This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has given an ‘in principle’ commitment to the Education and Skills Funding Agency (ESFA) to deliver assessments on this apprenticeship standard. Once the ‘in principle’ commitment has been approved by ESFA, funding for apprentice starts will be permitted and this message will be removed.
Contribute to the local or national resilience and security agendas.
Resilience and emergencies professionals are found in Category 1 and Category 2 organisations as defined in the Civil Contingencies Act 2004 (for example emergency services, local authorities, NHS, utility companies), military, the voluntary, charitable, and international sectors, and government. They are also found in the private sector and those subject to major accident hazard, radiation, or pipeline regulation (for example companies transporting or storing toxic chemicals).
The broad purpose of the occupation is to contribute to the local or national resilience and security agendas. They protect and ensure public safety and continuity of essential services by effectively mitigating risks, preparing and planning for emergencies, and coordinating the response to incidents and recovery after the event. Working with stakeholders before, during, and after an incident, they develop locally appropriate ways to avoid disruptive events and prepare and recover from disasters. They ensure organisations satisfy their statutory obligations related to hazards and threats. For example, the Civil Contingencies Act 2004, Control of Major Accident Hazards Regulations 2015 (COMAH), Water Act 2014, Network and Information Systems Regulations 2018, Health and Social Care Act 2012.
In their daily work, a resilience and emergencies professional interacts with stakeholders at all levels of seniority across Category 1 and Category 2 organisations, local or national government, the military, voluntary organisations, community groups, and members of the public. Many resilience and emergencies professionals will work within or interact with a local resilience forum including planning for and embedding arrangements for military aid to civil authorities.
A resilience and emergencies professional will be responsible for working independently or in a small team, internally and externally, to research and assess how hazards and threats might impact the organisation and the people who rely on them. They consider a wide range of risks to people, business, and the environment. For example, severe weather, flooding, social disorder, industrial action, industrial accidents, failures in critical national infrastructure, or pandemics. They must research, assess and anticipate emerging threats. These may be caused by global factors such as climate change, economic and political instability, migration and demographic change. Resilience and emergencies professionals must lead and empower others to contribute to strategies that mitigate risks and achieve sustainable outcomes. To ensure their organisation and others are appropriately prepared to respond when emergencies occur, they must develop and deliver training and emergency exercises and ensure lessons are learned and captured. Whilst resilience and emergencies professionals would not typically be responsible for departmental budgets, they need an awareness of funding and financing mechanisms, costs and resourcing challenges associated with emergencies and resilience. Some resilience and emergencies professionals may be required to be on an on-call rota and may need to be able to respond to incidents and emergencies 24/7/365 as part of an on-call mechanism.
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 40 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 resilience and emergencies professional, the qualification required is:
BSc/BA Resilience and emergencies 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 8000 words (with a 10% tolerance).
You will have 20 weeks to complete the project and submit the report to the EPAO.
You will have a question and answer session with an independent assessor to discuss the project. It will last 30 minutes. They will ask at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional professional discussion with an independent assessor. It will last 90 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 Emergency Planning Society for Full membership
Please contact the professional body for more details.
Resilience and emergencies professionals are found in Category 1 and Category 2 organisations as defined in the Civil Contingencies Act 2004 (for example emergency services, local authorities, NHS, utility companies), military, the voluntary, charitable, and international sectors, and government. They are also found in the private sector and those subject to major accident hazard, radiation, or pipeline regulation (for example companies transporting or storing toxic chemicals).
The broad purpose of the occupation is to contribute to the local or national resilience and security agendas. They protect and ensure public safety and continuity of essential services by effectively mitigating risks, preparing and planning for emergencies, and coordinating the response to incidents and recovery after the event. Working with stakeholders before, during, and after an incident, they develop locally appropriate ways to avoid disruptive events and prepare and recover from disasters. They ensure organisations satisfy their statutory obligations related to hazards and threats. For example, the Civil Contingencies Act 2004, Control of Major Accident Hazards Regulations 2015 (COMAH), Water Act 2014, Network and Information Systems Regulations 2018, Health and Social Care Act 2012.
In their daily work, a resilience and emergencies professional interacts with stakeholders at all levels of seniority across Category 1 and Category 2 organisations, local or national government, the military, voluntary organisations, community groups, and members of the public. Many resilience and emergencies professionals will work within or interact with a local resilience forum including planning for and embedding arrangements for military aid to civil authorities.
