Teacher for the sensory impaired

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 joined the Apprenticeship Provider and Assessment Register (APAR) and are accredited by the regulator, the Department for Education, to deliver the mandatory qualification (PG Dip). Once the EPAO has joined the APAR, funding for apprentice starts will be permitted and this message will be removed.

Key information

Status: Approved for delivery
Reference: ST0966
Version: 1.0
Level: 7
Degree: non-degree qualification
Typical duration to gateway: 24 months
Typical EPA period: 3 months
Maximum funding: £14000
Route: Education and early years
Date updated: 14/11/2023
Approved for delivery: 14 November 2023
Lars code: 738
EQA provider: Office for Students
Review:
This apprenticeship standard will be reviewed after three years

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Apprenticeship summary

Overview of the role

Work with children and young people who have either deafness, vision impairment, or multi-sensory impairment, and their families, teaching staff and other professionals.

Occupation summary

This occupation is found in the education sector, and working with families. It covers children and young people with sensory impairment (SI), ages 0-25, where special educational needs and disability (SEND) support is needed. Settings for this work include:

• family homes

• state, private and voluntary settings for early years 0-5

• childminders

• primary and secondary schools

• mainstream and special education schools

• post 16 further and higher education colleges

• local authority funded, trust and free schools

• peripatetic for local authorities in a sensory service

• third sector organisations and health trusts.

The broad purpose of the occupation is to work with children and young people who have either deafness, vision impairment, or multi-sensory impairment, and their families, teaching staff and other professionals. The children and young people may or may not have additional or complex needs. The teacher of children and young people with SI uses specialist expertise, knowledge and skills to plan and deliver direct specialist teaching. They work to develop the capacity of the wider educational team around the learner, including teachers, families and other professionals, to remove barriers to learning and provide an education which meets the learner's needs. The specialist teacher fosters the meaningful involvement of SI children and young people in their communities, families, and in the wider productive world as independently as possible. They recommend and put in place resources and environmental adaptations that support this access. This occupation has a governmental requirement for a mandatory qualification (MQ) which will be included in the apprenticeship.

In their daily work, an employee in this occupation interacts with a range of internal stakeholders such as babies and children, young people, families, and staff in a childcare, education or health environment. They also interact with a range of external stakeholders such as local authority officers, ophthalmologists, habilitation specialists, audiologists, ear, nose, and throat surgeons, speech and language therapists, occupational therapists, physiotherapists, voluntary agencies, social workers and other health and social care employees.

An employee in this occupation will be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set outcomes and deadlines. They are responsible for meeting quality requirements and working in accordance with safeguarding considerations. Teachers of the SI are expected to have knowledge and skills relating to the use of technology such as laptops, mobile phones, iPads, tablets and also specialist technology relating to their work with children with SI such as Braillers, audiometric test boxes, and assistive listening devices.

Typical job titles include:

Qualified teacher of the deaf Qualified teacher of the multi-sensory impaired Qualified teacher of the vision impaired

Duties

Duty 1 Teach, develop and plan challenging, well organised programmes across the age and ability range of SI learners including those with additional needs.
Duty 2 Maintain their up to date knowledge of national and local legislation, guidance, initiatives and research, to use this in their teaching and other work with SI learners, parents and settings.
Duty 3 Work collaboratively with SI stakeholders to identify learning needs and advise on, and provide, appropriate support.
Duty 4 Work collaboratively and train stakeholders to improve the social and emotional development, independence, and well-being of the learner.
Duty 5 Promote improved physical learning environments using a range of interventions, such as improved room acoustics, lighting or greater access to AT and IT.
Duty 6 Train and support stakeholders, using evidenced-based strategies, to facilitate the successful inclusion of learners with SI in educational settings.
Duty 7 Carry out, interpret and report on the outcomes from specialist assessments used with SI learners. Use these outcomes to inform target setting, monitor the efficacy of current provision, teaching delivery, and guide decision making having also drawn on the specialist assessment of others such as orthoptists, audiologists, habilitation specialists, and speech and language therapists.
Duty 8 Ensure that transition between educational phases is effective across a wide range of ages and contexts. Ensure that appropriate specialist equipment is in place in any new settings and that staff have the necessary training, knowledge and skills to facilitate its use, and inform staff of appropriate teaching methodology.
Duty 9 Advise on and apply in their teaching reasonable adjustments for children and young people with SI in education, such as in public examinations.
Duty 10 Work in partnership with parents to develop early intervention and provide advice and promote relevant areas such as the importance of language development either or both spoken or signed, the use of technologies and teaching of habilitation skills.
Duty 11 Work in partnership with parents, other professionals and learners with SI to develop a clear understanding of the nature of the impairment such as deafness, vision impairment or multi-sensory impairment. Provide a range of evidence based information via written text, face to face, audio or video.
Duty 12 Develop the self-esteem of children and young people with SI and maximise their independence and use of specific assistive technology, to teach and promote independent learning and self-advocacy skills.
Duty 13 Provide and modify materials to match needs such as communication and mobility, and supply training and advice on the use and adaptation of materials.
Duty 14 Provide appropriate curriculum advice and support for learners with SI.

Apprenticeship summary

ST0966, teacher for the sensory impaired level 7

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.

What is an end-point assessment and why it happens

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:

fail

pass

distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

EPA gateway

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:

achieved English and mathematics qualifications in line with the apprenticeship funding rules

for the case study report with presentation and questioning, the project's title and scope must be agreed with the EPAO and a project summary submitted

for the professional discussion underpinned by a portfolio of evidence, you must submit a portfolio of evidence

completed and passed all elements of the mandatory qualification listed in the occupational standard, except undertaking EPA which forms the final element of the qualification

For the teacher for the sensory impaired, the qualification required is:

Post-graduate diploma for specialist teachers

Assessment methods

Case study report with presentation and questioning

You will complete a case study and write a report. You will be asked to complete a case study report with presentation and questioning. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 2000 words (with a 10% tolerance).

You will have 8 weeks to complete the case study report 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 case study report. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 5 questions about the case study report and presentation.

Professional discussion underpinned by a portfolio of evidence

You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 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.

Examination board

The examination board will be constituted in line with the HEP's academic assessment regulations and may have an external examiner present when considering achievement of the mandatory post graduate diploma for specialist teachers.

The EPAO will confirm where and when each assessment method will take place.

Who to contact for help or more information

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.

Reasonable adjustments

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.

Professional recognition

This apprenticeship aligns with Department for Education for Qualified Teacher of the Deaf or Qualified Teacher of the Visually Impaired or Qualified Teacher of the Multi-sensory Impaired

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

• family homes

• state, private and voluntary settings for early years 0-5

• childminders

• primary and secondary schools

• mainstream and special education schools

• post 16 further and higher education colleges

• local authority funded, trust and free schools

• peripatetic for local authorities in a sensory service

• third sector organisations and health trusts.

Typical job titles include:

Qualified teacher of the deaf Qualified teacher of the multi-sensory impaired Qualified teacher of the vision impaired

Entry requirements

Qualified Teacher Status (QTS), or Qualified Teacher Learning & Skills status (QTLS), one year's teaching experience and a current enhanced Disclosure and Barring Service (DBS) check.

