Looking after the technical, organising and supervising side of construction projects.
This occupation is found in the construction, built environment and engineering sectors, with civil engineering senior technicians employed in a variety of organisation types and sizes.
The broad purpose of the occupation is coordinate, manage and provide the technical planning, design, building, management, maintenance or dismantling of the built environment (such as buildings, structures, parks and public spaces, schools, offices, museums, hospitals) and infrastructure, such as transportation (road, rail, bridges, tunnels, ports and airports), water and waste management, marine and coastal engineering (irrigation systems, sustainable drainage systems (SuDS), flood, river and coastal defences), water and power supplies (utilities, hydropower, power stations, nuclear plants, on and offshore wind farms).
Civil engineering senior technicians use and apply their technical knowledge, underpinned by scientific principles and theories, propose numerous suitable techniques, procedures and methods to undertake and deliver civil engineering solutions. They need to source, review, analyse and evaluate a range of data and information, perform advanced calculations, and analyse civil engineering problems to reach proven solutions.
Senior technicians prepare, produce and present civil engineering information, designs and documentation, with regard for the practical need to deliver, manage, assess and improve civil engineering solutions to relevant codes of practice and industry standards (for example, Construction Design and Management (CDM), the Design Manual for Roads and Bridges (DMRB), or managing information over the whole life cycle of a built asset using Building Information Modelling (BIM) via ISO 19650), to statutory and regulatory requirements (such as the Building Safety Act), and in compliance with health, safety and wellbeing requirements.
They use appropriate analytical and computational software, including engineering analysis software (for example, CAD) or digital data modelling processes, to prepare, produce, and communicate civil engineering solutions, recognising the limitations of the techniques and outputs produced, and where continuous improvement may be useful. Some senior technicians will also select appropriate materials and perform tests on these.
With the need to mitigate the detrimental effects on the environment and an increased drive for sustainability, senior technicians will need to consider the whole life cycle of a built asset, ensuring the civil engineering solutions and projects they are engaged with, align with United Nations Sustainable Development Goals (UNSDG), respond to net-zero carbon emissions targets and are compliant with climate change acts, and environmental and sustainability policies and legislation.
Civil engineering senior technicians also inform and manage tasks, team members and resources within their allocation, but also contribute to broader and more complex civil engineering solutions, applying appropriate project management knowledge and techniques, use quality systems and risk assessment procedures to mitigate risks, and improve safe systems of work. Senior technicians may also commission, carry out, or review site inspections or surveys, report progress against project plans, or check specified technical aspects of design or site-based activities.
In their daily work, an employee in this occupation interacts with their line manager, typically a senior civil engineer or site manager, to confirm programmes of work, agree individual and team responsibilities, budgets and resources, which support the delivery of wider plans across civil engineering projects; these teams could include other technicians or specialist contactors for which they may be responsible for, engineers across a range of disciplines from various employer types (e.g. clients, consultancies, contractors), and project managers, where their collective outputs will be used to produce civil engineering solutions that are fit for purpose, safe, secure, environmentally sustainable, and meet customer and industry specifications.
Senior technicians are also exposed to other professional disciplines, such as building services engineers, construction managers, surveyors, architects, planners, environmental practitioners, or legal teams. As well as liaising with internal colleagues, often across a variety of multidisciplinary areas, some senior technicians are also responsible for working with customers, suppliers, manufacturers, and stakeholders or with representatives from appropriate regulatory bodies.
Civil engineering senior technicians, depending on their employer, will spend their time in an office environment, working on site, working remotely or a combination of these. There is also potential for visiting customers, suppliers, or manufacturers.
An employee in this occupation will be responsible for delivering civil engineering technical solutions, ensuring accuracy and quality, for which they are responsible for the technical management of, within agreed time and resource limits, compliant with industry, regulatory and legislative standards, such as the Building Safety Bill, and to broadly defined specifications. Civil engineering technicians must also comply with health and safety regulations, including the Construction (Design and Management) regulation, and environmental and sustainability policies.
Senior technicians also supervise other team members, communicating, agreeing and managing tasks that they and others complete, ensuring these meet appropriate standards and specified outcomes, and that work is carried out in a safe environment and the wellbeing of those involved is safeguarded.