A resilience and emergencies professional will be responsible for working independently or in a small team, internally and externally, to research and assess how hazards and threats might impact the organisation and the people who rely on them. They consider a wide range of risks to people, business, and the environment. For example, severe weather, flooding, social disorder, industrial action, industrial accidents, failures in critical national infrastructure, or pandemics. They must research, assess and anticipate emerging threats. These may be caused by global factors such as climate change, economic and political instability, migration and demographic change. Resilience and emergencies professionals must lead and empower others to contribute to strategies that mitigate risks and achieve sustainable outcomes. To ensure their organisation and others are appropriately prepared to respond when emergencies occur, they must develop and deliver training and emergency exercises and ensure lessons are learned and captured. Whilst resilience and emergencies professionals would not typically be responsible for departmental budgets, they need an awareness of funding and financing mechanisms, costs and resourcing challenges associated with emergencies and resilience. Some resilience and emergencies professionals may be required to be on an on-call rota and may need to be able to respond to incidents and emergencies 24/7/365 as part of an on-call mechanism.
| Duty | KSBs |
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Duty 1 Apply, maintain and improve structures and systems used to govern and improve resilience and emergency activity (for example, monitoring and evaluation, quality assurance, change management, and stakeholder accountability). |
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Duty 2 Research and analyse intelligence (data, opinion and information) relating to resilience and emergencies and manage information safely and securely. |
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Duty 3 Engage proactively, communicate and collaborate effectively with a wide range of resilience partners to improve resilience. |
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Duty 4 Project manage and administrate programmes or projects to deliver resilience outcomes and track associated costs. |
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Duty 5 Anticipate, assess and support the prioritisation of risks, threats and potential consequences. |
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Duty 6 Contribute to the analysis and development of resilience and readiness capabilities to ensure risks are reduced and the demands of an emergency response can be met. |
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Duty 7 Contribute to the mitigation or prevention of, or adaptation to, risks in a resilient and sustainable way. |
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Duty 8 Prepare the arrangements and plans needed to respond effectively to the anticipated demands and consequences of disruptive events. |
K2 K3 K9 K11 K14 K15 K17 K18 K19 K20 K21 K26 K27 |
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Duty 9 Train individuals and teams in a response role, and exercise and validate emergency plans. |
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Duty 10 Support a response that limits impacts and meets the needs which result during disruptive events. |
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Duty 11 Work to ensure a resilient and sustainable recovery can be achieved after disruptive events for all affected. |
K1: Theories and principles linking societal and organisational resilience, security, sustainability and global change.
Back to Duty
K2: Governance structures and business processes and their significance in emergencies and resilience.
Back to Duty
K3: The role, responsibilities, culture, and key capabilities of the employing organisation, and key partners or stakeholder organisations in resilience, emergencies, and recovery.
Back to Duty
K4: Approaches to driving quality, managing change and improvement used in their organisation. The benefits and limitations of these approaches for improving collective resilience across partners and wider society.
Back to Duty
K5: Legislation, regulation and associated guidance and its role in resilience and emergencies.
Back to Duty
K6: How information and knowledge held by stakeholders can be used across the emergency cycle.
Back to Duty
K7: Sources of and types of intelligence, data, and information; and factors that affect its quality and suitability.
Back to Duty
K8: A range of engagement methods and resources used for people centred working.
Back to Duty
K9: Theories and principles of teamwork, leadership, and partnership working and their application to working in resilience and emergencies.
Back to Duty
K10: The need for and challenges in data protection, information management, security, and sharing.
Back to Duty
K11: Risk communication and decision theory, and factors that influence individual and collective action.
Back to Duty
K12: Theories and models of risk.
Back to Duty
K13: Methods and models used to assess and prioritise risks.
Back to Duty
K14: Theories and principles of learning and training to inform training delivery.
Back to Duty
K15: Theories and principles that underpin exercise design and delivery.
Back to Duty
K16: Requirements for and approaches to health, safety, and wellbeing of practitioners, volunteers, and the public.
Back to Duty
K17: Principles and models for integrating risk, crisis and emergency management and associated risk management options.
Back to Duty
K18: Current published standards and good practice guidance relating to emergencies and resilience.
Back to Duty
K19: Arrangements, plans, capabilities and readiness activities within area of responsibility.
Back to Duty
K20: The characteristics of disruptive events (for example, potential impacts, consequences, and needs).
Back to Duty
K21: Roles and systems for managing incidents.