Occupation duties

Duty	KSBs
Duty 1 Teach, develop and plan challenging, well organised programmes across the age and ability range of SI learners including those with additional needs.	K4 K14 K15 K17 K18 K20 K21 K22 S1 S4 S8 S17 S18 S19 S20 S25 S26 B1 B2 B3 B4 B5 B6
Duty 2 Maintain their up to date knowledge of national and local legislation, guidance, initiatives and research, to use this in their teaching and other work with SI learners, parents and settings.	K1 K2 K5 K6 K21 K22 S1 S2 S5 S6 S11 S25 S27 B1 B3 B4 B6
Duty 3 Work collaboratively with SI stakeholders to identify learning needs and advise on, and provide, appropriate support.	K2 K4 K5 K8 K9 K12 K14 K15 K19 K20 S4 S8 S10 S15 S19 S21 S23 S24 S25 S26 B1 B3 B4 B5 B6
Duty 4 Work collaboratively and train stakeholders to improve the social and emotional development, independence, and well-being of the learner.	K4 K6 K15 K19 K20 S3 S4 S6 S8 S15 S19 S23 S24 S25 S26 B1 B2 B3 B4 B5 B6
Duty 5 Promote improved physical learning environments using a range of interventions, such as improved room acoustics, lighting or greater access to AT and IT.	K14 K17 K18 S17 S18 S19 S20 S21 S22 B1
Duty 6 Train and support stakeholders, using evidenced-based strategies, to facilitate the successful inclusion of learners with SI in educational settings.	K5 K15 K17 K18 K19 K20 K21 S8 S10 S15 S18 S20 S21 S23 S24 S25 S26 B1 B3 B4 B6
Duty 7 Carry out, interpret and report on the outcomes from specialist assessments used with SI learners. Use these outcomes to inform target setting, monitor the efficacy of current provision, teaching delivery, and guide decision making having also drawn on the specialist assessment of others such as orthoptists, audiologists, habilitation specialists, and speech and language therapists.	K2 K3 K8 K9 K13 K21 S1 S2 S3 S7 S9 S19 S21 S24 S26 B1 B3 B4
Duty 8 Ensure that transition between educational phases is effective across a wide range of ages and contexts. Ensure that appropriate specialist equipment is in place in any new settings and that staff have the necessary training, knowledge and skills to facilitate its use, and inform staff of appropriate teaching methodology.	K3 K5 K10 K11 S5 S11 S12 S13 S20 B1
Duty 9 Advise on and apply in their teaching reasonable adjustments for children and young people with SI in education, such as in public examinations.	K2 K12 K13 K16 S4 S12 S13 S16 S18 S20 S23 S24 B1 B6
Duty 10 Work in partnership with parents to develop early intervention and provide advice and promote relevant areas such as the importance of language development either or both spoken or signed, the use of technologies and teaching of habilitation skills.	K3 K6 K7 K10 K12 S1 S2 S5 S6 S7 S8 S10 S11 S14 S20 S21 B1 B5
Duty 11 Work in partnership with parents, other professionals and learners with SI to develop a clear understanding of the nature of the impairment such as deafness, vision impairment or multi-sensory impairment. Provide a range of evidence based information via written text, face to face, audio or video.	K2 K3 K6 K7 K9 K10 S2 S3 S5 S6 S8 S10 S11 S13 S14 S24 B1 B2 B5 B6
Duty 12 Develop the self-esteem of children and young people with SI and maximise their independence and use of specific assistive technology, to teach and promote independent learning and self-advocacy skills.	K6 K10 K14 K15 S6 S7 S8 S13 S23 B1 B2 B5
Duty 13 Provide and modify materials to match needs such as communication and mobility, and supply training and advice on the use and adaptation of materials.	K4 K14 K15 K17 K18 S4 S7 S12 S17 S18 S20 S21 S26 B6
Duty 14 Provide appropriate curriculum advice and support for learners with SI.	K4 K15 K17 K18 S4 S7 S13 S15 S17 S18 S21 S25 S26 B6

KSBs

Knowledge

K1: Relevant national legislation and the range of policies and guidelines, including differences in policy and process in different parts of the UK. Back to Duty

K2: SI and SEND specific terminology related to the education, health, and care of children and young people. Back to Duty

K3: Causes and implications of SI. For example, how the processes of hearing and seeing stems from the anatomy and physiology of the ears and eyes, and from the auditory and visual information being processed by the brain. Back to Duty

K4: The range of additional and complex needs which can co-exist with SI and the impact of these upon development. Back to Duty

K5: Provision (education, training and employment) for learners with SI and their entitlements and knowledge of services and supporting organisations available to them. For example, national and local charities and professional bodies. Back to Duty

K6: Why children, young people, and adults with SI may be more vulnerable to abuse and exploitation including the safeguarding processes and practices to protect them. Back to Duty

K7: Principles for family centred early intervention of SI protocols and the role of the specialist teacher. Back to Duty

K8: Methods for accurate, ethical and comprehensive assessment of the SI learner. Including the wide range of holistic and multidisciplinary assessment tools available and their application. Back to Duty

K9: The range of stakeholders and their expertise in supporting the SI learner and family. For example, orthoptists, audiologists, occupational therapists, habilitation specialists and speech and language therapists. Back to Duty

K10: The rights and expectations of the families of children and young people with SI and the approaches to involving them in raising their children’s achievement and improving their well-being. Back to Duty

K11: The elements of successful transition through stages and school settings including the range of education, training and employment opportunities available to SI learners and the support available to them as they transition into adulthood. Back to Duty

K12: The impact of SI diagnosis on learners and their family, including the impact of cultural diversity, the mental health of the learner, and the range of supporting organisations at a local and national level. For example, charities, voluntary agencies and professional bodies. Back to Duty

K13: The assessment procedures associated with externally validated qualifications and how to arrange access arrangements to enable learners with SI to have their achievements recognised. For example, general qualifications, national curriculum tests and early years assessment. Back to Duty

K14: Approaches to identify and anticipate the barriers to learning and participation that may arise for learners with SI and differentiate/modify teaching approaches and other provision to minimise these taking account of communication and learning needs. Back to Duty

K15: Principles for identifying and setting outcomes to reach the full potential of each individual learner. Back to Duty

K16: Existing and emerging relevant assistive technologies and the opportunities these present for learners with SI. Back to Duty

K17: Communication systems and their use in supporting SI learners. Back to Duty

K18: The challenges of different learning environments and the principles of designing, delivering, evaluating, and advising on teaching that is accessible for SI learners. Back to Duty

K19: Coaching and mentoring principles, evidence-based strategies and techniques. Back to Duty

K20: Approaches to enable cognitive, social and emotional development. Back to Duty

K21: Principles of continuous improvement and evaluation, including the mechanisms for setting priorities, objectives and targets, and translating these into policies and strategies. Back to Duty

K22: Research and innovations in SI and their impact on current practice and critically evaluating current thinking, research, and practice. Back to Duty

Skills

S1: Contribute to person-centred planning and statutory review process in line with national legislation and guidelines. Back to Duty

S2: Support families and professionals in their understanding of the terminology, national legislation, and guidance which relates to children and young people with SI. Back to Duty

S3: Interpret causes and implications of SI. For example, the anatomy and physiology of the ear and central auditory pathways, and eyes and optic nerve pathways and their implications for development and learning. Back to Duty

S4: Provide and modify materials to match sensory, communication and habilitation needs, and teach using, or advise on, the use and adaptation of these materials. Back to Duty

S5: Provide early family-centred intervention and advice. Back to Duty

S6: Advise on and support the implementation and execution of safeguarding procedures. Back to Duty

S7: Provide advice and promote areas of intervention. For example, the importance of language development spoken or signed, and the development of habilitation skills. Back to Duty

S8: Implement strategies to support the development of the learner. Back to Duty

S9: Select, undertake, interpret and report on the specialist assessment of SI learners to inform key areas. For example, teaching, target setting, report writing, and monitoring the efficacy of current provision. Back to Duty

S10: Identify and engage stakeholders who can work together with the family to optimise learning and opportunities for the SI Learner and family. Back to Duty

S11: Support families in making an informed choice on appropriate provision for their child or young person and signpost them to other resources. Back to Duty

S12: Work in partnership with SI learner, and their families to understand and navigate the systems and transitions into and through education, training, and employment. Back to Duty

