Provide expert advice on the woodlands and forests.
This occupation is found in governmental, non-governmental, private, public, charitable and local authority organisations in England, Scotland, Wales and Northern Ireland that have an interest in forestry and woodland creation and management. Landowning organisations, e.g. Local Authorities or private estates, may employ their own Professional Foresters, whereas private landowners, e.g. farmers, may bring one in as a consultant.
The broad purpose of the occupation is to provide expert technical advice on the planning, creation, management, harvesting and utilisation of woodlands and forests (known as silviculture). Professional Foresters form the link between landowners, contractors and timber-buyers, providing technical expertise to inform and manage delivery of sustainable multi-purpose forest management outcomes in relation to the UK Government’s Forestry Act. Expertise in forest and woodland carbon accounting and land use change are becoming increasingly important for Professional Foresters who will be responsible for writing Woodland Management Plans (WMPs), Forest Design Plans (FDPs) and Woodland Creation Design Plans (WCDPs), using expert knowledge of legislation, regulation and silvicultural good practice, and will be responsible for overseeing the implementation of those plans.
Professional Foresters will be integral to the achievement of Government targets for delivery of public goods under the 25-Year Plan for the Environment, and Net Zero 2050 targets for carbon reduction. In their daily work, an employee in this occupation interacts with landowners and agents, statutory bodies, local authorities, local & national interest groups, ecologists, engineers and other professional experts, timber buyers, contractors, suppliers, colleagues, volunteers and the public. In many cases Professional Foresters will be required to understand how forestry fits into the wider land-management planning of a given client or organisation and will liaise with other stakeholders to manage conflicting pressures and achieve complementary outcomes. The uniquely long-term nature of forest planning cycles means that many Professional Foresters will have long-term professional relationships with their clients, sometimes spanning decades. In some cases, especially hardwood silviculture, management decisions made by a Professional Forester now may not even come to fruition in their or their clients’ lifetime.
An employee in this occupation will be responsible for:
Community forester
District forester
Forest and woodland advisor
Forest manager
Forest officer
Forester
Forestry consultant
Head forester
Planning forester
Social forester
Woodland creation officer
Woodland officer
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 36 months. The EPA period is typically 6 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the professional forester (integrated degree), the qualification required is:
BSc (Hons) Forest Management
Project with report
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 6000 words (with a 10% tolerance).
You will have 12 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 5 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 12 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Institute of Chartered Foresters for Professional Membership (MICFor)
Please contact the professional body for more details.
This occupation is found in governmental, non-governmental, private, public, charitable and local authority organisations in England, Scotland, Wales and Northern Ireland that have an interest in forestry and woodland creation and management. Landowning organisations, e.g. Local Authorities or private estates, may employ their own Professional Foresters, whereas private landowners, e.g. farmers, may bring one in as a consultant.
The broad purpose of the occupation is to provide expert technical advice on the planning, creation, management, harvesting and utilisation of woodlands and forests (known as silviculture). Professional Foresters form the link between landowners, contractors and timber-buyers, providing technical expertise to inform and manage delivery of sustainable multi-purpose forest management outcomes in relation to the UK Government’s Forestry Act. Expertise in forest and woodland carbon accounting and land use change are becoming increasingly important for Professional Foresters who will be responsible for writing Woodland Management Plans (WMPs), Forest Design Plans (FDPs) and Woodland Creation Design Plans (WCDPs), using expert knowledge of legislation, regulation and silvicultural good practice, and will be responsible for overseeing the implementation of those plans.
Professional Foresters will be integral to the achievement of Government targets for delivery of public goods under the 25-Year Plan for the Environment, and Net Zero 2050 targets for carbon reduction. In their daily work, an employee in this occupation interacts with landowners and agents, statutory bodies, local authorities, local & national interest groups, ecologists, engineers and other professional experts, timber buyers, contractors, suppliers, colleagues, volunteers and the public. In many cases Professional Foresters will be required to understand how forestry fits into the wider land-management planning of a given client or organisation and will liaise with other stakeholders to manage conflicting pressures and achieve complementary outcomes. The uniquely long-term nature of forest planning cycles means that many Professional Foresters will have long-term professional relationships with their clients, sometimes spanning decades. In some cases, especially hardwood silviculture, management decisions made by a Professional Forester now may not even come to fruition in their or their clients’ lifetime.
An employee in this occupation will be responsible for:
Community forester
District forester
Forest and woodland advisor
Forest manager
Forest officer
Forester
Forestry consultant
Head forester
Planning forester
Social forester
Woodland creation officer
Woodland officer
| Duty | KSBs |
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Duty 1 Provide technical expertise in relation to all aspects of sustainable forest management from woodland creation to timber harvesting. |
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Duty 2 Research survey and collect data on established woodlands and forests, and measure, map and record established forest management units (FMUs) using, for example, on-the-ground mapping, geospatial and UAV technology. |
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Duty 3 Survey, collate and interpret silvicultural data on established woodlands and forests for safety, resilience, pests & diseases, tree health, and woodland condition. |
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Duty 4 Survey, evaluate and inventory woodland potential for timber production and communicate results to clients, colleagues and others to inform, for example, commercial timber sales contracts and production forecasts. |
K1 K2 K3 K6 K7 K9 K12 K13 K14 K18
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Duty 5 Collect, analyse and evaluate landscape and environmental information to write Woodland Creation Design Plans for new woodland planting and afforestation schemes. |
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Duty 6 Advise clients / landowners / others on the commercial potential for woodland carbon, for example the Woodland Carbon Guarantee. |
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Duty 7 Analyse and evaluate silvicultural and other information, for example archaeological or ecological to develop UKFS-compliant forest / Woodland Management Plans for established woodlands and forests. |
K1 K2 K5 K6 K7 K8 K9 K10 K14 K23
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Duty 8 Interpret and implement forest / Woodland Management Plans for the management of established woodlands and forests for timber production. |
K1 K4 K5 K6 K7 K8 K10 K16 K17 K19 K20 K21 K22 K23
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Duty 9 Provide expert technical advice to others on the development, interpretation and implementation of forest / woodland design creation and management plans. |
K1 K5 K6 K7 K8 K10 K11 K12 K13 K14 K16 K17 K18 K19 K20 K21 K22 K23 |
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Duty 10 Interpret and implement forest / woodland establishment, maintenance and harvesting operations in accordance with forest / woodland design creation and management plans, and production forecasts. |
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Duty 11 Plan, manage and be responsible for onsite operations, including health, safety & welfare, legal and regulatory compliance, silvicultural & environmental good practice, compliance with the UKFS, access and haulage. |
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Duty 12 Develop, maintain and manage relationships with clients, timber buyers, colleagues, contractors and volunteers. |
K1: Terminology used in forestry and silviculture.
Back to Duty
K2: Survey and assessment techniques for information gathering e.g. techniques for constraints and opportunity mapping, use of LIDAR, remote sensing, satellite imagery.
Back to Duty
K3: Legislation, industry guidelines and best practice in Health and Safety for Forestry including Health and Safety at Work Act (1974), FISA guidance e.g. Managing Health and Safety in Forestry.
Back to Duty
K4: Forestry legislation and governance including principles of the Forestry Act (1967) and relevant amendments, UK Forestry Standard and UK Woodland Assurance standard.
Back to Duty
K5: Sources and use of Woodland Management Plan templates and tools.
Back to Duty
K6: The factors affecting tree growth and woodland condition including species selection.
Back to Duty
K7: Interpretation of silvicultural data to include analysis and predictive models for example, natural capital assessment, climate change impacts.
Back to Duty
K8: Silvicultural techniques for woodland management, for example selective thinning, clearfell.
Back to Duty
K9: Manual, digital and remote silvicultural mensuration and survey techniques, for example Blue Book, digital reloscope, satellite imagery.
Back to Duty
K10: The forest industry business and market requirements and sector intelligence including timber and land markets & values, grant and incentive regimes, investment forestry, production forecasts.
Back to Duty
K11: Woodland creation and forest design principles, including regulatory requirements, effects of land use change, forest resilience, species selection, ecology and use of decision support tools.
Back to Duty
K12: Strategies and techniques for stakeholder engagement for example consultations, public relations, use of media.
Back to Duty
K13: Silvicultural systems in relation to carbon modelling and accounting, sequestration and climate change mitigation.
Back to Duty
K14: Carbon markets, the Woodland Guarantee, the Woodland Carbon Code and incentives such as the Woodland Carbon Planning Grant.
Back to Duty
K15: Techniques for management of own performance.
Back to Duty
K16: Principles of relationship management e.g. volunteers, contractors or staff.
Back to Duty
K17: Legislation and regulation relating to wider land use for example Public Rights of Way, Countryside Rights of Way, Town and Country Planning Act, use of UAV’s, Countryside and Wildlife Act, European Protected Species, Statutory Plant Health Notices.
Back to Duty
K18: Financial management including grant applications, budgeting, contract management, timber tenders and sales.
Back to Duty
K19: Planning, resourcing and procurement of forest works, including seasonal and operational implications for working and impact on the environment, in line with UKFS requirements and guidance.
Back to Duty
K20: Responsibilities in relation to risk to people including dynamic site and or operation risk assessment, lone working, safety software (for example what3words), promoting safety culture, public safety.
Back to Duty
K21: Factors affecting the planning, management and mitigation of risk on a forest works site (Forest Works Supervisor role), for example biosecurity, pollution control, environmental factors.
Back to Duty
K22: Operational management of establishment, maintenance, harvesting and restock sites, including roles and responsibilities of landowner, works supervisor, contractors and sub-contractors (in line with FISA guidance and industry best practice).
Back to Duty
K23: Safe methods for timber handling, storage, haulage and roading.
Back to Duty
S1: Navigate to work sites using tools (e.g. maps, compasses, location apps, GPS)
Back to Duty
S2: Create maps to represent forestry / woodland sites using both paper and digital formats.
Back to Duty
S3: Identify, classify and prioritise different sources of silvicultural information and data
Back to Duty
S4: Use digital technology to conduct desk-based surveys.
Back to Duty
S5: Apply accurate mensuration and survey techniques.
Back to Duty
S6: Create Woodland Management / Creation Design Plan
Back to Duty
S7: Produce and manage silvicultural operational assessments / schemes of work / operational and harvesting plans.
Back to Duty
S8: Develop complex silviculture modelling scenarios including carbon balance, land use, landowner objectives, timber and/or other income.
Back to Duty
S9: Communicate with others using different methods, for example digital, written, verbal, presentational (maps & sketches).
Back to Duty
S10: Establish and manage internal and external relationships, for example contractors, media, stakeholders.
Back to Duty
S11: Select and apply online silvicultural tool or application for task, for example MyForest, Felling Licence Online, Ecological Site Classification Tool, ForestGales
Back to Duty
S12: Select and apply silvicultural systems to achieve management objectives.
Back to Duty
S13: Manage risks to the environment including pollution, biosecurity, habitat degradation.
Back to Duty
S14: Identify and manage risks to self, employees, public and others using dynamic site and operational risk assessment according to FISA Guidance.
Back to Duty
S15: Collate, analyse and interpret silvicultural data and make recommendations.
Back to Duty
S16: Develop and maintain information networks.
Back to Duty
S17: Create and manage financial models and budgets.
Back to Duty
S18: Prepare and manage financial and contractual documents (e.g. tenders, sales contracts, grant agreements).
Back to Duty
S19: Manage, maintain and record own performance, professional development and currency of silvicultural knowledge.
Back to Duty
B1: Act with integrity, for example being open and transparent in dealing with clients and respecting their confidentiality. Takes full responsibility for their actions.
Back to Duty
B2: Communicates respectfully towards clients and colleagues and takes into account cultural sensitivities and business practices
Back to Duty
B3: Act professionally, providing a standard of service based on sound business evidence.
Back to Duty
B4: Adopt and promote a safety culture within the organisation and acts with regard to health, safety and wellbeing for self and others.
Back to Duty
B5: Embed sustainable working practices.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 6 (integrated degree)
This standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the professional forester (integrated degree) apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Professional forester (integrated degree) 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 professional forester (integrated degree). All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - project report and presentation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme (typically 36 months)
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.
The apprentice must complete training towards English and mathematics qualifications as specified by the apprenticeship funding rules, if required. The apprentice must complete training towards any other qualifications listed in the occupational standard. The qualification(s) required are: BSc (Hons) Forest Management The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard.
The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have passed any other qualifications listed in the professional forester (integrated degree) occupational standard ST0923. The qualification(s) required are: BSc (Hons) Forest Management Achievement of 320 credits of the BSc (Hons)integrated degree in Forest Management from the on-programme learning, formally confirmed prior to the gateway progression (the final 40 credits of the BSc (Hons) integrated degree will be attributed to the end point assessment). The apprentice must have achieved English and mathematics qualifications at Level 1. (For 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). For the project report and presentation with questioning, the apprentice must submit the following supporting material: project report sign off requirements. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment (typically 6 months)
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Grades available for each method:
Project report and presentation with questioning
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with Institute of Chartered Foresters for Professional Membership (MICFor). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level.
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Re-sits and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 6 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 20 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion . The independent assessor should review the portfolio of evidence to prepare questions for the discussion . They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway.
The 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 components:
The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this EPA method.
This EPA method is being used because:
Apprentices must complete a project which may be based on any of the following:
• A project involves the apprentice completing a significant and defined piece of work that has a real business benefit. The report and presentation with questions must be undertaken after the apprentice has gone through the gateway. The report and presentation with questions should be designed to ensure that the apprentice’s work meets the needs of the business, is relevant to their role and allows the relevant KSBs to be assessed for the EPA. The employer will ensure it has a real business application and the EPAO will ensure it meets the requirements of the EPA, including suitable coverage of the KSBs assigned to this assessment method as shown in the mapping of assessment methods. The EPAO must refer to the grading descriptors to ensure that the scope of the report and presentation with questions is pitched appropriately.
Apprentices will conduct a written project report in the form of a woodland management plan or woodland creation plan as agreed at gateway.
Woodland management plans should cover a period of at least 20 years and woodland creation plans should include the successful establishment of a woodland.
To ensure the project allows the apprentice to meet the KSBs mapped to this EPA method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.
The project 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 12 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 project must map, in an appendix, how it evidences the relevant KSBs for this assessment method. This is not included in the word count.
The apprentice should complete their project unaided. When the project report is submitted, the apprentice and their employer must verify that the submitted project report is the apprentice’s own work.
The project report has a maximum word count of 6000 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the relevant KSBs mapped to this EPA method.
This is a formal presentation where an apprentice will present to an independent assessor on a set subject. The independent assessor must ask questions. Apprentices must prepare, submit and deliver a presentation. The presentation is restricted to the KSBs allocated to this EPA method as shown in the mapping section of this document.
The presentation and questioning must last 60 minutes This will typically include a presentation of 20 minutes and questioning lasting 40 minutes.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The presentation will provide an overview of the apprentice’s project. Independent assessors will ask questions after the presentation. All presentations must include at least:
The apprentice must prepare and submit their presentation to the EPAO at the same time as the report which is a maximum of 12 weeks after the gateway.
The apprentice must notify the EPAO, at the submission of the presentation, of any technical requirements for the presentation. For the presentation, the apprentice will have access to:
The independent assessor must have at least 4 weeks to review the project output(s) and presentation before the presentation is delivered by the apprentice, to allow them to prepare appropriate questions.
Apprentices must be given at least 2 week(s) notice of the date and time of the presentation or question and answer session.
The presentation with questioning must take place in a suitable venue selected by the EPAO for example the EPAO’s or employer’s premises.
The presentation with questioning should take place in a quiet room, free from distractions and influence.
The presentation with questioning can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, f. For example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
In the 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.
This EPA method is being used because:
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:
The themes to be covered are:
The EPAO must give an apprentice 14 days' 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 is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
For the professional discussion, the independent assessor must ask at least 12 questions (2 per theme). Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.
The independent assessor conducts and assesses the professional discussion.
The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.
The independent assessor will make all grading decisions.
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Stakeholder engagement and relationship management
K12 K16 S10 B2 |
Uses a variety of techniques to establish and manage positive stakeholder relationships aligned to business objectives. Explains the principles for effective people management. Ensures communication is tailored to the needs and sensitivities of the audience as well as the business. (K12, K16, S10, B2)
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Critically evaluates the effectiveness of stakeholder engagement strategies employed and suggests improvements. Critically analyses how the adopted strategies affect the establishment of different internal and external relationships. (K12, S10)
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Developing a woodland management/creation plan
K1 K4 K5 S2 S4 S6 S9 |
Creates a clear and well- structured woodland management/creation plan using accurate terminology and appropriate tools and templates. (K1, K5, S6) Plan complies with the UK Forestry Standard (UKFS), the UK Woodland Assurance Standard (UKWAS) and the Forestry Act 1967. (K4) Creates accurate maps, using paper and digital formats, to represent forestry / woodland sites to support the plan. uses digital technology in line with organisational procedures for desk-based surveys. (S2, S4) Communicates with others using a variety of methods, to produce a desired result. (S9)
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Justifies woodland management decisions using visual aids to present critically analysed data to structure concepts in the plan. (S2, S6, S9) |
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Silvicultural systems
K6 S11 S12 |
Takes into account the factors affecting tree growth and woodland condition when selecting species and silvicultural systems appropriate to management objectives. (K6, S12) Demonstrates use of decision support tools. Justifies selection and applications which support the task. (S11) |
Critically analyses options for species selection and silvicultural systems evaluating differing outcomes based on site and client objectives. (K6, S12) |
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Technical analysis
K7 S3 S15 |
Identifies, classifies and prioritises locally relevant site information and data for woodland management planning and creation to include both site and desk-based research. (S3)
Analyses, evaluates and collates data using interpretation techniques to inform woodland management and creation decisions and make recommendations. (K7, S15) |
Critically evaluates evidence for different woodland management and or creation options to justify development of silvicultural scenarios. (K7, S3, S15). |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Professional development and own performance
K15 S16 S19 B1 B3 |
Explains how they establish, develop and maintain information networks and the impact this has on their organisation. Evaluates the importance of always acting with integrity and professionalism and the potential consequences of not doing so. Explains how they use business evidence to provide service that meets the customer’s needs. (S16, B1, B3). Explains how they take responsibility for their own performance and professional development ensuring they update their silvicultural knowledge, evidencing how they do this rigorously and systematically. (K15, S19) |
Articulates how they demonstrate a commitment to improving performance detailing how they have modified or developed skills and behaviours, evaluating the impact this has had on organisational performance. (K15, S19). |
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Operational management
K22 K23 S1 S7 |
Evidences how they plan, manage and evaluate onsite operations, analysing the factors that need to be taken into account and explaining how this is compliant with regulatory requirements, UKFS and industry standards. (K22, S7) Justifies the selection of tools employed to navigate to work sites. (S1) Evaluates safe and effective methods for timber handling, storage, hauling and roading. (K23) |
Critically evaluates how they have used operational assessments to improve the management of onsite operations and the impact on efficiency, safety or both. (K22, K23, S7) |
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Mensuration and survey techniques
K2 K9 S5 |
Describes a situation that may require further surveying and assessment and justifies the techniques that would be required to complete the survey. (K2) Explains how they have used a range of different mensuration techniques, explaining how they applied and recorded them accurately and methodically and justifying why each was appropriate to the situation. (K9, S5) |
Assesses measurement techniques and actions to improve accuracy and work rate. (K9, S5) |
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Legislation and risk assessments
K3 K17 K20 K21 S13 S14 B4 B5 |
Evaluates how all relevant legislation and regulations for both forestry and wider land use, affect forestry practice. (K3, K17) Articulates how they keep records and issues clear instructions to manage risks on site. Explains how they write dynamic risk assessments that are clear, relevant to the specific task and clearly communicate to operators the actions they should take. (K20, S14) Explains how they actively promote a safety culture within the organisation. (B4) Explains how they mitigate environmental impact when planning and ensure operational plans are followed. Evaluates how to promote and enhance sustainable working practices and act in accordance with the industry guidelines on biosecurity and the mitigation of environmental harm. (S13, B5) Evaluates the factors affecting the planning, management and mitigation of risk and plans work considering safety and environmental compliance. (K21) |
Critically evaluates how to promote and enhance sustainable working practices. (S13, B5) Articulates how they demonstrate a proactive approach to risk assessment and mitigation and evaluate the potential impact on people, environment and business reputation of not following best practice. (K3, K17, K20, K21, S13, S14) |
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Silvicultural systems
K8 K11 K13 S8 |
Explains how woodland management and creation silvicultural systems affect carbon flows including carbon modelling and accounting, sequestration and climate change mitigation. Appraises silvicultural systems including appropriateness to varied site and client objectives. Identifies and evaluates management opportunities and constraints for a specific woodland creation site and formulates, selects and justifies decisions. Develops complex silvicultural models including regulatory requirements, effects of land use change and site suitability and species / provenance / stock selection and ecology. (K8, K11, K13, S8) |
Critically evaluates management opportunities and constraints for a specific woodland creation site. (K11, S8) |
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Financial management
K10 K14 K18 K19 S17 S18 |
Explains how they create and manage income and expenditure models for woodland management and or woodland creation including carbon markets, utilising forest industry business and market requirements, and sector intelligence. (K10, K14, S17) Explains how they plan, resource and procure forest works in line with UKFS requirements and guidance and business needs; create and manage budgets, and financial and contractual documents. (K18, K19, S18) |
Critically evaluates and presents options for valuation and economic appraisal showing differing outcomes appropriate to site and client objectives (K10, S17). |
The EPA methods contribute equally to the overall EPA grade.
Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: project report and presentation with questioning and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan.
EPAOs must combine the individual assessment method grades to determine the overall EPA grade.
Apprentices who fail one or more assessment method will be awarded an overall EPA fail.
Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA 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.
| Project report and presentation with questioning | Professional discussion underpinned by a portfolio of evidence | 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 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 4 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:
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Employer |
As a minimum, employers must:
Post-gateway, employers must:
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EPAO |
As a minimum, EPAOs must:
Pre-gateway, EPAOs must:
At the Gateway, EPAOs must:
Post-gateway, EPAOs must:
|
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Independent assessor |
As a minimum, independent assessors must:
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Training provider |
As a minimum, training providers should:
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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 Institute of Chartered Foresters at Professional Membership level (MICFor)
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:
Institute of Chartered Foresters for Professional Membership (MICFor)
| Knowledge | Assessment methods |
|---|---|
|
K1
Terminology used in forestry and silviculture. Back to Grading |
Project report and presentation with questioning |
|
K2
Survey and assessment techniques for information gathering e.g. techniques for constraints and opportunity mapping, use of LIDAR, remote sensing, satellite imagery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K3
Legislation, industry guidelines and best practice in Health and Safety for Forestry including Health and Safety at Work Act (1974), FISA guidance e.g. Managing Health and Safety in Forestry. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
Forestry legislation and governance including principles of the Forestry Act (1967) and relevant amendments, UK Forestry Standard and UK Woodland Assurance standard. Back to Grading |
Project report and presentation with questioning |
|
K5
Sources and use of Woodland Management Plan templates and tools. Back to Grading |
Project report and presentation with questioning |
|
K6
The factors affecting tree growth and woodland condition including species selection. Back to Grading |
Project report and presentation with questioning |
|
K7
Interpretation of silvicultural data to include analysis and predictive models for example, natural capital assessment, climate change impacts. Back to Grading |
Project report and presentation with questioning |
|
K8
Silvicultural techniques for woodland management, for example selective thinning, clearfell. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K9
Manual, digital and remote silvicultural mensuration and survey techniques, for example Blue Book, digital reloscope, satellite imagery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
The forest industry business and market requirements and sector intelligence including timber and land markets & values, grant and incentive regimes, investment forestry, production forecasts. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Woodland creation and forest design principles, including regulatory requirements, effects of land use change, forest resilience, species selection, ecology and use of decision support tools. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
Strategies and techniques for stakeholder engagement for example consultations, public relations, use of media. Back to Grading |
Project report and presentation with questioning |
|
K13
Silvicultural systems in relation to carbon modelling and accounting, sequestration and climate change mitigation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K14
Carbon markets, the Woodland Guarantee, the Woodland Carbon Code and incentives such as the Woodland Carbon Planning Grant. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Techniques for management of own performance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Principles of relationship management e.g. volunteers, contractors or staff. Back to Grading |
Project report and presentation with questioning |
|
K17
Legislation and regulation relating to wider land use for example Public Rights of Way, Countryside Rights of Way, Town and Country Planning Act, use of UAV’s, Countryside and Wildlife Act, European Protected Species, Statutory Plant Health Notices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K18
Financial management including grant applications, budgeting, contract management, timber tenders and sales. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
Planning, resourcing and procurement of forest works, including seasonal and operational implications for working and impact on the environment, in line with UKFS requirements and guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
Responsibilities in relation to risk to people including dynamic site and or operation risk assessment, lone working, safety software (for example what3words), promoting safety culture, public safety. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
Factors affecting the planning, management and mitigation of risk on a forest works site (Forest Works Supervisor role), for example biosecurity, pollution control, environmental factors. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
Operational management of establishment, maintenance, harvesting and restock sites, including roles and responsibilities of landowner, works supervisor, contractors and sub-contractors (in line with FISA guidance and industry best practice). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
Safe methods for timber handling, storage, haulage and roading. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Navigate to work sites using tools (e.g. maps, compasses, location apps, GPS) Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S2
Create maps to represent forestry / woodland sites using both paper and digital formats. Back to Grading |
Project report and presentation with questioning |
|
S3
Identify, classify and prioritise different sources of silvicultural information and data Back to Grading |
Project report and presentation with questioning |
|
S4
Use digital technology to conduct desk-based surveys. Back to Grading |
Project report and presentation with questioning |
|
S5
Apply accurate mensuration and survey techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S6
Create Woodland Management / Creation Design Plan Back to Grading |
Project report and presentation with questioning |
|
S7
Produce and manage silvicultural operational assessments / schemes of work / operational and harvesting plans. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S8
Develop complex silviculture modelling scenarios including carbon balance, land use, landowner objectives, timber and/or other income. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S9
Communicate with others using different methods, for example digital, written, verbal, presentational (maps & sketches). Back to Grading |
Project report and presentation with questioning |
|
S10
Establish and manage internal and external relationships, for example contractors, media, stakeholders. Back to Grading |
Project report and presentation with questioning |
|
S11
Select and apply online silvicultural tool or application for task, for example MyForest, Felling Licence Online, Ecological Site Classification Tool, ForestGales Back to Grading |
Project report and presentation with questioning |
|
S12
Select and apply silvicultural systems to achieve management objectives. Back to Grading |
Project report and presentation with questioning |
|
S13
Manage risks to the environment including pollution, biosecurity, habitat degradation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S14
Identify and manage risks to self, employees, public and others using dynamic site and operational risk assessment according to FISA Guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S15
Collate, analyse and interpret silvicultural data and make recommendations. Back to Grading |
Project report and presentation with questioning |
|
S16
Develop and maintain information networks. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S17
Create and manage financial models and budgets. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S18
Prepare and manage financial and contractual documents (e.g. tenders, sales contracts, grant agreements). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Manage, maintain and record own performance, professional development and currency of silvicultural knowledge. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Act with integrity, for example being open and transparent in dealing with clients and respecting their confidentiality. Takes full responsibility for their actions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Communicates respectfully towards clients and colleagues and takes into account cultural sensitivities and business practices Back to Grading |
Project report and presentation with questioning |
|
B3
Act professionally, providing a standard of service based on sound business evidence. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Adopt and promote a safety culture within the organisation and acts with regard to health, safety and wellbeing for self and others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B5
Embed sustainable working practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Stakeholder engagement and relationship management
K12 K16 S10 B2 |
Strategies and techniques for stakeholder engagement for example consultations, public relations, use of media. (K12) Principles of relationship management e.g. volunteers, contractors or staff. (K16) |
Establish and manage internal and external relationships, for example contractors, media, stakeholders. (S10) |
Communicates respectfully towards clients and colleagues and takes into account cultural sensitivities and business practices (B2) |
|
Developing a woodland management/creation plan
K1 K4 K5 S2 S4 S6 S9 |
Terminology used in forestry and silviculture. (K1) Forestry legislation and governance including principles of the Forestry Act (1967) and relevant amendments, UK Forestry Standard and UK Woodland Assurance standard. (K4) Sources and use of Woodland Management Plan templates and tools. (K5) |
Create maps to represent forestry / woodland sites using both paper and digital formats. (S2) Use digital technology to conduct desk-based surveys. (S4) Create Woodland Management / Creation Design Plan (S6) Communicate with others using different methods, for example digital, written, verbal, presentational (maps & sketches). (S9) |
N/A |
|
Silvicultural systems
K6 S11 S12 |
The factors affecting tree growth and woodland condition including species selection. (K6) |
Select and apply online silvicultural tool or application for task, for example MyForest, Felling Licence Online, Ecological Site Classification Tool, ForestGales (S11) Select and apply silvicultural systems to achieve management objectives. (S12) |
N/A |
|
Technical analysis
K7 S3 S15 |
Interpretation of silvicultural data to include analysis and predictive models for example, natural capital assessment, climate change impacts. (K7) |
Identify, classify and prioritise different sources of silvicultural information and data (S3) Collate, analyse and interpret silvicultural data and make recommendations. (S15) |
N/A |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Professional development and own performance
K15 S16 S19 B1 B3 |
Techniques for management of own performance. (K15) |
Develop and maintain information networks. (S16) Manage, maintain and record own performance, professional development and currency of silvicultural knowledge. (S19) |
Act with integrity, for example being open and transparent in dealing with clients and respecting their confidentiality. Takes full responsibility for their actions. (B1) Act professionally, providing a standard of service based on sound business evidence. (B3) |
|
Operational management
K22 K23 S1 S7 |
Operational management of establishment, maintenance, harvesting and restock sites, including roles and responsibilities of landowner, works supervisor, contractors and sub-contractors (in line with FISA guidance and industry best practice). (K22) Safe methods for timber handling, storage, haulage and roading. (K23) |
Navigate to work sites using tools (e.g. maps, compasses, location apps, GPS) (S1) Produce and manage silvicultural operational assessments / schemes of work / operational and harvesting plans. (S7) |
N/A |
|
Mensuration and survey techniques
K2 K9 S5 |
Survey and assessment techniques for information gathering e.g. techniques for constraints and opportunity mapping, use of LIDAR, remote sensing, satellite imagery. (K2) Manual, digital and remote silvicultural mensuration and survey techniques, for example Blue Book, digital reloscope, satellite imagery. (K9) |
Apply accurate mensuration and survey techniques. (S5) |
N/A |
|
Legislation and risk assessments
K3 K17 K20 K21 S13 S14 B4 B5 |
Legislation, industry guidelines and best practice in Health and Safety for Forestry including Health and Safety at Work Act (1974), FISA guidance e.g. Managing Health and Safety in Forestry. (K3) Legislation and regulation relating to wider land use for example Public Rights of Way, Countryside Rights of Way, Town and Country Planning Act, use of UAV’s, Countryside and Wildlife Act, European Protected Species, Statutory Plant Health Notices. (K17) Responsibilities in relation to risk to people including dynamic site and or operation risk assessment, lone working, safety software (for example what3words), promoting safety culture, public safety. (K20) Factors affecting the planning, management and mitigation of risk on a forest works site (Forest Works Supervisor role), for example biosecurity, pollution control, environmental factors. (K21) |
Manage risks to the environment including pollution, biosecurity, habitat degradation. (S13) Identify and manage risks to self, employees, public and others using dynamic site and operational risk assessment according to FISA Guidance. (S14) |
Adopt and promote a safety culture within the organisation and acts with regard to health, safety and wellbeing for self and others. (B4) Embed sustainable working practices. (B5) |
|
Silvicultural systems
K8 K11 K13 S8 |
Silvicultural techniques for woodland management, for example selective thinning, clearfell. (K8) Woodland creation and forest design principles, including regulatory requirements, effects of land use change, forest resilience, species selection, ecology and use of decision support tools. (K11) Silvicultural systems in relation to carbon modelling and accounting, sequestration and climate change mitigation. (K13) |
Develop complex silviculture modelling scenarios including carbon balance, land use, landowner objectives, timber and/or other income. (S8) |
N/A |
|
Financial management
K10 K14 K18 K19 S17 S18 |
The forest industry business and market requirements and sector intelligence including timber and land markets & values, grant and incentive regimes, investment forestry, production forecasts. (K10) Carbon markets, the Woodland Guarantee, the Woodland Carbon Code and incentives such as the Woodland Carbon Planning Grant. (K14) Financial management including grant applications, budgeting, contract management, timber tenders and sales. (K18) Planning, resourcing and procurement of forest works, including seasonal and operational implications for working and impact on the environment, in line with UKFS requirements and guidance. (K19) |
Create and manage financial models and budgets. (S17) Prepare and manage financial and contractual documents (e.g. tenders, sales contracts, grant agreements). (S18) |
N/A |
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