Senior technicians are able to use their own judgement when undertaking the occupational duties and apply their knowledge, skills, and behaviours in a range of contexts and environments, adapting to issues that arise, informing the actions to be taken and reviewing the effectiveness of these actions. They are also responsible for their own, and promoting the benefits of, continuing professional development, and recognising their own obligations to society.
This summary page outlines the information that you and your employer need to know about your end-point assessment (EPA). You and your employer should also read the end-point assessment plan for the full details including roles and responsibilities, assessment method requirements and re-sits and re-takes.
An EPA is an assessment at the end of the apprenticeship. It assesses your competence against the knowledge, skills and behaviours (KSBs) on the occupational standard. You will have been trained on them during your training, both on and off the job. The EPA is your chance to show an independent assessor you can do the occupation you have been trained for. Your employer will only recommend you start the EPA when you have finished your training and both your employer and you think you are ready. Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should provide you with support on what to expect and how to prepare for your EPA.
The typical length of the on-programme (training) part of this apprenticeship is 36 months. The end-point assessment period will typically last 4 months.
The grades available for this apprenticeship are:
Technical project report and presentation with questioning
Professional discussion underpinned by a portfolio
At the end of the apprenticeship, and having passed the EPA, you will be awarded with your apprenticeship certificate.
The gateway is the point when all on-programme training and any mandatory qualification requirements have been met. When you have completed your training and your employer says you are competent in your occupation, you enter the gateway. The EPAO will check any mandatory qualifications are complete. They will tell you how to submit any necessary documents (for example, a portfolio). After the EPAO confirms that you have met all the requirements, the EPA starts.
When you reach the gateway, you need to complete the following:
Have passed English and maths at level 2.
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.
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 12 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 must cover the following areas: Evidence sources may include evidence of work undertaken which may be supported by: 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.
For the professional discussion underpinned by a portfolio you must submit: portfolio of evidence
Passed any other mandated qualifications listed in the occupational standard. For the civil engineering senior technician,
The qualification(s) required are:
A Level 4 qualification in Construction and Built Environment that meets the knowledge requirements of the standard and is approved by the Engineering Council as meeting the learning outcomes specified for Engineering Technician (EngTech) at level 4
The EPAO will issue the technical project brief to the apprentice at gateway aligned to their engineering specialism. The technical project brief will reflect a real work-based civil engineering challenge in a subject area, providing a focus on an area such as: The technical project brief, designed and issued by the EPAO, will typically be 500 words in length. The EPAO will design and issue guidance with the technical brief. Technical project reports must include:. The apprentice must prepare a technical project report with appendices of supporting evidence relating to the technical project. The technical project report and all appendices of supporting evidence directly demonstrating performance of KSBs must be attributable to the apprentice in full. Evidence must be accompanied by a witness statement outlining the apprentice’s contribution, signed by the apprentice and their employer thereby authenticating it. Example appendices of supporting evidence may include: This list is not definitive and other evidence sources apart from self-reflection are permissible. To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions. In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented.
Project with an report output: you You will be asked to complete a project. The EPAO will advise you of suggested project titles and the detailed specification. As part of the project, you need to write a report and submit this to the EPAO. The report should be a maximum of (with a 10% tolerance). The minimum requirements of the project are:
Apprentices will undertake a technical project after they have passed the gateway and produce a report that appropriately covers all of the KSBs assigned to this method of assessment.
You will have 6 weeks to complete the project and submit the report to the EPAO.
Discussion: you will meet with the independent assessor in a quiet place that is free from distractions and be asked questions. The professional discussion will last 40 and the independent assessor will ask a minimum of 6 questions to find out how well you can do your job. You need to compile a portfolio of evidence during the apprenticeship. Your training provider and employer should discuss this with you. You can use your portfolio of evidence to help you answer questions in the .This method may take place remotely, though the EPAO will confirm the details. You will be given at least 3 weeks notice of the professional discussion.
If you have a query that relates to your job, then please speak to your employer. You should speak to your training provider if you have any other questions about the apprenticeship including the end-point assessment. You should get detailed support from the EPAO before the EPA begins. Your employer and training provide should talk to you when they think you are ready to take the EPA. The EPA is for you to show how good you are at your job. You should speak to your training provider about what to expect in the EPA and how to prepare. You should speak to the EPAO if your EPA has already started, and you have a query.
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 Engineering Council (EngTech) for level 4. 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.
Please contact the relevant professional body for more details.
This occupation is found in the construction, built environment and engineering sectors, with civil engineering senior technicians employed in a variety of organisation types and sizes.
The broad purpose of the occupation is coordinate, manage and provide the technical planning, design, building, management, maintenance or dismantling of the built environment (such as buildings, structures, parks and public spaces, schools, offices, museums, hospitals) and infrastructure, such as transportation (road, rail, bridges, tunnels, ports and airports), water and waste management, marine and coastal engineering (irrigation systems, sustainable drainage systems (SuDS), flood, river and coastal defences), water and power supplies (utilities, hydropower, power stations, nuclear plants, on and offshore wind farms).
Civil engineering senior technicians use and apply their technical knowledge, underpinned by scientific principles and theories, propose numerous suitable techniques, procedures and methods to undertake and deliver civil engineering solutions. They need to source, review, analyse and evaluate a range of data and information, perform advanced calculations, and analyse civil engineering problems to reach proven solutions.
Senior technicians prepare, produce and present civil engineering information, designs and documentation, with regard for the practical need to deliver, manage, assess and improve civil engineering solutions to relevant codes of practice and industry standards (for example, Construction Design and Management (CDM), the Design Manual for Roads and Bridges (DMRB), or managing information over the whole life cycle of a built asset using Building Information Modelling (BIM) via ISO 19650), to statutory and regulatory requirements (such as the Building Safety Act), and in compliance with health, safety and wellbeing requirements.
They use appropriate analytical and computational software, including engineering analysis software (for example, CAD) or digital data modelling processes, to prepare, produce, and communicate civil engineering solutions, recognising the limitations of the techniques and outputs produced, and where continuous improvement may be useful. Some senior technicians will also select appropriate materials and perform tests on these.
With the need to mitigate the detrimental effects on the environment and an increased drive for sustainability, senior technicians will need to consider the whole life cycle of a built asset, ensuring the civil engineering solutions and projects they are engaged with, align with United Nations Sustainable Development Goals (UNSDG), respond to net-zero carbon emissions targets and are compliant with climate change acts, and environmental and sustainability policies and legislation.
Civil engineering senior technicians also inform and manage tasks, team members and resources within their allocation, but also contribute to broader and more complex civil engineering solutions, applying appropriate project management knowledge and techniques, use quality systems and risk assessment procedures to mitigate risks, and improve safe systems of work. Senior technicians may also commission, carry out, or review site inspections or surveys, report progress against project plans, or check specified technical aspects of design or site-based activities.
In their daily work, an employee in this occupation interacts with their line manager, typically a senior civil engineer or site manager, to confirm programmes of work, agree individual and team responsibilities, budgets and resources, which support the delivery of wider plans across civil engineering projects; these teams could include other technicians or specialist contactors for which they may be responsible for, engineers across a range of disciplines from various employer types (e.g. clients, consultancies, contractors), and project managers, where their collective outputs will be used to produce civil engineering solutions that are fit for purpose, safe, secure, environmentally sustainable, and meet customer and industry specifications.
Senior technicians are also exposed to other professional disciplines, such as building services engineers, construction managers, surveyors, architects, planners, environmental practitioners, or legal teams. As well as liaising with internal colleagues, often across a variety of multidisciplinary areas, some senior technicians are also responsible for working with customers, suppliers, manufacturers, and stakeholders or with representatives from appropriate regulatory bodies.
Civil engineering senior technicians, depending on their employer, will spend their time in an office environment, working on site, working remotely or a combination of these. There is also potential for visiting customers, suppliers, or manufacturers.
An employee in this occupation will be responsible for delivering civil engineering technical solutions, ensuring accuracy and quality, for which they are responsible for the technical management of, within agreed time and resource limits, compliant with industry, regulatory and legislative standards, such as the Building Safety Bill, and to broadly defined specifications. Civil engineering technicians must also comply with health and safety regulations, including the Construction (Design and Management) regulation, and environmental and sustainability policies.
Senior technicians also supervise other team members, communicating, agreeing and managing tasks that they and others complete, ensuring these meet appropriate standards and specified outcomes, and that work is carried out in a safe environment and the wellbeing of those involved is safeguarded.
Senior technicians are able to use their own judgement when undertaking the occupational duties and apply their knowledge, skills, and behaviours in a range of contexts and environments, adapting to issues that arise, informing the actions to be taken and reviewing the effectiveness of these actions. They are also responsible for their own, and promoting the benefits of, continuing professional development, and recognising their own obligations to society.
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Duty |
KSBs |
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Duty 1 Propose civil engineering solutions to well-defined technical problems, by preparing, producing and presenting engineering diagrams and documents, to engineering specifications, industry codes of practice, regulations, standards, and procedures |
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Duty 2 Deliver appropriate and effective technical civil engineering solutions, by selecting, reviewing and evaluating data and technical information, and by using a range of appropriate engineering methods and processes, including the undertaking of complex calculations |
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Duty 3 Manage civil engineering tasks and supervise team members, by applying engineering management principles to effectively identify, organise and use resources within civil engineering projects to specification, whilst recording, controlling, and reporting against agreed budgets or costs, agreed targets and timescales, and with consideration for quality, safety and the contracted terms and conditions |
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Duty 4 Contribute to the design of civil engineering systems, checking the systems designed or delivered meet the requirements of the end user or business need, and that relevant industry standards and procedures are adhered to |
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Duty 5 Use a range of practical and workshop skills, selecting and applying appropriate materials, equipment, technologies and processes, to plan, undertake and analyse civil engineering activities |
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Duty 6 Use analytical and engineering analysis software (such as Computer Aided Design (CAD)), digital data modelling processes, such as Building Information Management (BIM), and other techniques) to inform, develop or manage civil engineering solutions, recognising the limitations of the software techniques used |
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Duty 7 Ensure compliance with health, safety & welfare requirements, apply safe systems of work, including the Construction (Design and Management) regulation, understanding the safety implications of their role, ensuring they apply and improve safe systems of work |
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Duty 8 Identify, evaluate and mitigate risks associated with their own work, and in the projects and activities they are responsible for |
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Duty 9 Comply with relevant policies, standards, regulations, legislation, strategies, technical guidance, and codes of practice, for example, Building Safety legislation, Construction (Design and Management) (CDM), or Design Manual for Roads and Bridges (DMRB), ensuring they are interpreted, and communicated correctly and appropriately |
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Duty 10 Comply with environmental policies and legislation, practice sustainable principles, and evaluate how these impact on the civil engineering projects they work on, and how these assist in the achievement of United Nations Sustainable Development Goals (UNSDG) and net-zero carbon emissions |
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Duty 11 Use quality and information management, and assurance systems and processes, for example ISO 19650, recognising the need for these, and their role in continuous improvement |
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Duty 12 Communicate and liaise effectively with own project team, and those in other teams, such as customers or specialist contractors, and with internal or external stakeholders, respecting the need for the security of data and information |
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Duty 13 Work reliably and effectively independently without close supervision, and as a member of a team, taking responsibility for their own work, and supervising others where appropriate |
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Duty 14 Ensure compliance with equality, diversity & inclusion (EDI) and ethical standards, recognising the importance of these in the workplace |
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Duty 15 Plan and maintain their own learning and skills development by carrying out continuing professional development in line with professional codes of conduct and/or industry specifications and obligations, and promoting the benefits of this to others |
K1: Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problems
Back to Duty
K2: Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operate
Back to Duty
K3: Advanced mathematical, statistical and analytical problem-solving tools
Back to Duty
K4: Properties of, and selection criteria for materials, components or parts used in civil engineering solutions
Back to Duty
K5: Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problems
Back to Duty
K6: Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints faced
Back to Duty
K7: Technical drawings, designs, and models, using analytical and computer-based software packages
Back to Duty
K8: Uses and limitations of computational and digital models, including Building Information Modelling (BIM)
Back to Duty
K9: Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB)
Back to Duty
K10: Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulation
Back to Duty
K11: Risk assessment and mitigation processes, and their importance in the civil engineering environment
Back to Duty
K12: Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change act
Back to Duty
K13: Project management techniques, including quality and information management and assurance systems and continuous improvement processes
Back to Duty
K14: Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environment
Back to Duty
K15: Methods of communication and when to use them, using appropriate engineering terminology and conventions
Back to Duty
K16: Roles and responsibilities within the organisation, team dynamics and their own boundaries of authority
Back to Duty
K17: Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers)
Back to Duty
K18: Equality, diversity and inclusion, its importance and impact on civil engineering solutions
Back to Duty
K19: Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and information
Back to Duty
K20: Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD)
Back to Duty
S1: Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problems -
Back to Duty
S2: Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systems -
Back to Duty
S3: Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problems -
Back to Duty
S4: Interpret and compare performance information to choose compliant materials, components or parts -
Back to Duty
S5: Select and use technical literature and other sources of information and data to address well-defined civil engineering problems -
Back to Duty
S6: Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software used -
Back to Duty
S7: Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislation -
Back to Duty
S8: Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulation -
Back to Duty
S9: Complete risk assessments to identify, evaluate and mitigate risks -
Back to Duty
S10: Apply principles of sustainable development, and assess the impact of these in their work -
Back to Duty
S11: Employ project management techniques, measuring and recording progress against civil engineering project plans -
Back to Duty
S12: Assess and report on quality using appropriate management and assurance systems and continuous improvement processes -
Back to Duty
S13: Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescales -
Back to Duty
S14: Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirements -
Back to Duty
S15: Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventions -
Back to Duty
S16: Apply ethical principles to civil engineering projects, including the secure use of data and information -
Back to Duty
S17: Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performance -
Back to Duty
B1: Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise
Back to Duty
B2: Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalate
Back to Duty
B3: Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at work
Back to Duty
B4: Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve
Back to Duty
B5: Maintains professional and ethical working relationships with internal, external, and other stakeholders
Back to Duty
B6: Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requested
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 4
This standard aligns with the following professional recognition:
AP02
This document explains the requirements for end-point assessment (EPA) for the civil engineering senior technician apprentices. End-point assessment organisations (EPAOs) must follow this when designing and delivering their EPA.
Civil engineering senior technician 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 civil engineering senior technician. 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 EPA methods.
The grades available for each EPA method are:
EPA method 1 - technical project report and presentation with questioning:
EPA method 2 - professional discussion underpinned by a portfolio:
The result from each EPA 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) |
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: Compiling a portfolio of evidence. |
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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:
An apprentice must have passed any other qualifications listed in the civil engineering senior technician occupational standard ST0046. The qualification(s) required are: 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 4 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. |
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End-point assessment (typically 4 months) |
Grades available for each method: Technical project report and presentation with questioning Professional discussion underpinned by a portfolio Overall EPA and apprenticeship can be graded: |
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Professional recognition |
This apprenticeship standard aligns with Engineering Council (EngTech) for level 4. 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 |
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.
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 4 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 the apprentice is working at or above the occupational standard as a civil engineering senior technician. 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:
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.
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 technical project report and presentation with questioning 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 component(s):
The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this EPA method.
Apprentices must complete a project which may be based on any of the following:
The EPAO must provide detailed specifications with what must be included in the project to allow an apprentice to evidence the KSBs mapped to the EPA method to the highest available grade.
The project output must be in the form of a report.
The apprentice must start the project after the gateway. They must complete and submit the report to the EPAO after a maximum of 6 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 output 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 output(s) is the apprentice’s own work when it is submitted.
The report must include at least:
The EPAO will issue the technical project brief to the apprentice at gateway aligned to their engineering specialism.
The technical project brief will reflect a real work-based civil engineering challenge in a subject area, providing a focus on an area such as:
The technical project brief, designed and issued by the EPAO, will typically be 500 words in length. The EPAO will design and issue guidance with the technical brief.
Technical project reports must include:.
The apprentice must prepare a technical project report with appendices of supporting evidence relating to the technical project. The technical project report and all appendices of supporting evidence directly demonstrating performance of KSBs must be attributable to the apprentice in full. Evidence must be accompanied by a witness statement outlining the apprentice’s contribution, signed by the apprentice and their employer thereby authenticating it.
Example appendices of supporting evidence may include:
This list is not definitive and other evidence sources apart from self-reflection are permissible.
To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions.
In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented.
The project report has a maximum word count of 3500 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.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The EPAO must give an apprentice 3 weeks notice of the professional discussion.
The independent assessor must have at least 3 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 40 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 6 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.
To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions.
In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented.
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio:
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 |
|---|---|---|
|
Civil engineering technical knowledge and techniques
K1 K2 S1 S2 |
Applies and interprets appropriate engineering principles, scientific, theoretical and technical knowledge and techniques, procedures and methods to the civil engineering problem outlined in the technical project brief and assesses the outcomes (K1, K2, S1, S2) |
Evaluates the effectiveness and relevance of the methods and techniques used, justifying those adopted to solve the civil engineering problem (K2, S2) |
|
Data collection, analysis and evaluation
K3 K5 S3 S5 B4 |
Uses advanced mathematical, statistical and analytical techniques to interpret and solve the civil engineering problem outlined in the technical project brief (K3, S3) Collects, analyses and evaluates data and technical information accurately using appropriate techniques and methods, explaining the different types and uses of information in relation to the civil engineering problem outlined in the technical project brief (K5, S5, B4) |
Justifies the techniques adopted to solve the problem presented (S3) Justifies the use of specific types of information in support of the civil engineering solution proposed (S5) |
|
Use of resources and materials
K4 K14 S4 S13 B2 |
Explains the choice of materials, components or parts used to solve the civil engineering problem outlined in the technical project brief, based on their properties, performance and approved use (K4, S4) Formulates and applies project planning techniques and tools in relation to the civil engineering technical project, identifying appropriate specifications, and the resources, costs and timescales for delivery. Discusses the potential effects that cost, quality, safety, security and environmental impact the lifecycle of the civil engineering solution (K14, S13) Explains how they made independent decisions during the project, and how they determined they were within their own limitations, and where beyond their limitations, how they sought support (B2)
|
Discusses their approach to materials, components or parts in terms of building safety and sustainable practice, and how this can improve the performance of the civil engineering solution proposed (K4, S4) Explains how the choices of materials, components, parts promote sustainable practice and safety (K4, S4) Appraises own performance when managing this project by comparing the outcomes of initial planned resources, timescales and costs against actual outcomes, and making recommendations that would further improve own performance (S13, B2)
|
|
Industry standards, policies and regulatory requirements
K9 K12 S7 S10 |
Interprets and applies relevant statutory and regulatory requirements, industry policies, standards, regulations, and legislation and codes of practice to the technical project solution presented (K9, S7)
Apply principles of sustainable development, environmental policies and legislation in civil engineering projects, recognising the need to reduce carbon use, lower emissions, and plan for wider sustainability (K12, S10) |
Evaluates the impact of industry standards, regulations or guidance related to their project solution (K9, S7)
Evaluates how the civil engineering solution proposed could be improved for increased sustainability or reducing the impact on the environment (S10)
|
|
Communication
K15 S15 |
Uses appropriate communication techniques and methods for all project outcomes, incorporating relevant and appropriate terminology, and appropriate forms of referencing and citation in the written report and presentation (K15, S15) |
N/A |
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 |
|---|---|---|
|
Design, technology and models in civil engineering information
K6 K7 K8 S6 |
Explains the principles and control processes used, and the common constraints faced, in the production of designs for civil engineering. (K6) Explains how they effectively use analytical and computer-based software packages to prepare, produce and interpret civil engineering solutions. (K7, S6) Explains the use and importance of digital modelling techniques, such as Building Information Modelling (BIM), and their limitations, within civil engineering (K8) |
Evaluate the impacts of the functional characteristics on the design solution (K6)
Explains how digital modelling techniques are used to improve civil engineering solutions (K7, K8, S6)
|
|
Project management and safe systems of work
K10 K11 K13 S8 S9 S11 S12 B1 |
Discusses project management principles and techniques used in civil engineering, explaining the techniques for recording and reporting progress, the relationship between project quality requirements and the need for continuous improvement (K13, S11, S12)
Describes how they apply health & safety regulations and legislation, and discusses the importance of, and how, safe working practices are implemented and fostered in civil engineering using Construction (Design and Management) (CDM) (K10, S8, B1) Identifies, evaluates and mitigates the hazards and risks within civil engineering, using appropriate risk assessment methods (K11, S9) |
Evaluates different management techniques used for various types of projects (K13, S11) Evaluates the impact of health and safety legislation, how it has benefitted through changes in legislation within civil engineering (K10, S8, B1)
|
|
Roles, responsibilities and engagement with others
K16 K17 K18 S14 B3 B5 |
Describes the roles and responsibilities found in a civil engineering organisation, and the methods for performance evaluation (K16) Explains how they monitor and manage their own performance at work, and how this impacts others in their team. Describes the importance of equality, diversity and inclusion, how it supports fairness at work, and impacts civil engineering solutions (K18, S14, B3)
Describes the key stakeholders in civil engineering, the importance of communication, collaboration and decision-making processes to achieve contractual requirements and project success (K17, B5)
|
Evaluates the success of teams by considering individual and group working practices (K16, S14, B3) |
|
Personal and professional practice
K19 K20 S16 S17 B6 |
Describes the methods for developing (IPD) and maintaining (CPD) professional competence and technical knowledge, and explains how they plan, undertake, review and improve their own professional competence, and supports others when requested (K20, S17, B6)
Explains how they apply ethical principles to civil engineering projects, including the secure use of data and information (K19, S16) |
Discusses how they use their own performance to inform and improve their own or others’ practices (K19, S17, B6) |
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: technical project report and presentation with questioning and professional discussion underpinned by a portfolio 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 ‘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.
| Technical project report and presentation with questioning | Professional discussion underpinned by a portfolio | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Pass |
| Distinction | Pass | Pass |
| 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 4 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to apprentices wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, apprentices should:
|
|
Employer |
As a minimum, employers must:
Post-gateway, employers must:
|
|
EPAO |
As a minimum, EPAOs must:
Pre-gateway, EPAOs must:
At the Gateway, EPAOs must:
Post-gateway, EPAOs must:
|
|
Independent assessor |
As a minimum, independent assessors must:
|
|
Training provider |
As a minimum, training providers should:
|
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:
the Engineering Council, as a registered member of a relevant professional engineering institution (PEI)
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:
| Knowledge | Assessment methods |
|---|---|
|
K1
Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problems Back to Grading |
Technical project report and presentation with questioning |
|
K2
Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operate Back to Grading |
Technical project report and presentation with questioning |
|
K3
Advanced mathematical, statistical and analytical problem-solving tools Back to Grading |
Technical project report and presentation with questioning |
|
K4
Properties of, and selection criteria for materials, components or parts used in civil engineering solutions Back to Grading |
Technical project report and presentation with questioning |
|
K5
Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problems Back to Grading |
Technical project report and presentation with questioning |
|
K6
Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints faced Back to Grading |
Professional discussion underpinned by a portfolio |
|
K7
Technical drawings, designs, and models, using analytical and computer-based software packages Back to Grading |
Professional discussion underpinned by a portfolio |
|
K8
Uses and limitations of computational and digital models, including Building Information Modelling (BIM) Back to Grading |
Professional discussion underpinned by a portfolio |
|
K9
Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB) Back to Grading |
Technical project report and presentation with questioning |
|
K10
Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulation Back to Grading |
Professional discussion underpinned by a portfolio |
|
K11
Risk assessment and mitigation processes, and their importance in the civil engineering environment Back to Grading |
Professional discussion underpinned by a portfolio |
|
K12
Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change act Back to Grading |
Technical project report and presentation with questioning |
|
K13
Project management techniques, including quality and information management and assurance systems and continuous improvement processes Back to Grading |
Professional discussion underpinned by a portfolio |
|
K14
Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environment Back to Grading |
Technical project report and presentation with questioning |
|
K15
Methods of communication and when to use them, using appropriate engineering terminology and conventions Back to Grading |
Technical project report and presentation with questioning |
|
K16
Roles and responsibilities within the organisation, team dynamics and their own boundaries of authority Back to Grading |
Professional discussion underpinned by a portfolio |
|
K17
Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers) Back to Grading |
Professional discussion underpinned by a portfolio |
|
K18
Equality, diversity and inclusion, its importance and impact on civil engineering solutions Back to Grading |
Professional discussion underpinned by a portfolio |
|
K19
Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and information Back to Grading |
Professional discussion underpinned by a portfolio |
|
K20
Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD) Back to Grading |
Professional discussion underpinned by a portfolio |
| Skill | Assessment methods |
|---|---|
|
S1
Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problems Back to Grading |
Technical project report and presentation with questioning |
|
S2
Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systems Back to Grading |
Technical project report and presentation with questioning |
|
S3
Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problems Back to Grading |
Technical project report and presentation with questioning |
|
S4
Interpret and compare performance information to choose compliant materials, components or parts Back to Grading |
Technical project report and presentation with questioning |
|
S5
Select and use technical literature and other sources of information and data to address well-defined civil engineering problems Back to Grading |
Technical project report and presentation with questioning |
|
S6
Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software used Back to Grading |
Professional discussion underpinned by a portfolio |
|
S7
Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislation Back to Grading |
Technical project report and presentation with questioning |
|
S8
Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulation Back to Grading |
Professional discussion underpinned by a portfolio |
|
S9
Complete risk assessments to identify, evaluate and mitigate risks Back to Grading |
Professional discussion underpinned by a portfolio |
|
S10
Apply principles of sustainable development, and assess the impact of these in their work Back to Grading |
Technical project report and presentation with questioning |
|
S11
Employ project management techniques, measuring and recording progress against civil engineering project plans Back to Grading |
Professional discussion underpinned by a portfolio |
|
S12
Assess and report on quality using appropriate management and assurance systems and continuous improvement processes Back to Grading |
Professional discussion underpinned by a portfolio |
|
S13
Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescales Back to Grading |
Technical project report and presentation with questioning |
|
S14
Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirements Back to Grading |
Professional discussion underpinned by a portfolio |
|
S15
Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventions Back to Grading |
Technical project report and presentation with questioning |
|
S16
Apply ethical principles to civil engineering projects, including the secure use of data and information Back to Grading |
Professional discussion underpinned by a portfolio |
|
S17
Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performance Back to Grading |
Professional discussion underpinned by a portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise Back to Grading |
Professional discussion underpinned by a portfolio |
|
B2
Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalate Back to Grading |
Technical project report and presentation with questioning |
|
B3
Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at work Back to Grading |
Professional discussion underpinned by a portfolio |
|
B4
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve Back to Grading |
Technical project report and presentation with questioning |
|
B5
Maintains professional and ethical working relationships with internal, external, and other stakeholders Back to Grading |
Professional discussion underpinned by a portfolio |
|
B6
Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requested Back to Grading |
Professional discussion underpinned by a portfolio |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Civil engineering technical knowledge and techniques
K1 K2 S1 S2 |
Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problems (K1) Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operate (K2) |
Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problems (S1) Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systems (S2) |
N/A |
|
Data collection, analysis and evaluation
K3 K5 S3 S5 B4 |
Advanced mathematical, statistical and analytical problem-solving tools (K3) Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problems (K5) |
Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problems (S3) Select and use technical literature and other sources of information and data to address well-defined civil engineering problems (S5) |
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve (B4) |
|
Use of resources and materials
K4 K14 S4 S13 B2 |
Properties of, and selection criteria for materials, components or parts used in civil engineering solutions (K4) Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environment (K14) |
Interpret and compare performance information to choose compliant materials, components or parts (S4) Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescales (S13) |
Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalate (B2) |
|
Industry standards, policies and regulatory requirements
K9 K12 S7 S10 |
Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB) (K9) Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change act (K12) |
Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislation (S7) Apply principles of sustainable development, and assess the impact of these in their work (S10) |
N/A |
|
Communication
K15 S15 |
Methods of communication and when to use them, using appropriate engineering terminology and conventions (K15) |
Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventions (S15) |
N/A |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Design, technology and models in civil engineering information
K6 K7 K8 S6 |
Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints faced (K6) Technical drawings, designs, and models, using analytical and computer-based software packages (K7) Uses and limitations of computational and digital models, including Building Information Modelling (BIM) (K8) |
Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software used (S6) |
N/A |
|
Project management and safe systems of work
K10 K11 K13 S8 S9 S11 S12 B1 |
Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulation (K10) Risk assessment and mitigation processes, and their importance in the civil engineering environment (K11) Project management techniques, including quality and information management and assurance systems and continuous improvement processes (K13) |
Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulation (S8) Complete risk assessments to identify, evaluate and mitigate risks (S9) Employ project management techniques, measuring and recording progress against civil engineering project plans (S11) Assess and report on quality using appropriate management and assurance systems and continuous improvement processes (S12) |
Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise (B1) |
|
Roles, responsibilities and engagement with others
K16 K17 K18 S14 B3 B5 |
Roles and responsibilities within the organisation, team dynamics and their own boundaries of authority (K16) Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers) (K17) Equality, diversity and inclusion, its importance and impact on civil engineering solutions (K18) |
Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirements (S14) |
Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at work (B3) Maintains professional and ethical working relationships with internal, external, and other stakeholders (B5) |
|
Personal and professional practice
K19 K20 S16 S17 B6 |
Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and information (K19) Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD) (K20) |
Apply ethical principles to civil engineering projects, including the secure use of data and information (S16) Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performance (S17) |
Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requested (B6) |
Contact us about this apprenticeship