S13: Support person centred outcomes leading to preparation for adulthood whilst enabling a voice for all stakeholders. Back to Duty

S14: Work in partnership with families to understand and implement strategies to support the development of the SI learner, considering cultural, linguistic and family differences when working with families and their children. Back to Duty

S15: Support others to understand the impact of SI upon the holistic development of child/young person and advise on appropriate strategies which are informed by research and/or evidence based good practice to support individual needs. Back to Duty

S16: Advise on and apply reasonable adjustments to support SI learners in education. For example, in public examinations. Back to Duty

S17: Identify, anticipate and advise on methods to work towards overcoming the barriers to learning and participation faced by SI Learners. For example, modification of the teaching approach, and the modification and production of learning materials. Back to Duty

S18: Plan and teach challenging, well-organised specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information. For example, tactile signing, British Sign Language and Braille. Back to Duty

S19: Devise outcomes and plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources. Back to Duty

S20: Advise on, and monitor the use of a range of personal and assistive sensory technology. Back to Duty

S21: Identify and use communication systems to support communication with an SI learner, taking account of their sensory needs, developmental and communication levels. Back to Duty

S22: Assess the environment in relation to SI and adapt this to maximise sensory access, monitoring outcomes in relation to individual needs. Back to Duty

S23: Train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology. Back to Duty

S24: Communicate with stakeholders and tailor language use to the audience via such modes as face-to-face communication, succinct report writing and presentations. Back to Duty

S25: Plan, teach, or advise on interventions. For example, physical, cognitive, communication, emotional and social, that meet the needs of learners with SI, working in partnership with colleagues. Back to Duty

S26: Evaluate and adapt the age-related provision for SI learners to optimise their engagement, attainment and inclusion. Back to Duty

S27: Optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current. Back to Duty

Behaviours

B1: Ethical, fair, consistent, sensitive and impartial, valuing equality and diversity at all times within professional boundaries. Back to Duty

B2: Values adults, children, and young people, enabling them to have a voice in decisions that impact on them. Back to Duty

B3: Act as a reflective practitioner who aims to continually improve their own practice, responding to advice and feedback, and is committed to continuous professional development. Back to Duty

B4: Acts in a flexible and responsive way, with an evidence-informed approach to decision making in complex and ambiguous situations or environments. Back to Duty

B5: Work collaboratively to encourage and facilitate key working attributes. For example, cooperation, pride, trust, group identity, commitment, and team spirit. Back to Duty

B6: Champion accessibility and diversity in order to create inclusive solutions. Back to Duty

Qualifications

English and Maths

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.

Other mandatory qualifications

Post-graduate diploma for specialist teachers

Level: 7 (non-degree qualification)

Apprentices must complete one of the mandatory post-graduate diploma's for specialist teachers: Specialist teacher for the deaf; or Specialist teacher for the visually impaired; or Specialist teacher for the multi-sensory impaired https://www.gov.uk/guidance/mandatory-qualifications-specialist-teachers

Professional recognition

This standard aligns with the following professional recognition:

Department for Education for Qualified Teacher of the Deaf or Qualified Teacher of the Visually Impaired or Qualified Teacher of the Multi-sensory Impaired

Regulated standard

This is a regulated occupation.

Regulator body:

Department for Education

Training Provider must be approved by regulator body

EPAO must be approved by regulator body

Print EPA plan

End-point assessment plan

V1.0

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the Teacher for the sensory impaired apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA. It will also be of interest to Teacher for the sensory impaired apprentices, their employers, and the Department for Education (DfE) approved training providers.

Teachers for the sensory impaired are subject to statutory regulation by the DfE through their mandatory qualification (MQ). The DfE sets the standards of proficiency required for entry to the professional registers, and these are the occupational standards for registered teachers for the sensory impaired.

This apprenticeship has a statutory integrated plus EPA. The EPA is delivered by a DfE approved higher education provider. Alignment of the integrated EPA is permitted because the following criteria are met:

1. the occupation (profession) must be regulated by a statutory regulator.

2. the statutory regulator carries out functions for the occupations they regulate. This includes:

making sure individuals have the necessary qualifications and experience to practise the occupation.
taking any necessary enforcement action.

3. the statutory integrated apprenticeship meets the apprenticeship requirements (IfATE’s apprenticeship policy).

This apprenticeship leads to the relevant Qualified Teacher for the Sensory Impaired status (Qualified Teacher for the Deaf or Qualified Teacher for the Visually Impaired or Qualified Teacher for the Multi-sensory Impaired) from the DfE.

This statutory integrated plus apprenticeship must be delivered by a higher education provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The apprentice's employer must select an HEP that is an approved EPAO from the APAR. Only HEPs approved by DfE to deliver the mandatory post-graduate diploma for specialist teachers can deliver and assess this apprenticeship (Mandatory qualifications, (PG Dip): specialist teachers - (www.gov.uk)).

For assessment method 1 (case study report with presentation and questioning) and assessment method 2 (professional discussion underpinned by a portfolio of evidence) of the EPA both must contribute to the total credit value of the MQ (PG Dip), and must be delivered in accordance with this assessment plan. However, the number of credits devoted to the EPA may vary across HEPs. The recommended EPA contribution is 12.5% of the total credit value.

A full-time teacher for the sensory impaired 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 apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

This EPA has 3 assessment methods.

The grades available for each assessment method are below.

Assessment method 1 - case study report with presentation and questioning:

fail

pass

distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

fail

pass

distinction

Assessment method 3 - examination board:

fail

pass

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

fail

pass

distinction

EPA summary table

On-programme - typically 24 months	The apprentice must: complete training to develop the knowledge, skills and behaviours (KSBs) outlined in this apprenticeship’s standard complete training towards English and mathematics qualifications in line with the apprenticeship funding rules compile a portfolio of evidence complete training towards the qualification listed in the teacher for the sensory impaired apprenticeship standard except completing EPA The qualification required is: Post-graduate diploma for specialist teachers
End-point assessment gateway	The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must: confirm they are ready to take the EPA have achieved English and mathematics qualifications in line with the apprenticeship funding rules have completed and passed all elements of the Post-graduate diploma for specialist teachers except undertaking EPA which is the final component of the qualification For the case study report with presentation and questioning, the apprentice must submit a case study title and scope. To ensure the case study report allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the case study report’s title and scope at the gateway to confirm it is suitable. For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence. Gateway evidence must be submitted to the EPAO along with any organisation specific policies and procedures requested by the EPAO.
End-point assessment - typically 3 months	The grades available for each assessment method are below Case study report with presentation and questioning: fail pass distinction Professional discussion underpinned by a portfolio of evidence: fail pass distinction Examination board: fail pass Overall EPA and apprenticeship can be graded: fail pass distinction
Professional recognition	This apprenticeship aligns with: Department for Education for Qualified Teacher of the Deaf or Qualified Teacher of the Visually Impaired or Qualified Teacher of the Multi-sensory Impaired
Re-sits and re-takes	re-take and re-sit grade cap: pass re-sit timeframe: typically 2 months re-take timeframe: typically 3 months

Duration of end-point assessment period

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.

EPA gateway

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:

confirm they are ready to take the EPA
have achieved English and mathematics qualifications in line with the apprenticeship funding rules

have completed and passed all elements of the Post-graduate diploma for specialist teachers except the EPA element, which forms the final element of the qualification

submit a case study title and scope for the case study report with presentation and questioning

The EPAO must sign-off the case study title and scope at gateway to confirm its suitability for the assessment method

submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence

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 7 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:

lesson resources, schemes of work, individual learning plans
assessments undertaken with sensory impaired (SI) children and young people
a learner profile written by the apprentice, typically one page in length
an end of placement report written by the supervisor
a lesson plan with commentary on how they have met the needs of the learner, with the commentary typically 500 words in length
a report on the use of technology to support SI learners, typically one page in length

This is not a definitive list; other evidence sources can be included. Evidence should be anonymised before it is submitted.

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.

Order of assessment methods

The assessment methods must be delivered in the following order:

The case study with presentation and questioning and the professional discussion must be completed and passed before examination board can be completed.

The reason for this order is to help ensure that apprentices complete end-point assessment. Passing assessment method 3 (the DfE approve providers examination board) lawfully permits the apprentice to work as a teacher for the sensory impaired. However only the combination of (at least passing) all assessment methods affirm full occupational competency for the purposes of this apprenticeship. It is the responsibility of the EPAO to ensure that assessment method 3 is booked once the apprentice has achieved a minimum of a pass in assessment method 1 and assessment method 2.

Case study report with presentation and questioning

Overview

A case study report with presentation and questioning involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The case study report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.

This assessment method has 2 components:

a case study report
presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.

Rationale

This assessment method is being used because:

it allows the apprentice to demonstrate report writing skills which is a skill in their everyday work. Writing reports that convey complex information succinctly for a range of audiences is a typical responsibility of the role
the use of a case study report allows for a range of KSBs to be assessed that may not be possible in other methods (such as observations) as the work cycle is too long to be reasonably observed
the case study report allows for the testing of KSBs holistically, (including the potential to assess a wide range of practical, analytical and interpretive skills) in an occupationally relevant way
it exemplifies the ability to write succinct, appropriate reports and presentations for an intended audience, conveying complex information in clear and pertinent way
it provides the opportunity to reflect authentic workplace contexts which increases assessment validity in relation to the occupation. For example, delivering presentations, responding to questions and engaging different audiences are typical responsibilities of the role
the presentation and questioning component can be conducted live or remotely, potentially reducing cost and can be recorded if required to support internal or external quality assurance
the report with presentation and questioning complement each other in terms of providing an assessment that is pitched at the appropriate level of demand. Whilst the report is shorter than is typical at level 7, the accompanying presentation and questioning enhances assessment overall as it provides an opportunity to assess the KSBs at a deeper level, building off the apprentice's report.

Delivery

The apprentice must complete a case study report based on any of the following:

a child or young person from the age of 0-25 years, in a home, school, or college setting

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the case study report’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that case study reports are pitched appropriately.

The case study report output must be in the form of a written report and presentation.

The apprentice must start the case study report after the gateway. The employer should ensure the apprentice has the time and resources, within the case study report period, to plan and complete their case study report.

The apprentice may work as part of a team to complete the case study, which could include internal colleagues or technical experts. The apprentice must however, complete their case study report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the case study report and any presentation materials are submitted.

Component 1: Case study report

As a minimum, the case study report must contain:

a profile or case history
the child or young person's type and degree of sensory impairment
the current personal and assistive technologies used by the child or young person
the assessment and monitoring of the child or young person's development
assessment data and its uses
the barriers to learning experienced by the child or young person
the actions taken, interventions employed, or advice provided to support the child or young person
reference to partnership working
person centred outcomes set for the child or young person

The case study report must have a word count of 2000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.

The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 8 of the EPA period.

Component 2: Presentation with questions

The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their case study report and presentation.

The presentation should cover:

an overview of the case study report
a summary of assessment of the child and young person and assessment data
summary of barriers and actions taken to support the child or young person
a summary of outcomes

The presentation with questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

The independent assessor must ask at least 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 purpose of the independent assessor's questions is:

to verify that the activity was completed by the apprentice
to seek clarification where required
to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
to assess level of competence against the grading descriptors

The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 8 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:

audio-visual presentation equipment
flip chart and writing and drawing materials
computer, interactive whiteboard, or other type of screen
a dedicated room
if appropriate, access to a radio microphone, BSL interpreter or other reasonable adjustments
any other requirements as previously notified to the EPAO

The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 7 days’ notice of the presentation with questions.

Assessment decision

The independent assessor must make the grading decision. They must assess the case study report with presentation and questioning components holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

the KSBs demonstrated in the report and presentation with questions
the apprentice’s answers to questions
the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.

The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

EPAO must produce the following materials to support the project:

independent assessor EPA materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Professional discussion underpinned by a portfolio of evidence

Overview

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.

Rationale

This method is being used because:

it allows knowledge, skills and behaviours which may not naturally occur in every workplace or may take too long to observe to be assessed and facilitate the assessment of a disparate set of knowledge, skills and behaviours
it allows the apprentice to showcase their depth of understanding relating to the KSBs
it includes the opportunity for the apprentice to refer to a portfolio of evidence which supports the apprentice when discussing the application of knowledge, skills and behaviours

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose of the independent assessor's questions will be to demonstrate that the apprentice has sufficient underpinning competence for them to undertake their employment and to allow clarity and understanding of the KSB’s aligned to this method.

The professional discussion will assess the following themes:

assessment
communication and technology
children and young person development
interpersonal skills
legislation and terminology
professional advice and advocacy
educational provision and intervention

The EPAO must give an apprentice 7 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 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 12 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

the apprentice’s answers to questions
the KSBs demonstrated in answers to questions
the grade achieved

Assessment location

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.

Question and resource development

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:

independent assessor assessment materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Examination board

Overview

The independence of EPA will be assured through:

the examination board, which may include the external examiner, being responsible for the final decision on the award of the qualification that confirms the apprentice has met the education outcomes required for the award of the post graduate diploma for specialist teachers
the end-point assessment organisation (a DfE approved organisation) will conduct the EPA

Grading

Case study report with presentation and questioning

Fail - does not meet pass criteria

Theme KSBs	Pass Apprentices must demonstrate all the pass descriptors	Distinction Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Assessment K8 S16	Explains how they advise on and apply methods for accurate, comprehensive, and ethical assessment of the SI learner, including the wide range of holistic and multidisciplinary assessment tools available and their application to inform reasonable adjustments to support sensory impaired (SI) learners in education, supported by specific examples. (K8, S16)	Critically evaluates methods for accurate and comprehensive assessment of the SI learner including the wide range of holistic and multidisciplinary assessment tools available and their application. (K8)
Communication and technology K16 S20	Explains how they advise and monitor the use of a range of relevant existing and emerging personal and assistive sensory technology and describes the opportunities they present for SI learners. (K16, S20)	Appraises existing and emerging personal and assistive technologies for SI including justifying the advice they provide on the use and monitoring of these technologies. (K16, S20)
Child or young person Development K3 K14 S3 S4 S17	Explains their approach to identifying, anticipating, and removing barriers to learning and their approach to modifying teaching approaches and learning materials to match the needs of learners. (K14, S4, S17) Explains how they interpret the causes and implications of SI, and explains their implications for development and learning, to support the needs of the learner. (K3, S3)	Evaluates approaches to the modification of teaching approaches and learning materials and how different approaches to modification can best support sensory, communication, and habilitation needs. (K14, S4)
Interpersonal skills K20 S13 B3 B5	Explains approaches to enable SI learner’s cognitive, social and emotional development. Appraises how they work collaboratively, whilst enabling a voice for all relevant stakeholders, to encourage and facilitate key working attributes, in order to support person centred outcomes leading to preparation for adulthood. (K20, S13, B5) Appraises how they respond to advice and feedback to continually reflect on and improve their own practice and professional development. (B3)	Critically evaluates approaches to enable SI learner’s cognitive, social and emotional development and shows wide-ranging evidence of working collaboratively to encourage and facilitate person centred outcomes. (K20, S13)
Planning and teaching K15 S18	Appraises the planning and teaching of specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information such as tactile signing, British Sign Language and Braille. Critically analyses the principles for identifying and setting outcomes to support SI learners reach their full potential. (K15, S18)	Evaluates their approaches to plan and teach specialist programmes of intervention across the age and ability range including principles for identifying and setting outcomes and their impact on SI learners. (K15, S18)
Professional advice and advocacy K9 S10 S19 S24 S25 B4 B6	Explains how they identify, engage and communicate with a range of stakeholders who can work together with the family to optimise learning and opportunities for the SI learner and family, including how they tailor language use to suit the audience (K9, S10, S24) Evaluates how they devise outcomes, plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources. (S19) Appraises how they plan, teach, or advise on interventions that meet the needs of learners with SI, including working in partnership with colleagues to champion accessibility, diversity and enabling all to have a voice in decisions that impact on them (S25, B6) Appraises how they act in ways that is flexible and responsive when making evidence-based decisions in complex and ambiguous situations or environments. (B4)	n/a
Provision and intervention K7 S7 S15 S26	Appraises the principles of family centred early intervention of sensory impairment protocols to provide advice and promote areas of intervention such as the importance of language development, spoken or signed. Appraises how they support others to understand the impact of SI upon the holistic development of child/young person and advises on appropriate strategies to meet individual needs based on evidence. (K7, S7, S15) Systematically evaluates and adapts the age-related provision for SI learners to optimise their engagement, attainment and inclusion. (S26)	Critically evaluates the research evidence used to understand the impact of SI upon the holistic development of child or young person. Explains how they adapt their approach to support individual needs of SI learners when new evidence becomes available. (S7, S15)

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme KSBs	Pass Apprentices must demonstrate all the pass descriptors	Distinction Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Assessment K13 S9	Evaluates the assessment procedures associated with externally validated qualifications and how to arrange access arrangements to enable learners with SI to have their achievements recognised. (K13) Explains how they select, undertake, interpret and report on the specialist assessment of SI learners to inform areas such as teaching, target setting, report writing and monitoring the efficacy of current provision, supported by relevant examples. (S9)	Critically evaluates the impact of the specialist assessment of SI learners in terms of their learner experience, supported by relevant and detailed examples (for example, teaching, target setting, report writing and monitoring the efficacy of current provision). (S9)
Communication and technology K17 K18 S21 S23	Explains how they identify and use communication systems to support communication with SI learner(s) ensuring they consider their sensory needs, developmental and communication levels. (K17, S21) Evaluates how they train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology (S23) Explains the challenges SI learners face in different learning environments and the principles of designing, delivering, evaluating and advising on teaching that is accessible for SI learners. (K18)	Evaluates the impact of communication systems when supporting communication with SI learner(s) in meeting their sensory needs, developmental and communication levels. (K17, S21)
Child or young person development K4 K6 K11 K12 K21 S12 S14 S22	Outlines the elements of successful transition through stages and school settings and explains the range of additional and complex needs which can co-exist with SI and the impact of these upon development. (K4, K11) Explains why SI learners may be more vulnerable to abuse and exploitation and how relevant local safeguarding processes and practices may provide support (K6) Explains how they work in partnership with others to implement and understand strategies to support the impact of SI diagnosis on SI learners (including cultural, linguistic and family differences) in order to support the SI learner (and family) to implement strategies, navigate systems and transition through school, training and employment. (K12, S12, S14) Explains the principles of improvement and evaluation, the mechanisms for setting priorities, objectives and targets, and translating these into policies and strategies including assessing the environment in relation to sensory impairment and adapting this to maximise sensory access. (K21, S22)	Critically evaluates the elements of successful transition including the range of education, training and employment opportunities available to SI learners and the support available to them as they leave school. (K4, K11) Critically evaluates the various elements that may expose children, young people, and adults with sensory impairment to become more vulnerable to abuse and exploitation. Evaluates local and national organisations and how they collaborate with SI learners and their families to support and manage the impact of SI diagnosis taking into account diversity of needs. (K6, K12, S14) Critically evaluates the key principles of continuous improvement, monitoring and evaluation, including the mechanisms for setting priorities, monitoring objectives and targets, and translating these into policies and strategies including assessing the environment in relation to sensory impairment and adapting this to maximise sensory access. (K21, S22)
Interpersonal skills K19 K22 S5 S11 S27	Explains how they apply coaching and mentoring principles, evidence-based strategies and techniques to support and advise families in making an informed choice on appropriate provision for their child or young person and signposts them to resources. (K19, S11) Evaluates how they provide early family-centred intervention and advice. (S5) Explains how they use research and innovations in SI and their current practice to optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current. (K22, S27)	Justifies the use of coaching and mentoring principles, evidence-based strategies and techniques to intervene and support families in making an informed choice on appropriate provision for their child or young person. (K19, S5, S11) Critically analyses the range of research and innovation in SI and evaluate how they impact their own practice and professional development. (K22, S27)
Legislation and technology K1 K2 S1 S2 S6	Explains how they apply relevant national legislation and the range of policies and guidelines such as the statutory review process in line with national legislation and guidelines. Explains how they advise and support the implementation and execution of local safeguarding procedures. (K1, S6) Appraises their support to families and professionals in their understanding of SI, special educational needs, and disability specific terminology related to the education, health, and care of children and young people. Critically evaluates their contributions to person-centred planning and statutory review process in line with national legislation and guidelines. (K2, S1, S2)	n/a
Professional advice and advocacy K10 B1 B2	Articulates the rights and expectations of the families of children and young people with SI and approaches in raising achievement and well-being. Promotes ethical, consistent, sensitive and impartial behaviour, valuing equality and diversity at all times within professional boundaries. Explains how they act in ways that values adults, children, and young people, enabling them to have a voice in decisions that impact on them. (K10, B1, B2)	n/a
Education provision and intervention K5 S8	Evaluates how they support SI learners and implement strategies and how their chosen strategies support their entitlements including services and supporting organisations available to them to meet the rights and expectations of the families of children and young people with SI. (K5, S8)	n/a

Examination board

Fail - does not meet pass criteria

Theme KSBs	Pass Apprentices must demonstrate all of the pass descriptors
Teacher for the Sensory Impaired	Has met the standards required for the award of the mandatory post graduate diploma for specialist teachers.

Overall EPA grading

Performance in the EPA determines the overall grade of:

fail

pass

distinction

An independent assessor must individually grade the case study report with presentation and questioning, professional discussion underpinned by a portfolio of evidence and examination board in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in the case study report with presentation and questioning and the professional discussion assessment methods.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

Case study report with presentation and questioning	Professional discussion underpinned by a portfolio of evidence	Examination board	Overall Grading
Any grade	Fail	Any grade	Fail
Fail	Any grade	Any grade	Fail
Any grade	Any grade	Fail	Fail
Pass	Pass	Pass	Pass
Pass	Distinction	Pass	Pass
Distinction	Pass	Pass	Pass
Distinction	Distinction	Pass	Distinction

Re-sits and re-takes

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.

For assessment method 3, re-sits and re-takes are in line with the EPAO's (DfE recognised institution) procedures.

For assessment methods 1 and 2, the employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.

If the apprentice fails the case study report assessment method, they must amend the case study report in line with the independent assessor’s feedback. The apprentice will be given 6 weeks to rework and submit the amended report.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles	Responsibilities
Apprentice	As a minimum, the apprentice should: participate in and complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months undertake off-the-job training as arranged by the employer and training provider understand the purpose and importance of EPA prepare for and undertake the EPA including meeting all gateway requirements ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
Employer	As a minimum, the apprentice's employer must: select the EPAO (and therefore training provider) work with the training provider(where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs arrange and support off-the-job training to be undertaken by the apprentice decide when the apprentice is working at or above the level required by the occupational competence and so is ready for EPA ensure the apprentice is prepared for the EPA ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner (including providing access to any employer-specific documentation as required, for example company policies) ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the KSBs to be met ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete all post-gateway elements of the EPA, and that any required supervision during this time (as stated within this EPA plan) is in place where the apprentice is assessed in the workplace, ensure that the apprentice has access to the resources used to fulfil their role and carry out the EPA remain independent from the delivery of the EPA pass the certificate to the apprentice upon receipt from the EPAO
EPAO (HEP)	As a minimum, the EPAO (HEP) must: conform to the requirements of the apprenticeship provider assessment register conform to the requirements of this EPA plan and deliver its requirements in a timely manner conform to the requirements of the external quality assurance provider (EQAP) understand the apprenticeship, including the occupational standard, EPA plan and funding make all necessary contractual arrangements, including agreeing the price of the EPA develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material) maintain and apply a policy for the declaration and management of conflict of interests and independence which ensures, as a minimum, no personal benefit or detriment is received by those delivering the EPA or from the result of an assessment and covers apprentices employers assessors the HEP’s role as a training provider any other roles involved in delivery or grading of the EPA have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of IQA activity for external quality assurance (EQA) purposes  appoint independent, competent and suitably qualified assessors in line with the requirements of this EPA plan where required to facilitate the EPA, appoint administrators, invigilators and any other roles deliver induction, initial and on-going training for all assessors, and if used administrators and invigilators and any other roles involved in delivery or grading of the EPA specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required. standardise all assessors, before allowing them to deliver EPAs and: when the EPA is updated at least once a year and moderate their decisions once EPAs have begun monitor the performance of all assessors and provide re-training where necessary develop and provide appropriate assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders use language in the development and delivery of the EPA that is appropriate to the level of the apprenticeship arrange for the EPA to take place in a timely manner, in consultation with the employer provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA confirm all gateway requirements have been met host and facilitate the EPA or make suitable alternative arrangements maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation, security of materials where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary arrange the certification of the apprenticeship conduct appeals where required, according to the EPAO’s appeals procedure
Training provider (HEP)	As a minimum, the training provider (HEP) must: conform to the requirements of the apprenticeship provider assessment register ensure procedures are in place to mitigate against any conflict of interest work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the knowledge, skills and behaviours as outlined in the occupational standard deliver training to apprentices as outlined in their learner agreement monitor the apprentice’s progress during any training provider led on-programme learning ensure the apprentice is prepared for the EPA advise the employer, upon request, on the apprentice’s readiness for EPA ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
Independent assessor	As a minimum, an independent assessor must: be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment not be employed by the same organisation as the apprentice or drawn from an organisation on IfATE’s directory of professional and employer-led bodies that supports external quality assurance. be current and active in the occupation, for example be sourced from the industry or a professional body have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation have authority to represent the professional body where the EPA is acting as the professional body’s assessment process (if necessary and permitted in the EPA plan) have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan understand the apprenticeship (occupational standard and EPA plan) attend induction and standardisation events before they conduct an EPA for the first time and a minimum of annually on this apprenticeship use language in the delivery of the EPA that is appropriate to the level of the apprenticeship work with other personnel, including additional assessors where used, in the preparation and delivery of assessment methods conducts the EPA to assess the apprentice against the KSBs and in accordance with the EPA plan make all final grading decisions on an apprentice’s occupational competence in accordance with grading descriptors in this EPA plan if an assessor panel is used, the independent assessor must chair and make final grading decisions record and report all assessment outcome decisions for each apprentice confirms the overall EPA grade comply with the IQA requirements of the EPAO comply with external quality assurance (EQA) requirements for the apprenticeship
Additional assessor (if used)	As a minimum, an additional assessor must: be independent, without any conflict of interest with the apprentice including their training or employment, specifically assessors must not receive a personal benefit or detriment from the result of the assessment have authority to represent the professional body where the EPA is acting as the professional body’s assessment process (if necessary and permitted in the EPA plan) understand the apprenticeship (occupational standard, and EPA plan) have the competence to assess in accordance with the EPA plan meet the requirements of the IQA section of this EPA plan comply with the IQA requirements of the EPAO attend induction and standardisation events before they conduct an EPA for the first time and a minimum of annually on this apprenticeship use language in the delivery of the EPA that is appropriate to the level of the apprenticeship work with other personnel, including independent assessors, in the preparation and delivery of assessment methods assess the apprentice against the KSBs and in accordance with the EPA plan record and report all assessment evidence contributing to outcome decisions for each apprentice undertake their assessor role in accordance with the EPA plan and do not make the overall EPA grade decision comply with external quality assurance (EQA) requirements for the apprenticeship
External examiner	As a minimum, the external examiner must: confirm the EPA has been delivered in accordance with the EPA plan accept, and therefore not change, the EPA grading decisions made by the independent assessor comply with the requirements of the EPA plan and IfATE policies comply with the requirements, policies, and procedures of the DQB be independent of the apprentice, and the employing organisation who are involved in delivering the apprenticeship be independent of the delivery and awarding of the EPA not have been involved in the teaching or on-programme assessment of the apprentice

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

how an apprentice qualifies for reasonable adjustment
what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

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:

have recent relevant experience of the occupation or sector to at least occupational level 7 gained in the last 2 years or significant experience of the occupation or sector

Value for money

Affordability of the EPA will be aided by using at least some of the following:

utilising digital remote platforms to conduct applicable assessment methods

using the employer’s premises

conducting assessment methods on the same day

Professional recognition

This apprenticeship aligns with:

Department for Education for Qualified Teacher of the Deaf or Qualified Teacher of the Visually Impaired or Qualified Teacher of the Multi-sensory Impaired

KSB mapping table

Knowledge	Assessment methods
K1 Relevant national legislation and the range of policies and guidelines, including differences in policy and process in different parts of the UK. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K2 SI and SEND specific terminology related to the education, health, and care of children and young people. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K3 Causes and implications of SI. For example, how the processes of hearing and seeing stems from the anatomy and physiology of the ears and eyes, and from the auditory and visual information being processed by the brain. Back to Grading	Case study report with presentation and questioning
K4 The range of additional and complex needs which can co-exist with SI and the impact of these upon development. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K5 Provision (education, training and employment) for learners with SI and their entitlements and knowledge of services and supporting organisations available to them. For example, national and local charities and professional bodies. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K6 Why children, young people, and adults with SI may be more vulnerable to abuse and exploitation including the safeguarding processes and practices to protect them. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K7 Principles for family centred early intervention of SI protocols and the role of the specialist teacher. Back to Grading	Case study report with presentation and questioning
K8 Methods for accurate, ethical and comprehensive assessment of the SI learner. Including the wide range of holistic and multidisciplinary assessment tools available and their application. Back to Grading	Case study report with presentation and questioning
K9 The range of stakeholders and their expertise in supporting the SI learner and family. For example, orthoptists, audiologists, occupational therapists, habilitation specialists and speech and language therapists. Back to Grading	Case study report with presentation and questioning
K10 The rights and expectations of the families of children and young people with SI and the approaches to involving them in raising their children’s achievement and improving their well-being. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K11 The elements of successful transition through stages and school settings including the range of education, training and employment opportunities available to SI learners and the support available to them as they transition into adulthood. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K12 The impact of SI diagnosis on learners and their family, including the impact of cultural diversity, the mental health of the learner, and the range of supporting organisations at a local and national level. For example, charities, voluntary agencies and professional bodies. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K13 The assessment procedures associated with externally validated qualifications and how to arrange access arrangements to enable learners with SI to have their achievements recognised. For example, general qualifications, national curriculum tests and early years assessment. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K14 Approaches to identify and anticipate the barriers to learning and participation that may arise for learners with SI and differentiate/modify teaching approaches and other provision to minimise these taking account of communication and learning needs. Back to Grading	Case study report with presentation and questioning
K15 Principles for identifying and setting outcomes to reach the full potential of each individual learner. Back to Grading	Case study report with presentation and questioning
K16 Existing and emerging relevant assistive technologies and the opportunities these present for learners with SI. Back to Grading	Case study report with presentation and questioning
K17 Communication systems and their use in supporting SI learners. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K18 The challenges of different learning environments and the principles of designing, delivering, evaluating, and advising on teaching that is accessible for SI learners. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K19 Coaching and mentoring principles, evidence-based strategies and techniques. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K20 Approaches to enable cognitive, social and emotional development. Back to Grading	Case study report with presentation and questioning
K21 Principles of continuous improvement and evaluation, including the mechanisms for setting priorities, objectives and targets, and translating these into policies and strategies. Back to Grading	Professional discussion underpinned by a portfolio of evidence
K22 Research and innovations in SI and their impact on current practice and critically evaluating current thinking, research, and practice. Back to Grading	Professional discussion underpinned by a portfolio of evidence

Skill	Assessment methods
S1 Contribute to person-centred planning and statutory review process in line with national legislation and guidelines. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S2 Support families and professionals in their understanding of the terminology, national legislation, and guidance which relates to children and young people with SI. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S3 Interpret causes and implications of SI. For example, the anatomy and physiology of the ear and central auditory pathways, and eyes and optic nerve pathways and their implications for development and learning. Back to Grading	Case study report with presentation and questioning
S4 Provide and modify materials to match sensory, communication and habilitation needs, and teach using, or advise on, the use and adaptation of these materials. Back to Grading	Case study report with presentation and questioning
S5 Provide early family-centred intervention and advice. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S6 Advise on and support the implementation and execution of safeguarding procedures. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S7 Provide advice and promote areas of intervention. For example, the importance of language development spoken or signed, and the development of habilitation skills. Back to Grading	Case study report with presentation and questioning
S8 Implement strategies to support the development of the learner. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S9 Select, undertake, interpret and report on the specialist assessment of SI learners to inform key areas. For example, teaching, target setting, report writing, and monitoring the efficacy of current provision. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S10 Identify and engage stakeholders who can work together with the family to optimise learning and opportunities for the SI Learner and family. Back to Grading	Case study report with presentation and questioning
S11 Support families in making an informed choice on appropriate provision for their child or young person and signpost them to other resources. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S12 Work in partnership with SI learner, and their families to understand and navigate the systems and transitions into and through education, training, and employment. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S13 Support person centred outcomes leading to preparation for adulthood whilst enabling a voice for all stakeholders. Back to Grading	Case study report with presentation and questioning
S14 Work in partnership with families to understand and implement strategies to support the development of the SI learner, considering cultural, linguistic and family differences when working with families and their children. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S15 Support others to understand the impact of SI upon the holistic development of child/young person and advise on appropriate strategies which are informed by research and/or evidence based good practice to support individual needs. Back to Grading	Case study report with presentation and questioning
S16 Advise on and apply reasonable adjustments to support SI learners in education. For example, in public examinations. Back to Grading	Case study report with presentation and questioning
S17 Identify, anticipate and advise on methods to work towards overcoming the barriers to learning and participation faced by SI Learners. For example, modification of the teaching approach, and the modification and production of learning materials. Back to Grading	Case study report with presentation and questioning
S18 Plan and teach challenging, well-organised specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information. For example, tactile signing, British Sign Language and Braille. Back to Grading	Case study report with presentation and questioning
S19 Devise outcomes and plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources. Back to Grading	Case study report with presentation and questioning
S20 Advise on, and monitor the use of a range of personal and assistive sensory technology. Back to Grading	Case study report with presentation and questioning
S21 Identify and use communication systems to support communication with an SI learner, taking account of their sensory needs, developmental and communication levels. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S22 Assess the environment in relation to SI and adapt this to maximise sensory access, monitoring outcomes in relation to individual needs. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S23 Train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology. Back to Grading	Professional discussion underpinned by a portfolio of evidence
S24 Communicate with stakeholders and tailor language use to the audience via such modes as face-to-face communication, succinct report writing and presentations. Back to Grading	Case study report with presentation and questioning
S25 Plan, teach, or advise on interventions. For example, physical, cognitive, communication, emotional and social, that meet the needs of learners with SI, working in partnership with colleagues. Back to Grading	Case study report with presentation and questioning
S26 Evaluate and adapt the age-related provision for SI learners to optimise their engagement, attainment and inclusion. Back to Grading	Case study report with presentation and questioning
S27 Optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current. Back to Grading	Professional discussion underpinned by a portfolio of evidence

Behaviour	Assessment methods
B1 Ethical, fair, consistent, sensitive and impartial, valuing equality and diversity at all times within professional boundaries. Back to Grading	Professional discussion underpinned by a portfolio of evidence
B2 Values adults, children, and young people, enabling them to have a voice in decisions that impact on them. Back to Grading	Professional discussion underpinned by a portfolio of evidence
B3 Act as a reflective practitioner who aims to continually improve their own practice, responding to advice and feedback, and is committed to continuous professional development. Back to Grading	Case study report with presentation and questioning
B4 Acts in a flexible and responsive way, with an evidence-informed approach to decision making in complex and ambiguous situations or environments. Back to Grading	Case study report with presentation and questioning
B5 Work collaboratively to encourage and facilitate key working attributes. For example, cooperation, pride, trust, group identity, commitment, and team spirit. Back to Grading	Case study report with presentation and questioning
B6 Champion accessibility and diversity in order to create inclusive solutions. Back to Grading	Case study report with presentation and questioning

Mapping of KSBs to grade themes

Case study report with presentation and questioning

KSBS GROUPED BY THEME	Knowledge	Skills	Behaviour
Assessment K8 S16	Methods for accurate, ethical and comprehensive assessment of the SI learner. Including the wide range of holistic and multidisciplinary assessment tools available and their application. (K8)	Advise on and apply reasonable adjustments to support SI learners in education. For example, in public examinations. (S16)	None
Communication and technology K16 S20	Existing and emerging relevant assistive technologies and the opportunities these present for learners with SI. (K16)	Advise on, and monitor the use of a range of personal and assistive sensory technology. (S20)	None
Child or young person Development K3 K14 S3 S4 S17	Causes and implications of SI. For example, how the processes of hearing and seeing stems from the anatomy and physiology of the ears and eyes, and from the auditory and visual information being processed by the brain. (K3) Approaches to identify and anticipate the barriers to learning and participation that may arise for learners with SI and differentiate/modify teaching approaches and other provision to minimise these taking account of communication and learning needs. (K14)	Interpret causes and implications of SI. For example, the anatomy and physiology of the ear and central auditory pathways, and eyes and optic nerve pathways and their implications for development and learning. (S3) Provide and modify materials to match sensory, communication and habilitation needs, and teach using, or advise on, the use and adaptation of these materials. (S4) Identify, anticipate and advise on methods to work towards overcoming the barriers to learning and participation faced by SI Learners. For example, modification of the teaching approach, and the modification and production of learning materials. (S17)	None
Interpersonal skills K20 S13 B3 B5	Approaches to enable cognitive, social and emotional development. (K20)	Support person centred outcomes leading to preparation for adulthood whilst enabling a voice for all stakeholders. (S13)	Act as a reflective practitioner who aims to continually improve their own practice, responding to advice and feedback, and is committed to continuous professional development. (B3) Work collaboratively to encourage and facilitate key working attributes. For example, cooperation, pride, trust, group identity, commitment, and team spirit. (B5)
Planning and teaching K15 S18	Principles for identifying and setting outcomes to reach the full potential of each individual learner. (K15)	Plan and teach challenging, well-organised specialist programmes of intervention across the age and ability range to support progress for SI learners including specialist approaches to communication and information. For example, tactile signing, British Sign Language and Braille. (S18)	None
Professional advice and advocacy K9 S10 S19 S24 S25 B4 B6	The range of stakeholders and their expertise in supporting the SI learner and family. For example, orthoptists, audiologists, occupational therapists, habilitation specialists and speech and language therapists. (K9)	Identify and engage stakeholders who can work together with the family to optimise learning and opportunities for the SI Learner and family. (S10) Devise outcomes and plan and review teaching approaches that promote access to learning/support development that will help the SI learner make progress using the information gained from assessment of support requirements and other sources. (S19) Communicate with stakeholders and tailor language use to the audience via such modes as face-to-face communication, succinct report writing and presentations. (S24) Plan, teach, or advise on interventions. For example, physical, cognitive, communication, emotional and social, that meet the needs of learners with SI, working in partnership with colleagues. (S25)	Acts in a flexible and responsive way, with an evidence-informed approach to decision making in complex and ambiguous situations or environments. (B4) Champion accessibility and diversity in order to create inclusive solutions. (B6)
Provision and intervention K7 S7 S15 S26	Principles for family centred early intervention of SI protocols and the role of the specialist teacher. (K7)	Provide advice and promote areas of intervention. For example, the importance of language development spoken or signed, and the development of habilitation skills. (S7) Support others to understand the impact of SI upon the holistic development of child/young person and advise on appropriate strategies which are informed by research and/or evidence based good practice to support individual needs. (S15) Evaluate and adapt the age-related provision for SI learners to optimise their engagement, attainment and inclusion. (S26)	None

Professional discussion underpinned by a portfolio of evidence

KSBS GROUPED BY THEME	Knowledge	Skills	Behaviour
Assessment K13 S9	The assessment procedures associated with externally validated qualifications and how to arrange access arrangements to enable learners with SI to have their achievements recognised. For example, general qualifications, national curriculum tests and early years assessment. (K13)	Select, undertake, interpret and report on the specialist assessment of SI learners to inform key areas. For example, teaching, target setting, report writing, and monitoring the efficacy of current provision. (S9)	None
Communication and technology K17 K18 S21 S23	Communication systems and their use in supporting SI learners. (K17) The challenges of different learning environments and the principles of designing, delivering, evaluating, and advising on teaching that is accessible for SI learners. (K18)	Identify and use communication systems to support communication with an SI learner, taking account of their sensory needs, developmental and communication levels. (S21) Train and support stakeholders to facilitate the successful inclusion of sensory impaired learners including the knowledge and skills to facilitate the use of personal and assistive sensory technology. (S23)	None
Child or young person development K4 K6 K11 K12 K21 S12 S14 S22	The range of additional and complex needs which can co-exist with SI and the impact of these upon development. (K4) Why children, young people, and adults with SI may be more vulnerable to abuse and exploitation including the safeguarding processes and practices to protect them. (K6) The elements of successful transition through stages and school settings including the range of education, training and employment opportunities available to SI learners and the support available to them as they transition into adulthood. (K11) The impact of SI diagnosis on learners and their family, including the impact of cultural diversity, the mental health of the learner, and the range of supporting organisations at a local and national level. For example, charities, voluntary agencies and professional bodies. (K12) Principles of continuous improvement and evaluation, including the mechanisms for setting priorities, objectives and targets, and translating these into policies and strategies. (K21)	Work in partnership with SI learner, and their families to understand and navigate the systems and transitions into and through education, training, and employment. (S12) Work in partnership with families to understand and implement strategies to support the development of the SI learner, considering cultural, linguistic and family differences when working with families and their children. (S14) Assess the environment in relation to SI and adapt this to maximise sensory access, monitoring outcomes in relation to individual needs. (S22)	None
Interpersonal skills K19 K22 S5 S11 S27	Coaching and mentoring principles, evidence-based strategies and techniques. (K19) Research and innovations in SI and their impact on current practice and critically evaluating current thinking, research, and practice. (K22)	Provide early family-centred intervention and advice. (S5) Support families in making an informed choice on appropriate provision for their child or young person and signpost them to other resources. (S11) Optimise their own expertise through continuous professional development in the field of SI to ensure that specialist teaching approaches are current. (S27)	None
Legislation and technology K1 K2 S1 S2 S6	Relevant national legislation and the range of policies and guidelines, including differences in policy and process in different parts of the UK. (K1) SI and SEND specific terminology related to the education, health, and care of children and young people. (K2)	Contribute to person-centred planning and statutory review process in line with national legislation and guidelines. (S1) Support families and professionals in their understanding of the terminology, national legislation, and guidance which relates to children and young people with SI. (S2) Advise on and support the implementation and execution of safeguarding procedures. (S6)	None
Professional advice and advocacy K10 B1 B2	The rights and expectations of the families of children and young people with SI and the approaches to involving them in raising their children’s achievement and improving their well-being. (K10)	None	Ethical, fair, consistent, sensitive and impartial, valuing equality and diversity at all times within professional boundaries. (B1) Values adults, children, and young people, enabling them to have a voice in decisions that impact on them. (B2)
Education provision and intervention K5 S8	Provision (education, training and employment) for learners with SI and their entitlements and knowledge of services and supporting organisations available to them. For example, national and local charities and professional bodies. (K5)	Implement strategies to support the development of the learner. (S8)	None

Examination board

KSBS GROUPED BY THEME	Knowledge	Skills	Behaviour
Teacher for the Sensory Impaired	None	None	None

Find an apprenticeship

Employers involved in creating the standard: Royal Borough of Greenwich; Mary Hare School for the Deaf; National Deaf Children’s Society; National Sensory Impairment Partnership; Priestly Smith Specialist School for VI; Kent QTVI Specialist Teaching and Learning; Royal National Institute of Blind People; ICT Team Milton Keynes; Linden Lodge School; Gateshead Local Authority; Middlesbrough Local Authority; Wandsworth Sensory Support Service; British Association of Teachers of the Deaf; University of Birmingham; University of Manchester; Leeds University

Version log

Version	Change detail	Earliest start date	Latest start date	Latest end date
1.0	Approved for delivery	14/11/2023	Not set	Not set

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Teacher for the sensory impaired

Key information

Contents

Contents

Apprenticeship summary

Overview of the role

Occupation summary

Typical job titles include:

Duties

Apprenticeship summary

ST0966, teacher for the sensory impaired level 7

What is an end-point assessment and why it happens

EPA gateway

Assessment methods

Who to contact for help or more information

Reasonable adjustments

Professional recognition

Details of the occupational standard

Occupation summary

Typical job titles include:

Entry requirements

Occupation duties

KSBs

Knowledge

Skills

Behaviours

Qualifications

English and Maths

Other mandatory qualifications

Post-graduate diploma for specialist teachers

Professional recognition

Regulated standard

Regulator body:

End-point assessment plan

Introduction and overview

EPA summary table

Duration of end-point assessment period

EPA gateway

Order of assessment methods

Case study report with presentation and questioning

Overview

Rationale

Delivery

Component 1: Case study report

Component 2: Presentation with questions

Assessment decision

Assessment location

Question and resource development

Professional discussion underpinned by a portfolio of evidence

Overview

Rationale

Delivery

Assessment location

Question and resource development

Examination board

Overview

Grading

Case study report with presentation and questioning

Professional discussion underpinned by a portfolio of evidence

Examination board

Overall EPA grading

Re-sits and re-takes

Roles and responsibilities

Reasonable adjustments

Internal quality assurance

Value for money

Professional recognition

KSB mapping table

Mapping of KSBs to grade themes

Case study report with presentation and questioning

Professional discussion underpinned by a portfolio of evidence

Examination board

Version log

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