Working in a laboratory and using various scientific techniques.
This occupation is found in a wide range of employers. The employers will typically operate in chemical, pharmaceutical, biotechnology, formulated products or analytical services. Employers can range in size, from large multinational organisations through to smaller businesses. Technician scientists may operate within a science department of a larger organisation or within a smaller science focussed business that provides science services. Technician scientists are typically laboratory-based.
The broad purpose of the occupation is to carry out established laboratory based investigations and scientific experimentation using bench and instrumentation techniques. A technician scientist will apply a range of skills and follow well established principles associated with their organisation’s science and technology. They carry out routine lines of enquiry, development or investigation. They collect scientific information and analyse, interpret and evaluate data. They prepare results and provide progress updates of their work.
In their daily work, an employee in this occupation interacts with a wider scientific team, which may include laboratory scientists and laboratory technicians. They communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences.
An employee in this occupation will be responsible for the quality of the work they undertake. They operate in settings where there is certainty and limited ambiguity. They take personal responsibility for decision making in predictable contexts. They work safely and ethically often under highly regulated conditions because of the need to control quality and safety of scientific products. They critically evaluate appropriateness of commonly used approaches to solve science problems, using a range of approaches to formulate evidence based responses to defined and routine problems and issues within their area of work. They contribute to solutions to problems within the wider scientific team, using appropriate project management procedures. They perform record keeping and checks and use data capture systems relevant to the technical and scientific procedures that they use. They use their awareness of any research interests and the technical context and processes of the laboratory alongside senior team members to contribute to the proposal of new scientific ideas. They may manage resources within a clearly defined area.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 36 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 3000 words (with a 10% tolerance).
You will have 8 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 75 minutes. The independent assessor will ask at least 8 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 105 minutes. They will ask you at least 4 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Science Council for Registered Scientist (partial alignment)
Please contact the professional body for more details.
This occupation is found in a wide range of employers. The employers will typically operate in chemical, pharmaceutical, biotechnology, formulated products or analytical services. Employers can range in size, from large multinational organisations through to smaller businesses. Technician scientists may operate within a science department of a larger organisation or within a smaller science focussed business that provides science services. Technician scientists are typically laboratory-based.
The broad purpose of the occupation is to carry out established laboratory based investigations and scientific experimentation using bench and instrumentation techniques. A technician scientist will apply a range of skills and follow well established principles associated with their organisation’s science and technology. They carry out routine lines of enquiry, development or investigation. They collect scientific information and analyse, interpret and evaluate data. They prepare results and provide progress updates of their work.
In their daily work, an employee in this occupation interacts with a wider scientific team, which may include laboratory scientists and laboratory technicians. They communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences.
An employee in this occupation will be responsible for the quality of the work they undertake. They operate in settings where there is certainty and limited ambiguity. They take personal responsibility for decision making in predictable contexts. They work safely and ethically often under highly regulated conditions because of the need to control quality and safety of scientific products. They critically evaluate appropriateness of commonly used approaches to solve science problems, using a range of approaches to formulate evidence based responses to defined and routine problems and issues within their area of work. They contribute to solutions to problems within the wider scientific team, using appropriate project management procedures. They perform record keeping and checks and use data capture systems relevant to the technical and scientific procedures that they use. They use their awareness of any research interests and the technical context and processes of the laboratory alongside senior team members to contribute to the proposal of new scientific ideas. They may manage resources within a clearly defined area.
| Duty | KSBs |
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Duty 1 Prepare for laboratory-based scientific investigations and experiments. Identifying appropriate scientific techniques, procedures, and methods to meet objectives (including environmental and risk management systems). |
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Duty 2 Plan and perform laboratory-based scientific investigations and experiments using specialised techniques, following specified methodologies, and quality standards, and in accordance with relevant H&S procedures and wider regulation/ legislation. |
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Duty 3 Use specified instrumentation and laboratory equipment. Calibrate and troubleshoot equipment where required. |
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Duty 4 Systematically collect and produce reliable and accurate information from scientific investigations and experiments and keep accurate records. |
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Duty 5 Use data analysis tools to process or produce reliable analysis, interpretation, and evaluation of data. |
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Duty 6 Collaborate with stakeholders and communicate scientific information. |
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Duty 7 Apply scientific techniques for data presentation to scientific and non-scientific audiences. e.g. statistics. |
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Duty 8 Recognise problems and apply appropriate scientific methods to identify causes and achieve solutions. |
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Duty 9 Maintain knowledge of advances in scientific and sector working practices and participate in continuous business performance improvement. |
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Duty 10 Support, organise and manage personal workload and contributes to the development of staff in own area. |
K1: Principles of laboratory techniques and scientific experimentation.
Back to Duty
K2: How to apply the principles of laboratory techniques and scientific experimentation to contribute to the development of technical projects and the implementation of new processes.
Back to Duty
K3: Laboratory equipment relevant to the role and the associated maintenance and calibration requirements.
Back to Duty
K4: The key principles of scientific investigation relevant to the role (e.g. route cause analysis or out of specification results).
Back to Duty
K5: Named and recognised scientific theory appropriate to the workplace and role (e.g. Chemistry, Physics or Life Sciences).
Back to Duty
K6: The requirements and significance of reporting results, considering the importance of accuracy, precision, and recognising trends.
Back to Duty
K7: Mathematical concepts and techniques relevant to the work role (e.g. basic statistical analysis, relating to sampling and data to evaluate results).
Back to Duty
K8: The basic principles and procedures of project management and how to contribute to project plans with other team members (e.g. project timeline & milestones).
Back to Duty
K9: Business requirements pertaining to record-keeping, traceability & confidentiality, and quality control systems.
Back to Duty
K10: The internal and external regulatory environment pertinent to the work role and how to comply with regulations.
Back to Duty
K11: The importance of operating ethically and sustainably, complying with codes of conduct, and the impact of this on business operations, the wider sector, society, and the environment.
Back to Duty
K12: How the role impacts on the business and the environment in which it operates (e.g idea creation, innovation, and enterprise).
Back to Duty
K13: The importance of consulting reliable sources of information to keep up to date with scientific, role, or sector knowledge and ways to communicate this to team members.
Back to Duty
K14: Health and safety and environmental regulations, procedures, documentation, and risk management systems applicable to the role.
Back to Duty
K15: Importance of developing soft skills (people and interpersonal) relevant to the role.
Back to Duty
K16: Different approaches and methods, for use in the identification, design, development, and implementation of solutions to technical problems.
Back to Duty
K17: Techniques used to identify and manage stakeholder expectations including compliance with codes of conduct.
Back to Duty
K18: The importance and impact of good record keeping.
Back to Duty
K19: How digital technology enables the functionality of the working environment to be adaptable to change.
Back to Duty
S1: Identify potential scientific techniques to meet defined objectives.
Back to Duty
S2: Review and select appropriate scientific techniques to undertake required tasks (consider risk management, safe working practices, equipment availability, quality standards, the environment, and sustainability).
Back to Duty
S3: Source and calibrate specified instrumentation and laboratory equipment.
Back to Duty
S4: Plan and perform laboratory-based investigations and scientific experimentation using scientific techniques, procedures, and methods relevant to the role.
Back to Duty
S5: Systematically obtain information when conducting scientific experiments.
Back to Duty
S6: Record and store data in accordance with regulatory requirements.
Back to Duty
S7: Contribute to the development or improvement of processes and methodologies and support their implementation into the business as part of a wider team.
Back to Duty
S8: Use data analysis tools and software packages to process or produce reliable, accurate data or information.
Back to Duty
S9: Interpret scientific data to inform actions or recommendations and escalate where required.
Back to Duty
S10: Present the results of scientific work to scientific and non-scientific audiences in written and oral form.
Back to Duty
S11: Plan and prioritise own tasks and complete work to schedule whilst maintaining compliance with internal and external requirements.
Back to Duty
S12: Contribute to recommendations, improvements, or scientific solutions to meet the requirements of internal or external customers.
Back to Duty
S13: Identify, develop or contribute to solutions to technical problems.
Back to Duty
S14: Collaborate with stakeholders and identify results requiring further investigation or escalation.
Back to Duty
S15: Keeps up to date with advances in scientific and sector working practices and technologies. Shares best practice across the team.
Back to Duty
B1: Acts in a professional and ethical manner (demonstrates reliability, integrity, and respect for confidentiality).
Back to Duty
B2: Acts in a way that builds and maintains positive relationships with stakeholders (takes account of the impact of own work on others, internally and externally).
Back to Duty
B3: Committed to continuous professional development (handles and responds positively to change, adjusting to different conditions, technologies, situations, and environments).
Back to Duty
B4: Committed to adopting safe working practices.
Back to Duty
B5: Committed to the adoption of environmentally sustainable working practices.
Back to Duty
B6: Resilient under pressure.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This standard partially aligns with the following professional recognition:
Science Council for Registered Scientist (partial alignment)
The Science Council for Registered Scientist (RSci). Upon successful completion of the apprenticeship and upon receipt of the apprenticeship certificate, individuals are eligible to apply for RSci through a shortened application route. Individuals also need to be a member of a professional body that is licensed by the Science Council to be awarded this status and provide evidence of a relevant qualification at level 5 or above or demonstrate equivalence. Further information is on the Science Council’s website.
V1.1
This document explains the requirements for end-point assessment (EPA) for the technician scientist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Technician scientist apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 36 months on-programme (this means in training before the gateway) working towards competence as a technician scientist. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - project presentation and questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 36 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the project presentation and questions, the apprentice must submit the following supporting material: project title and project brief requirements. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 3 months
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Grades available for each method: Project presentation and questions
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship standard aligns with Science Council for Registered Scientist (partial alignment). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level. |
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion . The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway.
The project presentation and questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This EPA method includes 2 components:
The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this EPA method.
This EPA method is being used because it enables a defined piece of work to be undertaken after the gateway to demonstrate particular aspects of the occupation. The project reflects the approach taken to record scientific laboratory work. It would not be possible to observe the apprentice complete these activities as it would take too long and not be practical to schedule alongside existing work. Technician scientists are required to present the results of scientific work and so the presentation reflects the requirements of the role. The questioning enables underpinning knowledge and understanding to be assessed. This method enables synoptic assessment of knowledge, skills, and behaviours.
Apprentices must complete a project which may be based on:
To ensure the project allows the apprentice to meet the KSBs mapped to this EPA method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.
The project must be in the form of a report.
The apprentice must start the project after the gateway. They must complete and submit the report to the EPAO after a maximum of 8 weeks. The employer should ensure the apprentice has the time and resources within this period, to plan and complete their project. The apprentice must complete their project and the production of all its components unaided.
The apprentice may work as part of a team which could include technical internal or external support. However, the project report must be the apprentice’s own work and will be reflective of their own role and contribution. The apprentice and their employer must confirm that the project report is the apprentice’s own work when it is submitted.
The report must include at least:
As a minimum, all projects must include:
The project report has a maximum word count of 3000 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the relevant KSBs mapped to this EPA method.
This is a formal presentation where an apprentice will present to an independent assessor on a set subject. The independent assessor must ask questions. Apprentices must prepare, submit and deliver a presentation. The presentation is restricted to the KSBs allocated to this EPA method as shown in the mapping section of this document.
The presentation and questioning must last 75 minutes This will typically include a presentation of 30 minutes and questioning lasting 45 minutes.
The independent assessor must ask at least 8 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 will be to check the underpinning knowledge and understanding of the apprentice and to ensure coverage of the KSBs mapped to the method.
The presentation will provide an overview of the apprentice’s project.. Independent assessors will ask questions after the presentation. The presentation should build on the report and the apprentice should:
The apprentice must prepare and submit their presentation to the EPAO at the same time as the report which is a maximum of 8 weeks after the gateway.
The apprentice must notify the EPAO, at the submission of the presentation, of any technical requirements for the presentation. For the presentation, the apprentice will have access to:
The independent assessor must have at least 2 weeks to review the project report and presentation before the presentation is delivered by the apprentice, to allow them to prepare appropriate questions.
Apprentices must be given at least 2 weeks notice of the date and time of the presentation and question and answer session.
The presentation with questioning must take place in a suitable venue selected by the EPAO for example the EPAO’s or employer’s premises.
The presentation with questioning should take place in a quiet room, free from distractions and influence.
The presentation with questioning can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place. For example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This EPA method is being used because it will allow KSBs which may not naturally occur in every workplace or may take too long to observe to be assessed. It also enables the assessment of a disparate set of KSBs. The professional discussion will enable underpinning knowledge to be tested. It reflects the requirement for Technician Scientists to communicate their approach to work when carrying out their everyday duties.
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 draw out contextualised examples, further clarify skills demonstrated in the portfolio and be used to ask open questions tailored to the role and environment.
A minimum of 1 question will be asked for each of the following themes:
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence is however the portfolio of evidence is not directly assessed.
The professional discussion must last for 105 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 4 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Plan workload
K8 S11 B6 |
Applies the principles and procedures of project management, individually or in a team situation, completing work to schedule in compliance with internal and external requirements’ whilst remaining resilient under pressure. (K8, S11, B6)
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Identifies potential opportunities for the work they have carried out to add value to the project or business beyond the project scope. (K8, S11)
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Prepare for and perform lab tasks
K1 K2 K16 S1 S2 |
Describes the principles of laboratory techniques and how they can be applied to the development of technical projects and the design, development, and implementation of solutions to technical problems and new processes. (K1, K2, K16) Identifies potential scientific techniques available to meet experiment objectives. Describes the selection of techniques taking into account risk management, safe working practices, equipment availability, quality standards, the environment, and sustainability. (S1, S2)
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Evaluates the wider business impact of sharing their solutions to technical problems. (K2, S2)
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Analyse, interpret and evaluate data
K7 S5 S6 S8 S9 |
Evaluates the project results data using appropriate mathematical concepts and techniques, tools and/or software packages, recording and storing the data in line with regulatory requirements. (K7, S6, S8) Analyses systematically obtained information from scientific/project experiments, interpreting the data to inform actions or recommendations and/or escalate if required’ (S5, S9) |
NA |
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Communication
K17 S10 B2 |
Complies with company policies and/or guidance/procedures when managing stakeholder relationships or expectations, presenting work suitable for scientific and non-scientific audiences and where their own work impacts on others’. (K17, S10, B2)
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Critically analyses the value to stakeholder relationships of selecting different methods of presenting their project results to scientific and non-scientific audiences. (S10, B2)
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Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Perform lab tasks
K4 K5 K10 K11 K12 K14 S4 B4 B5 |
Illustrates and identifies how they have effectively planned and performed laboratory-based investigations and scientific experimentation using named and recognised scientific theory, techniques, procedures, and methods. Articulates key principles of scientific investigation relevant to the role (e.g. route cause analysis or out of specification results). Describes how the role impacts the wider business and the environment in which it operates and how it can inform innovation, enterprise, and idea creation. (K4, K5, K12, S4) Explains the regulatory environment in which they operate, including the health and safety and environmental regulations, procedures, documentation, and risk management systems applicable to the role. Describes how they have demonstrated commitment to the adoption of ethical, safe, and environmentally sustainable working practices and the impact of this on wider business operations, the sector, society, and the environment. (K10, K11, K14, B4, B5)
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Evaluates how their role impacts the wider business and the environment in which it operates and how it can inform innovation, enterprise, and idea creation. Describes the risk to individuals and business if regulations are not followed. (K10, K12, B5) Evaluates how they have planned and performed laboratory based investigations and how this will inform their approach to future work. Justifies their selection of scientific techniques and explains the pros and cons of applying alternative techniques. (S4) |
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Calibrate and use equipment
K3 S3 |
Justifies their choice of instrumentation and /or laboratory equipment, maintenance and calibration techniques relevant to their role’. (K3, S3) |
Evaluates the impact that maintenance and calibration of laboratory equipment has on the validity of experimental results’ (K3, S3)
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Record keeping and communication
K6 K9 K15 K18 S14 B1 |
Describes the importance of people and interpersonal skills when dealing with stakeholders. Explains how they have collaborated professionally with others when identifying results requiring further investigation or escalation. States the requirements and significance of considering accuracy, precision, and recognising trends when reporting results. Explains business requirements pertaining to record-keeping and evaluates its importance and impact on traceability, confidentiality, and quality systems. (K6, K9, K15, K18, S14, B1)
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Evaluates the effectiveness of their collaboration and how this will inform their approach in the future. (K15, S14)
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Continuous improvement
K13 K19 S7 S12 S13 S15 B3 |
Evaluates how they have responded positively to change by keeping up to date with advances in working practices and technologies. Explains how they have identified, developed, or contributed to providing and implementing solutions to technical problems and improved processes across the wider business. Explains how digital technology enables the functionality of the working environment to be adaptable to change. Justifies how the improvements met the requirements of internal and external customers. Summarises how they have demonstrated commitment to their professional development and the importance of referring to reliable information sources when keeping up to date. Evaluates ways that advances in working practices and technologies can be effectively communicated to other team members. (K13, K19, S7, S12, S13, S15, B3)
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Analyses the impact of their CPD and how their career and professional development aligns with the business strategy and will positively impact the business. (S15, B3)
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The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: project presentation and questions and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA ‘merit’, apprentices must achieve a pass in one assessment method and a distinction in the other assessment method. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.
| Project presentation and questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| Distinction | Distinction | Distinction |
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they will be required to amend the project report in line with the independent assessor’s feedback. The apprentice will be given 3 weeks to rework and submit the amended report.
Failed EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise, the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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|
EPAO |
As a minimum, the EPAO must:
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|
Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
experience in a scientific laboratory in academia or industry within a relevant scientific subject area, including experience in data analysis and evaluation, data management, ethics, regulation and registration, and laboratory techniques as well as the scientific subject-specific knowledge outlined in k5 on the knowledge section.
independent assessors must be competent in the occupation they are assessing. this is shown through the individual having achieved a qualification at a level equivalent to or higher than the level of the apprenticeship standard being assessed; or by holding professional recognition at a level equivalent to or higher than the registration level of the apprenticeship standard being assessed. or have been assessed by the epa as being competent to assess at this level.
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
Science Council for Registered Scientist (partial alignment)
| Knowledge | Assessment methods |
|---|---|
|
K1
Principles of laboratory techniques and scientific experimentation. Back to Grading |
Project presentation and questions |
|
K2
How to apply the principles of laboratory techniques and scientific experimentation to contribute to the development of technical projects and the implementation of new processes. Back to Grading |
Project presentation and questions |
|
K3
Laboratory equipment relevant to the role and the associated maintenance and calibration requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
The key principles of scientific investigation relevant to the role (e.g. route cause analysis or out of specification results). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K5
Named and recognised scientific theory appropriate to the workplace and role (e.g. Chemistry, Physics or Life Sciences). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K6
The requirements and significance of reporting results, considering the importance of accuracy, precision, and recognising trends. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K7
Mathematical concepts and techniques relevant to the work role (e.g. basic statistical analysis, relating to sampling and data to evaluate results). Back to Grading |
Project presentation and questions |
|
K8
The basic principles and procedures of project management and how to contribute to project plans with other team members (e.g. project timeline & milestones). Back to Grading |
Project presentation and questions |
|
K9
Business requirements pertaining to record-keeping, traceability & confidentiality, and quality control systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
The internal and external regulatory environment pertinent to the work role and how to comply with regulations. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
The importance of operating ethically and sustainably, complying with codes of conduct, and the impact of this on business operations, the wider sector, society, and the environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
How the role impacts on the business and the environment in which it operates (e.g idea creation, innovation, and enterprise). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K13
The importance of consulting reliable sources of information to keep up to date with scientific, role, or sector knowledge and ways to communicate this to team members. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Health and safety and environmental regulations, procedures, documentation, and risk management systems applicable to the role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Importance of developing soft skills (people and interpersonal) relevant to the role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Different approaches and methods, for use in the identification, design, development, and implementation of solutions to technical problems. Back to Grading |
Project presentation and questions |
|
K17
Techniques used to identify and manage stakeholder expectations including compliance with codes of conduct. Back to Grading |
Project presentation and questions |
|
K18
The importance and impact of good record keeping. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
How digital technology enables the functionality of the working environment to be adaptable to change. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Identify potential scientific techniques to meet defined objectives. Back to Grading |
Project presentation and questions |
|
S2
Review and select appropriate scientific techniques to undertake required tasks (consider risk management, safe working practices, equipment availability, quality standards, the environment, and sustainability). Back to Grading |
Project presentation and questions |
|
S3
Source and calibrate specified instrumentation and laboratory equipment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4
Plan and perform laboratory-based investigations and scientific experimentation using scientific techniques, procedures, and methods relevant to the role. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Systematically obtain information when conducting scientific experiments. Back to Grading |
Project presentation and questions |
|
S6
Record and store data in accordance with regulatory requirements. Back to Grading |
Project presentation and questions |
|
S7
Contribute to the development or improvement of processes and methodologies and support their implementation into the business as part of a wider team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Use data analysis tools and software packages to process or produce reliable, accurate data or information. Back to Grading |
Project presentation and questions |
|
S9
Interpret scientific data to inform actions or recommendations and escalate where required. Back to Grading |
Project presentation and questions |
|
S10
Present the results of scientific work to scientific and non-scientific audiences in written and oral form. Back to Grading |
Project presentation and questions |
|
S11
Plan and prioritise own tasks and complete work to schedule whilst maintaining compliance with internal and external requirements. Back to Grading |
Project presentation and questions |
|
S12
Contribute to recommendations, improvements, or scientific solutions to meet the requirements of internal or external customers. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S13
Identify, develop or contribute to solutions to technical problems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Collaborate with stakeholders and identify results requiring further investigation or escalation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Keeps up to date with advances in scientific and sector working practices and technologies. Shares best practice across the team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Acts in a professional and ethical manner (demonstrates reliability, integrity, and respect for confidentiality). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Acts in a way that builds and maintains positive relationships with stakeholders (takes account of the impact of own work on others, internally and externally). Back to Grading |
Project presentation and questions |
|
B3
Committed to continuous professional development (handles and responds positively to change, adjusting to different conditions, technologies, situations, and environments). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Committed to adopting safe working practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Committed to the adoption of environmentally sustainable working practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B6
Resilient under pressure. Back to Grading |
Project presentation and questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Plan workload
K8 S11 B6 |
The basic principles and procedures of project management and how to contribute to project plans with other team members (e.g. project timeline & milestones). (K8) |
Plan and prioritise own tasks and complete work to schedule whilst maintaining compliance with internal and external requirements. (S11) |
Resilient under pressure. (B6) |
|
Prepare for and perform lab tasks
K1 K2 K16 S1 S2 |
Principles of laboratory techniques and scientific experimentation. (K1) How to apply the principles of laboratory techniques and scientific experimentation to contribute to the development of technical projects and the implementation of new processes. (K2) Different approaches and methods, for use in the identification, design, development, and implementation of solutions to technical problems. (K16) |
Identify potential scientific techniques to meet defined objectives. (S1) Review and select appropriate scientific techniques to undertake required tasks (consider risk management, safe working practices, equipment availability, quality standards, the environment, and sustainability). (S2) |
None |
|
Analyse, interpret and evaluate data
K7 S5 S6 S8 S9 |
Mathematical concepts and techniques relevant to the work role (e.g. basic statistical analysis, relating to sampling and data to evaluate results). (K7) |
Systematically obtain information when conducting scientific experiments. (S5) Record and store data in accordance with regulatory requirements. (S6) Use data analysis tools and software packages to process or produce reliable, accurate data or information. (S8) Interpret scientific data to inform actions or recommendations and escalate where required. (S9) |
None |
|
Communication
K17 S10 B2 |
Techniques used to identify and manage stakeholder expectations including compliance with codes of conduct. (K17) |
Present the results of scientific work to scientific and non-scientific audiences in written and oral form. (S10) |
Acts in a way that builds and maintains positive relationships with stakeholders (takes account of the impact of own work on others, internally and externally). (B2) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Perform lab tasks
K4 K5 K10 K11 K12 K14 S4 B4 B5 |
The key principles of scientific investigation relevant to the role (e.g. route cause analysis or out of specification results). (K4) Named and recognised scientific theory appropriate to the workplace and role (e.g. Chemistry, Physics or Life Sciences). (K5) The internal and external regulatory environment pertinent to the work role and how to comply with regulations. (K10) The importance of operating ethically and sustainably, complying with codes of conduct, and the impact of this on business operations, the wider sector, society, and the environment. (K11) How the role impacts on the business and the environment in which it operates (e.g idea creation, innovation, and enterprise). (K12) Health and safety and environmental regulations, procedures, documentation, and risk management systems applicable to the role. (K14) |
Plan and perform laboratory-based investigations and scientific experimentation using scientific techniques, procedures, and methods relevant to the role. (S4) |
Committed to adopting safe working practices. (B4) Committed to the adoption of environmentally sustainable working practices. (B5) |
|
Calibrate and use equipment
K3 S3 |
Laboratory equipment relevant to the role and the associated maintenance and calibration requirements. (K3) |
Source and calibrate specified instrumentation and laboratory equipment. (S3) |
None |
|
Record keeping and communication
K6 K9 K15 K18 S14 B1 |
The requirements and significance of reporting results, considering the importance of accuracy, precision, and recognising trends. (K6) Business requirements pertaining to record-keeping, traceability & confidentiality, and quality control systems. (K9) Importance of developing soft skills (people and interpersonal) relevant to the role. (K15) The importance and impact of good record keeping. (K18) |
Collaborate with stakeholders and identify results requiring further investigation or escalation. (S14) |
Acts in a professional and ethical manner (demonstrates reliability, integrity, and respect for confidentiality). (B1) |
|
Continuous improvement
K13 K19 S7 S12 S13 S15 B3 |
The importance of consulting reliable sources of information to keep up to date with scientific, role, or sector knowledge and ways to communicate this to team members. (K13) How digital technology enables the functionality of the working environment to be adaptable to change. (K19) |
Contribute to the development or improvement of processes and methodologies and support their implementation into the business as part of a wider team. (S7) Contribute to recommendations, improvements, or scientific solutions to meet the requirements of internal or external customers. (S12) Identify, develop or contribute to solutions to technical problems. (S13) Keeps up to date with advances in scientific and sector working practices and technologies. Shares best practice across the team. (S15) |
Committed to continuous professional development (handles and responds positively to change, adjusting to different conditions, technologies, situations, and environments). (B3) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | End-point assessment plan, standard and funding revised | 01/04/2023 | Not set | Not set |
| 1.0 | Approved for delivery | 07/08/2018 | 31/03/2023 | Not set |
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