Environmental protection, sustainability, space certification requirements and data protection. Back to Grading |
Project report and presentation with questions |
|
S16
Work with and lead others including, negotiation, conflict management, mentoring and developing others; taking account of diversity, equality and inclusivity. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Mission Analysis techniques using numerical analysis and simulation tools such as AGI-Systems Toolkit or NASA-GMAT. Back to Grading |
Project report and presentation with questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act as a role model and advocate for the environment, and sustainability. Back to Grading |
Project report and presentation with questions |
|
B2
Collaborate and promote teamwork across disciplines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Apply a professional approach. Back to Grading |
Project report and presentation with questions |
|
B4
Adapt to, and resilient in challenging or changing situation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Commits to their own and supports others' professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Act as an advocate for accessibility, diversity, and inclusion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B7
Act as a role model and advocate for health and safety. Back to Grading |
Project report and presentation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Space Systems
K1 K6 K7 K11 K14 S8 S17 |
Spacecraft dynamics and control techniques: two-body orbital motion and perturbations, sources of disturbance, spacecraft attitude control, manoeuvres, station keeping and rendezvous operations. (K1) Structural analysis for static and dynamic loads. (K6) Design, analysis and operation of thermal control systems. (K7) Design of mechanisms and deployable structures in a space context. (K11) Properties, handling and application of space qualified materials. (K14) |
Perform design and mechanical-structural, thermal and dynamic-vibration analysis, for deployable structures. (S8) Mission Analysis techniques using numerical analysis and simulation tools such as AGI-Systems Toolkit or NASA-GMAT. (S17) |
None |
|
Systems Engineering
K20 K26 K29 S5 S6 S7 S10 S13 S14 |
Principles of systems engineering. (K20) Application of Factory 4.0: Digital devices, digital technologies and information systems (Automation, Additive Layer Manufacturing, Connected Technologies, Cyber, Industrial Internet of Things, Cyber Security Resilience, Industry and Autonomous Robotics – Cobotics, Virtual Augmented Reality, Artificial Intelligence (AI) and its applications). (K26) Engineering drawing principles: development drawings, qualification drawings and production drawings using computer aided design (CAD) software for creating 3D models and 2D drawings including schematics and circuit diagrams. (K29) |
Produce space engineering designs, specifications and drawings. For example, for tender and manufacturing stages. (S5) Contribute to the preparation of technical proposals. For example, by providing the lead engineer with technical input. (S6) Contribute to technical reviews with stakeholders. For example, explaining proposed solutions to the customer. (S7) Use scientific and engineering data. For example, to support decision making during design, build and operations phases of a mission or project. (S10) Research technical solutions to problems. For example, use peer-reviewed literature and technical publications to research technical solutions with awareness of patent rules. (S13) Use information technology including digital tools for presentation of data, digital communication, collaboration, design and analysis. (S14) |
None |
|
Quality, Management and Compliance
K18 K25 S12 S15 B1 B7 |
Configuration and document management control processes: issue control, incorporation of change and end item data pack. (K18) Legal requirements: Health and Safety at Work, Environmental Protection and Sustainability, General Data Protection Regulation, Space Industry Act (Background, Range control, Licences, Safety, Security, Liabilities, Indemnities and Insurance). (K25) |
Prepare and apply technical documentation. For example, schedules, test plans, test reports, quality reports, and the digital tools used for their preparation. (S12) Identify and comply with legal and statutory requirements. For example, health and safety, Environmental protection, sustainability, space certification requirements and data protection. (S15) |
Act as a role model and advocate for the environment, and sustainability. (B1) Act as a role model and advocate for health and safety. (B7) |
|
Teamwork and Communication
K28 S2 S3 B3 |
Communication and presentation techniques: verbal and written. (K28) |
Communicate with colleagues and stakeholders: verbal and written. (S2) Present information. For example, presenting project progress and key performance information (KPI's) such as cost, quality, time, risk and opportunities, contributing to technical publications, conveying information to technical and non-technical audiences. (S3) |
Apply a professional approach. (B3) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Space Systems
K2 K3 K4 K5 K10 K12 K17 K22 K23 K24 |
Architecture of ground and space-based communications subsystems. (K2) Mission concept of operations: mission phasing, operational scenarios and modes, timelines, ground and space segments, communications and data handling architecture. (K3) The role of the ground station in mission operations. (K4) Principles of electric or chemical propulsion systems. (K5) Practical and theoretical requirements of electrical, electronic, electromechanical and mechanical equipment and systems in the space context. (K10) The space environment: vacuum, thermal, radiation, particulate, atmospheres, vibration and thermal environment during launch. (K12) Principles, processes and techniques for thermal-vacuum, electromagnetic compatibility, shock, vibration and acoustic testing, reporting and post-test procedures and actions. (K17) Techniques and strategies used for the manufacture and fabrication of space hardware, and impact of manufacturing processes on material properties. (K22) The upstream space sector, its applications, and the typical characteristics of spacecraft used in different mission types. (K23) The role of software in the function and control of spacecraft and ground facilities. (K24) |
None |
None |
|
Systems Engineering
K8 K9 S1 S4 S9 |
Application of finite element analysis and system modelling software for mechanical, electrical and electromechanical sub-systems. (K8) Automation of engineering processes. (K9) |
Identify and implement technical engineering solutions. For example, by using trade studies. (S1) Review and interpret customer requirements for the function and performance of their spacecraft or subsystem. (S4) Calculate and model the performance of electronic, mechanical and thermal subsystems using approved industry techniques. For example, communications, power, data handling and thermal control. (S9) |
None |
|
Quality, Management and Compliance
K13 K15 K16 K19 K21 K30 S11 B4 |
Purpose of approved processes, components, parts and materials lists. (K13) Principles of quality assurance and quality standards in space projects. (K15) Test standards in the space context. (K16) Principles of project management in space projects. (K19) Life cycles of space instrumentation for near earth and deep space missions. (K21) Events and activities in the launch and commissioning phases of a mission, for example monitoring diagnostic information from the spacecraft before launch, or interpreting performance data during commissioning phase of the mission. (K30) |
Identify and apply test standards and procedures. For example, identify and apply test standards for a specific project or mission. (S11) |
Adapt to, and resilient in challenging or changing situation. (B4) |
|
Teamwork and Communication
K27 S16 B2 B5 B6 |
Teamwork and leadership: negotiation techniques, conflict management, mentoring and development techniques, diversity, equality and inclusivity considerations. (K27) |
Work with and lead others including, negotiation, conflict management, mentoring and developing others; taking account of diversity, equality and inclusivity. (S16) |
Collaborate and promote teamwork across disciplines. (B2) Commits to their own and supports others' professional development. (B5) Act as an advocate for accessibility, diversity, and inclusion. (B6) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 23/02/2023 | Not set | Not set |
Crown copyright © 2024. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence