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Animal technologist

This not the latest approved version of this apprenticeship. View the latest version

This revised version of the occupational standard and end-point assessment plan has been agreed and but is available for information only pending approval of the funding band.

This apprenticeship is in revision and yet to be approved

Key information

  1. Status: In development
  2. Ticked Proposal approved
    Ticked Occupational standard approved
    Ticked End-point assessment plan approved
  3. Reference: ST0058
  4. Level: 3
  5. Typical duration to gateway: 24 months
  6. Typical EPA period: 3 months
  7. Route: Health and science
  8. Date updated: 15/06/2022
  9. Lars code: 179
  10. EQA provider: Ofqual
  11. Example progression routes:
Print occupational standard

Details of the occupational standard

Occupation summary

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This occupation is found in a range of organisations, typically including charities, universities, pharmaceutical companies, breeders, contract research organisations and biotechnology research and development organisations. The nature of the work and species that are used will depend on the organisation, some work in very specific fields using only a few species others, whereas the universities, may be multispecies with a wide range of techniques and research fields. Animal technologists are likely to be laboratory based.

The broad purpose of the occupation is to carry out complex scientific procedures on laboratory animals. This occupation requires a high degree of technical skill and knowledge to ensure that techniques are carried out with a high degree of accuracy and precision, helping to ensure high standards of scientific research and that the welfare of the animals is considered at all times. Animal technologists are required to work with a range of scientific equipment in complex environments. They require a broad knowledge of science, animal anatomy and physiology, technical in-vivo scientific procedures, including aseptic techniques, animal welfare legislation and animal husbandry in order to practice effectively. They also require high levels of manual dexterity.

In their daily work, an employee in this occupation interacts with a range of internal and external stakeholders. They are required to communicate effectively with their team and the wider research community (including researchers, Home Office Inspectors, named Veterinary Surgeons and named Animal Care and Welfare Officers).

An employee in this occupation will be responsible for carrying out scientific procedures and tasks independently and in compliance with the Animals (Scientific Procedures) Act 1986 Amendment Regulations 2012 (and other related animal welfare legislation, including the Veterinary Surgeons Act 1966 and the Animal Welfare Act 2006). They are required to plan, manage and carry out their own work on time and to the required quality, in accordance with work instructions. An Animal Technologist is likely to operate within a team and report to a supervisor/ line manager.

Typical job titles include:

Animal technician Animal technologist Animal welfare officer Laboratory inspector

Occupation duties

Duty

KSBs

Duty 1 Carry out and record scientific procedures and tasks in accordance with organisational and regulatory standards.

K1 K2 K4 K5 K6 K7 K11 K13 K15 K17 K21 K24

S1 S6 S8 S11 S13

B1 B3 B4 B5 B6 B7

Duty 2 Maintain stocks of resources, equipment and consumables in a Home Office designated establishment and transport physical resources within the work area.

K4 K15 K16 K23

S1 S13 S14 S15

B5

Duty 3 Keep the work environment fit for purpose, including maintenance of hygiene standards.

K4 K5 K13 K15

S1 S7 S13 S15

Duty 4 Maintain equipment in good working order and calibrated where needed.

K4 K13 K15 K17 K23

S1 S7 S13 S15

Duty 5 Manage animal health & husbandry practices in line with the relevant legislation and organisational policies, taking account of specialist animal requirements where relevant.

K1 K4 K5 K6 K7 K8 K9 K10 K13 K17

S1 S2 S3 S4 S5 S8

B1 B3 B5 B6 B7

Duty 6 Maintain animal welfare and biosecurity by applying knowledge of anatomy and physiology.

K4 K5 K6 K7 K8 K9 K10 K13 K17

S2 S3 S4 S5

B1 B7

Duty 7 Support scientific and husbandry procedures by applying the knowledge of science.

K4 K5 K6 K7 K11 K13 K17

S2 S3 S4 S5

B1 B5

Duty 8 Handle and restrain animals in accordance with company and regulatory requirements.

K1 K4 K5 K6 K7 K8 K9 K13 K17

S2 S4

B1

Duty 9 Manage relevant scientific/technical activities within the Home Office designated establishment as assigned by their role and in line with company and regulatory procedures.

K4 K5 K6 K10 K11 K12

S5

Duty 10 Undertake regular continuous professional development to maintain current knowledge of practice.

K18 K19

S17

B2

Duty 11 Participate in business continuous improvement activities. Identify and suggest relevant improvements.

K2 K18 K19

S16

B3 B5

Duty 12 Maintain and analyse data and information (e.g. environmental monitoring, animal weights).

K5 K11 K12 K22 K24

S10

Duty 13 Promote best practice and ethical behaviour within the company, in line with regulatory health, safety, environmental and security policies. Report breaches in line with company expectations where necessary.

K1 K2 K3 K13 K14 K18 K20 K21

S9 S17

B1 B2 B3 B4 B7

Duty 14 Maintain and adhere to bio-security measures and hygiene controls in a Home Office-designated establishment.

K4 K5 K6 K13

S2 S7

B1 B7

Duty 15 Communicate information and issues both internally and externally. Maintain productive relationships and promote good customer interactions.

K1 K2 K3 K14 K24

S8 S10 S11 S12 S16

B3 B4 B7


KSBs

Knowledge

K1: The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities. Back to Duty

K2: How actions impact on others, including own team and the researchers they work with. Back to Duty

K3: The importance of their organisation’s policies on diversity, equality and discrimination. Back to Duty

K4: How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures. Back to Duty

K5: Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement. Back to Duty

K6: Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards. Back to Duty

K7: Anatomy and physiology relevant to the welfare and husbandry of species in their care. Back to Duty

K8: The clinical signs of ill health, stress, and pain in the species they work. Back to Duty

K9: Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques. Back to Duty

K10: Methods of euthanasia appropriate to the species under their care. Back to Duty

K11: The underpinning science that supports in-vivo studies relevant to their work. Back to Duty

K12: Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI). Back to Duty

K13: How to work safely and the importance of health and safety legislation, policies and procedures. Back to Duty

K14: Methods of communication appropriate to their organisation and audience. Back to Duty

K15: Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task. Back to Duty

K16: Procurement process, stock level and storage requirements for resources, equipment and consumables. Back to Duty

K17: Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures. Back to Duty

K18: Information sources available to keep up to date with advances in working practices and technologies. Back to Duty

K19: How continuous improvement can be applied to improve working practices and the importance of sharing best practice. Back to Duty

K20: Sustainability challenges and the principles applied to minimise environmental impact. Back to Duty

K21: Corporate and social responsibilities to develop more sustainable approaches to scientific research. Back to Duty

K22: Data sharing principles and how to manage information, data and content in line with data protection regulations. Back to Duty

K23: The maintenance requirements of equipment. How to check equipment is in good working order and calibrated. Back to Duty

K24: Reporting requirements and company expectations regarding breaches in regulations. Back to Duty

Skills

S1: Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks. Back to Duty

S2: Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies. Back to Duty

S3: Recognise and report the clinical signs of ill health, stress and pain in the species under their care. Back to Duty

S4: Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation. Back to Duty

S5: Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples. Back to Duty

S6: Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems. Back to Duty

S7: Maintain the work environment, take bio-security measures and follow hygiene controls. Back to Duty

S8: Record and store scientific outcomes in accordance with data protection regulations and company procedures. Back to Duty

S9: Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement). Back to Duty

S10: Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate. Back to Duty

S11: Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols. Back to Duty

S12: Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation. Back to Duty

S13: Safely transport physical resources within the work area. Back to Duty

S14: Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability. Back to Duty

S15: Ensure that equipment is in good working order and calibrated where needed. Back to Duty

S16: Identify process improvements and implement changes or make recommendations in line with organisation procedures. Back to Duty

S17: Keep up to date with developments in best practice and advances in technology and share best practice. Back to Duty

Behaviours

B1: Treats animal with compassion and acts in a professional and ethical manner. Back to Duty

B2: Committed to continuous professional development. Back to Duty

B3: Team-focused and works effectively with colleagues and others. Back to Duty

B4: Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity. Back to Duty

B5: Solutions focussed and adapts flexibly to change. Back to Duty

B6: Takes ownership of work to ensure that it is completing on time and to the required quality. Back to Duty

B7: Promotes a culture of care in the work environment. Back to Duty


Qualifications

English & 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

IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021)

Level: 3

Ofqual regulated

Professional recognition

This standard aligns with the following professional recognition:

  • Institute of Animal Technology for Membership of the IAT (MIAT)
Print EPA plan

End-point assessment plan

AP02

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the animal technologist apprentices. End-point assessment organisations (EPAOs) must follow this when designing and delivering their EPA.

Animal technologist 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 24 months on-programme (this means in training before the gateway) working towards competence as a animal technologist. All apprentices must spend at least 12 months on-programme. All apprentices must spend at least 20% of their on-programme time completing off-the-job training.

This EPA has 2 assessment methods.

The grades available for each EPA method are:

EPA method 1 - professional discussion underpinned by a portfolio:

EPA method 2 - scenario test:

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

EPA summary table

On-programme (typically 24 months)

Training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

Training towards English and mathematics qualifications at Level 21, if required.

Training towards any other qualifications listed in the occupational standard.

The qualification(s) required are:

IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021)

Compiling a portfolio of evidence.

End-point assessment gateway





The employer must be content that the apprentice is working at or above the level of the occupational standard.

The apprentice’s employer must confirm that they think the apprentice:

  • is working at or above the occupational standard as an animal technologist
  • has the evidence required to pass the gateway and is ready to take the EPA

An apprentice must have passed any other qualifications listed in the animal technologist occupational standard ST0058.

The qualification(s) required are:

IAT Level 3 Diploma in Laboratory Animal Science and Technology (2021)

Apprentices must have achieved English and mathematics at Level 21.

An apprentice must submit all gateway evidence to the EPAO. The EPAO must review the evidence. When the EPAO confirms the gateway requirements have been met, the EPA period starts and typically takes 3 months to complete. The expectation is that the EPAO will confirm the gateway requirements have been met as quickly as possible.

For the professional discussion underpinned by a portfolio, the apprentice will be required to submit a portfolio of evidence.

Apprentices must submit any policies and procedures as requested by the EPAO.

End-point assessment (typically 3 months)

Professional recognition

This apprenticeship standard aligns with Institute of Animal Technology for Membership of the IAT (MIAT). 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.

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

1For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and mathematics minimum requirement is Entry Level 3. British Sign Language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

Length of end-point assessment period

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.

EPA gateway

The apprentice’s employer must confirm that they think the apprentice is working at or above the occupational standard as a animal technologist. They will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.

Apprentices must meet the following gateway requirements before starting their EPA.

These are:

  • achieved English and mathematics at Level 21.

Portfolio of evidence requirements:

Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 15 discrete pieces of evidence. Evidence should be mapped against the KSBs.

Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested. Evidence sources may include:

This is not a definitive list; other evidence sources can be included.

The portfolio 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. Independent assessors should review the portfolio of evidence to prepare questions for the discussion assessment method. They are not required to provide feedback after this review.

Apprentices must submit any policies and procedures as requested by the EPAO.

The EPA period starts when the EPAO confirms all gateway requirements have been met. The expectation is they will do this as quickly as possible.

Assessment methods

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.

Professional discussion underpinned by a portfolio

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.

Rationale

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 Animal Technologists to communicate their approach to work when carrying out their everyday duties.

Delivery

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

The purpose of the independent assessor's questions will be to draw out contextualised examples, further clarify skills demonstrated in the portfolio, and be used to ask open questions tailored to the role and environment.

The EPAO must give an apprentice 4 weeks notice of the professional discussion.

The independent assessor must have at least 4 week(s) to review the supporting documentation.

Apprentices must have access to their portfolio of evidence during the professional discussion.

Apprentices can refer to and illustrate their answers with evidence from their portfolio of evidence, however the portfolio of evidence is not directly assessed.

The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

For the professional discussion, the independent assessor must ask at least 10 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.

The independent assessor conducts and assesses the professional discussion.

The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.

The independent assessor will make all grading decisions.

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. Additional venue requirements include:

Access to suitable digital equipment and internet connection where the method is to be assessed remotely.

Question and resource development

EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio:

  • 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 employer

Scenario test

Overview

A test is an assessment for asking questions in a controlled and invigilated environment.

Rationale

This EPA method is being used because the criteria may not naturally occur during everyday business activities and it is important to demonstrate knowledge application and recall in given scenarios. The method will effectively test higher-order reasoning, data and information handling, and critical thinking. It will ensure consistency and enables direct comparisons between apprentices.

Delivery

This method must be appropriately structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

The scenario test can be computer or paper based.

The scenario test will consist of 3 long response written scenario based/ case study style questions. These long answer questions need a written response. Each scenario will typically contain 3 sub questions that also require a written response and long answer.

Apprentices must be given at least 4 weeks notice of the date and time of the scenario test.

Scenario case study examination

A bank of contextually relevant case studies will be developed by the EPAO to act as an independent end-point assessment calling on the apprentice to demonstrate the relevant requirements as laid out in the criteria mapped to this method. Each case study will be contextually relevant scenarios. For example, the apprentice could be asked to explain what needs to be considered when:

  • buying in sheep for a research project involving a significant surgical. intervention.
  • setting up a research project to create a colony of genetically altered mice
  • carrying out a trial to test the efficacy of a new dietary regime for zebra fish.


The scenario questions will be developed in order to cover the following themes. There will be a requirement for 1 scenario based question covering each theme.

  • planning and considering resource requirements
  • animal husbandry and welfare
  • data analysis




Test administration

Apprentices must have 90 minutes to complete the test.

The scenario test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.

The scenario test must be taken in the presence of an invigilator who is the responsibility of the EPAO. Specialised (proctor) software can be used if the test can be taken on-line, to ensure the security of the test.

The EPAO must have an invigilation policy setting out how the scenario test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.

The EPAO must verify the identity of the apprentice.

The EPAO is responsible for the security of the scenario test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the scenario test.

Marking

The scenario test must be marked by independent assessors or markers employed by the EPAO. They must follow a marking scheme produced by the EPAO. Marking by computer is allowed where question types support this.

The EPAO must develop a marking scheme based on the grading descriptors for this assessment method. The EPAO is responsible for overseeing the marking of the scenario test. The EPAO must ensure standardisation and the moderation of written response tests.

Assessment location

Apprentices must take the scenario test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.

The scenario test could take place remotely if the appropriate technology and systems are in place to prevent malpractice. EPAOs must verify the apprentice’s identity and ensure invigilation of apprentices for example with, and not limited to, 360-degree cameras and screen sharing facilities.

The venue must also have:

Digital equipment and an internet connection where testing is carried out remotely.

Question and resource development

EPAOs must write a test 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 test 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 previous item performance data, item analysis, standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

EPAOs must produce the following materials to support the scenario test:

  • independent assessor assessment materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • test specification
    • sample test and mark schemes
    • live tests and mark schemes
    • question bank
  • EPA guidance for the apprentice and employer

Grading

Professional discussion underpinned by a portfolio

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

Equipment, stock control and the business environment
K1 K2 K16 K23 S13 S14 S15 B3

Describes how they maintain stock levels and correctly store and procure resources, equipment, and consumables, justifying how they take into account environmental sustainability. Explains how they ensure that equipment is maintained calibrated and in good working order. (K16, K23, S14, S15).

Explains how they safely transport resources within the work area and how their actions impact the wider team and stakeholders such as researchers. Describes the business environment in which the organisation operates, their own role within it, the ethical practices they adopt, and codes of conduct they adhere to. Justifies how their role contributes to the organisation meeting its ethical and legal responsibilities and how they work effectively with others and are team focussed. (K1, K2, S13, B3).

 

 

 

Evaluates the impact that resource management, storage, and calibration have on the welfare of animals, the research being carried out, and on the wider team. (K2, S15, B3).

 

 

 

 

 

Animal husbandry and welfare
K4 K6 K7 K13 K24 S2 S4 S5 S6 S7 B1 B6

Describes how they take ownership of their work and conduct scientific and husbandry procedures on schedule, in line with quality standards, and in accordance with standard operating procedures. Describes the health and safety, animal legislation, and organisational policies that they take into account.  Justifies how they handle, and restrain animals in a way that ensures that high standards of animal welfare are maintained and in line with good scientific practice (K4, K6, K13, S4, S5, S6, B6).

Explains how they maintain the work environment and take biosecurity security and hygiene control measures to ensure the welfare of species in their care. Describes how they handle and determine the sex and health of species professionally and ethically and how they treat animals with compassion. (S2, S7, K7, B1).

Explains the importance of adhering to health and safety legislation, policies and procedures, and the reporting requirements and company expectations regarding breaches in regulations. (K13, K24).

 

 

 

Evaluates the impact that biosecurity and hygiene control measures have on ensuring valid research, the safety of individuals and the welfare of animals in their care. (K6, K13, S7).

Communication, behaviour and expectations
K3 K14 S12 B4 B7

Explains the different ways they communicate in line with organisational policy and how they adapt their style and method for different audiences and to promote a culture of care in the work environment. (K14, S12, B7).

Explains the importance of their organisations policies on diversity, equality, and discrimination and how they act in a way that promotes inclusivity and values people as individuals recognising difference and diversity. (K3, B4).

Evaluates the effectiveness of the communication methods they use and considers the impact that their methods and behaviours have on animals in their care. Explains how they encourage and inspire others to work inclusively. (K14, S12, B4).

 

 

 

Problem solving
K17 S11 B5

Explains the problem solving techniques they use to troubleshoot issues when identifying potential problems completing complex scientific procedures . Explains how they are flexible and solutions focussed when addressing operational challenges. Explains when they are able to resolve issues themselves and when they need to escalate matters. (K17, S11, B5).

 

Explains how solutions frequently have a benefit/ negative impact ratio. Assesses the benefits that can be realised through sharing solutions with the wider business. (S11, B5).

 

Career professional development and business improvement
K18 K19 S16 S17 B2

Describes how they keep up to date with advances in working practices and technologies using reliable information sources and how they use this information to identify potential process improvements. Explain how their commitment to continuous professional development and maintaining up to date knowledge enables them to continuously improve working processes and implement changes or recommendations in line with organisation procedures. Explains how they sharebest practice and evaluate the importance of this to the wider business. (K18, K19, S16, S17, B2).

 

Assesses how their professional development aligns with the business strategy and objectives. Evaluates how their personal development has business and personal benefits. (S17, B2).

 

Underpinning science and data records
K11 S8

Summarises the underpinning science supporting in vivo studies relating to their work and how they record and store scientific outcomes in accordance with data protection regulations and company procedures. (K11, S8).

 

N/A

Scenario test

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

Planning and resources
K5 K15 K20 K21 S1 S9

Plans scientific procedures to meet objectives and deadlines. Identifies resources, equipment and consumables required for the tasks. Describes impacts on the environment and the corporate and social responsibilities to develop more sustainable approaches to scientific research. (K15, K20, K21, S1).

Identifies legal and ethical responsibilities and applies the 3Rs (Reduction, Replacement, and Refinement) when planning scientific procedures. (K5, S9).

Explains the impact that increasing global demand for animal-derived products has on the environment. Evaluates the positive impact that their research has on environmental sustainability. (K20).  

Animal husbandry and welfare
K8 K9 K10 S3

Correctly recognises and reports the clinical signs of ill health, stress and pain in the species under their care and identifies methods that can be applied to minimise these impacts, including the use of analgesics, anaesthetics and aseptic techniques. Justifies the methods of euthanasia appropriate to the species under their care. (K8, K9, K10, S3).

Explains how animal ill health and treatment can impact the results of scientific research. (K9, S3).

Data analysis
K12 K22 S10

Analyses, interprets, and evaluates data and identifies outcomes requiring further investigation. Describes how data is collected, stored, and managed to enable data sharing and in line with data protection regulations. Justifies the techniques used for data collection and interpretation. Describes the circumstances in with senior colleague advice would be sought following the interpretation of data. (K12, K22, S10).

 

 

Explains how they identify typical lines of enquiry having identified outcomes requiring further investigation. Explains the potential impact on animal welfare and research if anomalous data is not reported. (S10).

 

 

Overall EPA grading

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: professional discussion underpinned by a portfolio and scenario test 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.In order to achieve an overall EPA ‘distinction’, apprentices 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.

Professional discussion underpinned by a portfolio Scenario test Overall Grading
Any grade Fail Fail
Fail Any grade Fail
Pass Pass Pass
Pass Distinction Merit
Distinction Pass Merit
Distinction Distinction Distinction

Re-sits and re-takes

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.

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 and responsibilities

Roles Responsibilities

Apprentice

As a minimum, apprentices 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 20% off-the-job training as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • undertake the EPA including meeting all gateway requirements

 

Employer

As a minimum, employers must:

  • select the EPAO and 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 a minimum of 20% 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 standard and so is ready for EPA
  • ensure that all supporting evidence required at the gateway is submitted in accordance with this EPA plan
  • remain independent from the delivery of the EPA
  • 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 apprentice to meet the KSBs
  • ensure the apprentice is well prepared for the EPA
  • require the training provider and EPAO to ensure the EPA is booked in a timely manner

Post-gateway, employers must: 

  • 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
  • remain independent from the delivery of the EPA
  • 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 on a daily basis
  • pass the certificate to the apprentice upon receipt from the EPAO

EPAO

As a minimum, EPAOs must: 

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the Register of End-Point Assessment Organisations (RoEPAO)
  • conform to the requirements of the external quality assurance provider (EQAP) for this apprenticeship standard
  • understand the occupational standard
  • 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)
  • appoint suitably qualified and competent independent assessors and oversee their working
  • appoint administrators (and invigilators where required) to administer the EPA as appropriate
  • provide training for independent assessors in terms of good assessment practice, operating the assessment tools and grading
  • provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • arrange for the EPA to take place, in consultation with the employer
  • where the apprentice is not assessed in the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if 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
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (i.e. HEI), there must be no conflict of interest
  • have policies and procedures for internal quality assurance (IQA), and maintain records of regular and robust IQA activity and moderation for external quality assurance (EQA) purposes
  • deliver induction training for independent assessors, and for invigilators and/or markers (where used)
  • undertake standardisation activity on this apprenticeship standard for all independent assessors before they conduct an EPA for the first time, if the EPA is updated and periodically as appropriate (a minimum of annually)
  • manage invigilation of apprentices in order to maintain security of the assessment in line with the EPAO’s malpractice policy
  • verify the identity of the apprentice being assessed
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard

Pre-gateway, EPAOs must: 

  • make all necessary contractual arrangements, including agreeing the price of the EPA
  • provide adequate information, advice and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • arrange for the EPA to take place, in consultation with the employer.

At the Gateway, EPAOs must: 

  • confirm all gateway requirements have been met as quickly as possible.

Post-gateway, EPAOs must: 

  • where the apprentice is not assessed in the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary

Independent assessor

As a minimum, independent assessors must: 

  • have the competence to assess the apprentice at this level and hold any required qualifications and experience in line with the requirements of the independent assessor as detailed in the IQA section of this EPA plan
  • understand the occupational standard and the requirements of this EPA
  • have, maintain and be able to evidence, up-to-date knowledge and expertise of the subject matter
  • deliver the end-point assessment in-line with the EPA plan
  • comply with the IQA requirements of the EPAO
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances, including when the EPAO is the training provider (i.e. HEI)
  • attend induction training
  • attend standardisation events when they begin working for the EPAO, before they conduct an EPA for the first time and a minimum of annually on this apprenticeship standard
  • assess each assessment method, as determined by the EPA plan, and without extending the EPA unnecessarily
  • assess against the KSBs assigned to each assessment method, as shown in the mapping of assessment methods and as determined by the EPAO, and without extending the EPA unnecessarily
  • make all grading decisions
  • record and report all assessment outcome decisions, for each apprentice, following instructions and using assessment recording documentation provided by the EPAO, in a timely manner
  • use language in the development and delivery of the EPA that is appropriate to the level of the occupational standard
  • mark open (constructed) test answers accurately according to the EPAO’s mark scheme and procedures

Training provider

As a minimum, training providers should:

  • 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 listed in the occupational standard
  • conduct training covering any knowledge, skill or behaviour requirement agreed as part of the Commitment Statement (often known as the Individual Learning Plan)
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • remain independent from the delivery of the EPA. Where the training provider is the EPAO (i.e. a HEI), there must be procures in place to mitigate against any conflict of interest. 

Marker

As a minimum, markers should:

  • attend induction training as directed by the EPAO
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider in all instances including when the EPAO is the training provider (i.e. HEI)
  • mark test answers accurately according to the EPAO’s mark scheme and procedures

Invigilator

As a minimum, invigilators should:

  • attend induction training as directed by the EPAO
  • have no direct connection or conflict of interest with the apprentice, their employer or training provider; in all instances, including when the EPAO is the training provider (i.e. HEI)
  • invigilate and supervise apprentices during tests and in breaks during assessment methods to prevent malpractice in accordance with the EPAO’s invigilation procedures

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 (IQA)

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:

  • have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
  • appoint independent assessors who are competent to deliver the EPA and who:
    • have recent relevant experience of the occupation or sector to at least occupational level 3 gained in the last 2 years or significant experience of the occupation or sector
  • operate induction training for anyone involved in the delivery and/or assessment of the EPA
  • provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
  • provide ongoing training for markers and invigilators
  • provide standardisation activity for this apprenticeship standard for all independent assessors:
    • before they conduct an EPA for the first time
    • if the EPA is updated
    • periodically as appropriate (a minimum of annually)
  • conduct effective moderation of EPA decisions and grades
  • conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
  • have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)

Professional recognition

This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:

Institute of Animal Technology for Membership of the IAT (MIAT)

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1

The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities.

Back to Grading
Professional discussion underpinned by a portfolio
K2

How actions impact on others, including own team and the researchers they work with.

Back to Grading
Professional discussion underpinned by a portfolio
K3

The importance of their organisation’s policies on diversity, equality and discrimination.

Back to Grading
Professional discussion underpinned by a portfolio
K4

How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures.

Back to Grading
Professional discussion underpinned by a portfolio
K5

Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement.

Back to Grading
Scenario test
K6

Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards.

Back to Grading
Professional discussion underpinned by a portfolio
K7

Anatomy and physiology relevant to the welfare and husbandry of species in their care.

Back to Grading
Professional discussion underpinned by a portfolio
K8

The clinical signs of ill health, stress, and pain in the species they work.

Back to Grading
Scenario test
K9

Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques.

Back to Grading
Scenario test
K10

Methods of euthanasia appropriate to the species under their care.

Back to Grading
Scenario test
K11

The underpinning science that supports in-vivo studies relevant to their work.

Back to Grading
Professional discussion underpinned by a portfolio
K12

Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI).

Back to Grading
Scenario test
K13

How to work safely and the importance of health and safety legislation, policies and procedures.

Back to Grading
Professional discussion underpinned by a portfolio
K14

Methods of communication appropriate to their organisation and audience.

Back to Grading
Professional discussion underpinned by a portfolio
K15

Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task.

Back to Grading
Scenario test
K16

Procurement process, stock level and storage requirements for resources, equipment and consumables.

Back to Grading
Professional discussion underpinned by a portfolio
K17

Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures.

Back to Grading
Professional discussion underpinned by a portfolio
K18

Information sources available to keep up to date with advances in working practices and technologies.

Back to Grading
Professional discussion underpinned by a portfolio
K19

How continuous improvement can be applied to improve working practices and the importance of sharing best practice.

Back to Grading
Professional discussion underpinned by a portfolio
K20

Sustainability challenges and the principles applied to minimise environmental impact.

Back to Grading
Scenario test
K21

Corporate and social responsibilities to develop more sustainable approaches to scientific research.

Back to Grading
Scenario test
K22

Data sharing principles and how to manage information, data and content in line with data protection regulations.

Back to Grading
Scenario test
K23

The maintenance requirements of equipment. How to check equipment is in good working order and calibrated.

Back to Grading
Professional discussion underpinned by a portfolio
K24

Reporting requirements and company expectations regarding breaches in regulations.

Back to Grading
Professional discussion underpinned by a portfolio
Skill Assessment methods
S1

Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks.

Back to Grading
Scenario test
S2

Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies.

Back to Grading
Professional discussion underpinned by a portfolio
S3

Recognise and report the clinical signs of ill health, stress and pain in the species under their care.

Back to Grading
Scenario test
S4

Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation.

Back to Grading
Professional discussion underpinned by a portfolio
S5

Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples.

Back to Grading
Professional discussion underpinned by a portfolio
S6

Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems.

Back to Grading
Professional discussion underpinned by a portfolio
S7

Maintain the work environment, take bio-security measures and follow hygiene controls.

Back to Grading
Professional discussion underpinned by a portfolio
S8

Record and store scientific outcomes in accordance with data protection regulations and company procedures.

Back to Grading
Professional discussion underpinned by a portfolio
S9

Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement).

Back to Grading
Scenario test
S10

Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate.

Back to Grading
Scenario test
S11

Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols.

Back to Grading
Professional discussion underpinned by a portfolio
S12

Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation.

Back to Grading
Professional discussion underpinned by a portfolio
S13

Safely transport physical resources within the work area.

Back to Grading
Professional discussion underpinned by a portfolio
S14

Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability.

Back to Grading
Professional discussion underpinned by a portfolio
S15

Ensure that equipment is in good working order and calibrated where needed.

Back to Grading
Professional discussion underpinned by a portfolio
S16

Identify process improvements and implement changes or make recommendations in line with organisation procedures.

Back to Grading
Professional discussion underpinned by a portfolio
S17

Keep up to date with developments in best practice and advances in technology and share best practice.

Back to Grading
Professional discussion underpinned by a portfolio
Behaviour Assessment methods
B1

Treats animal with compassion and acts in a professional and ethical manner.

Back to Grading
Professional discussion underpinned by a portfolio
B2

Committed to continuous professional development.

Back to Grading
Professional discussion underpinned by a portfolio
B3

Team-focused and works effectively with colleagues and others.

Back to Grading
Professional discussion underpinned by a portfolio
B4

Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity.

Back to Grading
Professional discussion underpinned by a portfolio
B5

Solutions focussed and adapts flexibly to change.

Back to Grading
Professional discussion underpinned by a portfolio
B6

Takes ownership of work to ensure that it is completing on time and to the required quality.

Back to Grading
Professional discussion underpinned by a portfolio
B7

Promotes a culture of care in the work environment.

Back to Grading
Professional discussion underpinned by a portfolio

Mapping of KSBs to grade themes

Professional discussion underpinned by a portfolio - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Equipment, stock control and the business environment
K1 K2 K16 K23
S13 S14 S15
B3

The business environment in which the organisation operates, including own role within it, the appropriate ethical practice and codes of conduct and how own role contributes to the organisation meeting its ethical and legal responsibilities. (K1)

How actions impact on others, including own team and the researchers they work with. (K2)

Procurement process, stock level and storage requirements for resources, equipment and consumables. (K16)

The maintenance requirements of equipment. How to check equipment is in good working order and calibrated. (K23)

Safely transport physical resources within the work area. (S13)

Maintain stock levels of resources, equipment and consumables and taking into account environmental sustainability. (S14)

Ensure that equipment is in good working order and calibrated where needed. (S15)

Team-focused and works effectively with colleagues and others. (B3)

Animal husbandry and welfare
K4 K6 K7 K13 K24
S2 S4 S5 S6 S7
B1 B6

How to conduct appropriate scientific and/or animal husbandry procedures to meet the requirements of quality standards relevant to the workplace, such as the use of Standard Operating Procedures. (K4)

Understand animal husbandry and animal management systems with reference to appropriate standards of biosecurity and animal welfare and meeting workplace quality standards. (K6)

Anatomy and physiology relevant to the welfare and husbandry of species in their care. (K7)

How to work safely and the importance of health and safety legislation, policies and procedures. (K13)

Reporting requirements and company expectations regarding breaches in regulations. (K24)

Handle, sex and health check the species in accordance with animal care and welfare standards appropriate to the current legislation and organisational policies. (S2)

Conduct scientific and animal husbandry procedures in accordance with health and safety and animal welfare legislation. (S4)

Handle and restrain animals in a manner that ensures high standards of animal welfare and in accordance with good scientific practice. For example, appropriate animal restraint, manipulation of equipment used to administer or withdraw biological samples. (S5)

Carry out scientific tasks following Standard Operating Procedures or other relevant risk management systems. (S6)

Maintain the work environment, take bio-security measures and follow hygiene controls. (S7)

Treats animal with compassion and acts in a professional and ethical manner. (B1)

Takes ownership of work to ensure that it is completing on time and to the required quality. (B6)

Communication, behaviour and expectations
K3 K14
S12
B4 B7

The importance of their organisation’s policies on diversity, equality and discrimination. (K3)

Methods of communication appropriate to their organisation and audience. (K14)

Communicate effectively using a full range of skills and tools: speaking; listening; writing (including the use of digital or paper-based record keeping systems); body language; presentation. (S12)

Acts in a way that promotes inclusivity and values people as individuals recognising difference and diversity. (B4)

Promotes a culture of care in the work environment. (B7)

Problem solving
K17
S11
B5

Problem solving techniques and the levels of authority when responding to operational challenges associated with complex scientific procedures. (K17)

Identify potential problems completing scientific procedures, troubleshooting to resolve the issue or escalating accordingly. Document and communicate actions in line with company protocols. (S11)

Solutions focussed and adapts flexibly to change. (B5)

Career professional development and business improvement
K18 K19
S16 S17
B2

Information sources available to keep up to date with advances in working practices and technologies. (K18)

How continuous improvement can be applied to improve working practices and the importance of sharing best practice. (K19)

Identify process improvements and implement changes or make recommendations in line with organisation procedures. (S16)

Keep up to date with developments in best practice and advances in technology and share best practice. (S17)

Committed to continuous professional development. (B2)

Underpinning science and data records
K11
S8

The underpinning science that supports in-vivo studies relevant to their work. (K11)

Record and store scientific outcomes in accordance with data protection regulations and company procedures. (S8)

N/A

Scenario test - TestExamination

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Planning and resources
K5 K15 K20 K21
S1 S9

Legal and ethical responsibilities, including the application of the 3Rs of reduction, replacement, and refinement. (K5)

Importance of planning to ensure the suitable provision of resources, equipment, and consumables for the task. (K15)

Sustainability challenges and the principles applied to minimise environmental impact. (K20)

Corporate and social responsibilities to develop more sustainable approaches to scientific research. (K21)

Plan scientific procedures to meet objectives and deadlines. Identify resources, equipment and consumables required for the tasks. (S1)

Identify ethical responsibilities, best practice and obligations, including the application of the 3Rs (Reduction, Replacement and Refinement). (S9)

N/A

Animal husbandry and welfare
K8 K9 K10
S3

The clinical signs of ill health, stress, and pain in the species they work. (K8)

Methods for minimising ill health, pain, suffering or distress, including the use of analgesics, anaesthetics and aseptic techniques. (K9)

Methods of euthanasia appropriate to the species under their care. (K10)

Recognise and report the clinical signs of ill health, stress and pain in the species under their care. (S3)

N/A

Data analysis
K12 K22
S10

Techniques for data collection, recording and interpretation in animal studies (for example collection of blood, urine, faeces. Behaviour (phenotyping) tests, X-Rays, MRI). (K12)

Data sharing principles and how to manage information, data and content in line with data protection regulations. (K22)

Analyse, interpret and evaluate data (e.g. breeding or environmental data) and identify outcomes requiring further investigation seeking advice of senior colleagues where appropriate. (S10)

N/A

Contact us about this apprenticeship

Employers involved in creating the standard: Applebee Advisory, Mary Lyon Centre, UKRI MRC Harwell, The Francis Crick Institute, Venture Forward, Labcorp, Babraham Institute, Bristol Myers Squibb, Cancer Research UK, IAT Education, Imperial College London, Kings College London, Sanger Institute, S3 Life Sciences

Version log

Version Change detail Earliest start date Latest start date Latest end date
Revised version awaiting implementation In development Not set Not set Not set
1.0 Approved for delivery 09/06/2017 Not set Not set