Back to Duty
K22: How decisions taken during emergency response can affect recovery outcomes.
Back to Duty
K23: Human factors and adaptive capacity in emergency response and resilience.
Back to Duty
K24: Challenges to continuity of business services during a crisis or emergency.
Back to Duty
K25: Theories and approaches to planning, managing, and facilitating recovery.
Back to Duty
K26: Needs of individuals, communities or organisations in response and recovery, and factors that may influence the time and extent of recovery.
Back to Duty
K27: Approaches and challenges to financing in resilience and emergencies.
Back to Duty
S1: Apply policies, legislation, regulations and guidance to ensure compliance and resilience.
Back to Duty
S2: Apply relevant governance structures, standards, policies, and frameworks to evidence and assure performance, impacts, and resilient outcomes.
Back to Duty
S3: Contribute to the debriefing process (post-exercise or post-incident).
Back to Duty
S4: Contribute to the accountability process for performance, impacts, resilience outcomes, and areas for improvement to stakeholders.
Back to Duty
S5: Support lesson learning, improvement and sustainable change.
Back to Duty
S6: Keep records of decisions, actions, those responsible and rationale.
Back to Duty
S7: Collect and analyse information in support of resilience and emergencies.
Back to Duty
S8: Use and improve systems, processes, or applications to gather, manage, visualise, and share information.
Back to Duty
S9: Scale, coordinate, or integrate activities to maximise resilience and ensure interoperability (locally, regionally, sector wide or nationally as appropriate to role and employing organisation).
Back to Duty
S10: Assess the information needs across the emergency cycle.
Back to Duty
S11: Identify, engage, and communicate information with a range of stakeholders.
Back to Duty
S12: Project manage initiatives or activities within area of responsibility.
Back to Duty
S13: Evaluate the risk context.
Back to Duty
S14: Identify and assess risks.
Back to Duty
S15: Make timely and evidence-based decisions.
Back to Duty
S16: Facilitate the development, maintenance, or implementation of resilience and emergency capabilities (for example, early warning, communications, technical specialisms, safety, security, resource and supply).
Back to Duty
S17: Assess the effectiveness and relative value (for example, economic, environmental, and societal) of risk management options.
Back to Duty
S18: Contribute to the development and delivery of resilience and emergency training.
Back to Duty
S19: Contribute to the design and delivery of emergency exercises.
Back to Duty
S20: Apply an all-risks approach.
Back to Duty
S21: Scope, document, review and update emergency, crisis or continuity arrangements.
Back to Duty
S22: Support emergency response within scope of responsibilities (in an incident or as part of an exercise).
Back to Duty
S23: Assess and prioritise recovery needs.
Back to Duty
S24: Apply recovery plans and exit strategies to a real or simulated emergency or crisis (during an incident or as part of an exercise).
Back to Duty
S25: Consider financial implications of resilience or emergency activities.
Back to Duty
S26: Monitor dynamic situations and the effectiveness of interventions.
Back to Duty
B1: Empowers and leads others.
Back to Duty
B2: Situation awareness; makes sense of current situation, uses foresight and sees the big picture.
Back to Duty
B3: Builds strong, inclusive, relationships and networks.
Back to Duty
B4: Adaptable and creative problem solver.
Back to Duty
B5: Confident to question and challenge constructively.
Back to Duty
B6: Decisive and takes responsibility for decisions.
Back to Duty
B7: Delivers results at pace.
Back to Duty
B8: Reflective and resilient practitioner - develops self and others.
Back to Duty
B9: Act ethically.
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:
V1.0
This document explains the requirements for end-point assessment (EPA) for the resilience and emergencies professional degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Resilience and emergencies professional apprentices, their employers and training providers should read this document.
A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the resilience and emergencies professional degree-apprenticeship.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on both the register of apprenticeship training providers (RoATP) and the register of end-point assessment organisations (RoEPAO). The apprentice's employer must select an HEP who is on both registers.
If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 20% of the total credit value.
A full-time resilience and emergencies professional apprentice typically spends 40 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
This EPA should then be completed within an EPA period lasting typically 6 months.
Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.
Assessment method 1 - research project report and questions:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:
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On-programme (typically 40 months)
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The apprentice must:
The qualification required is: BSc/BA Resilience and emergencies management
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the degree-apprenticeship. The apprentice must:
For the research project report and questions, the apprentice must submit a title, subject, and scope of the project and this must be agreed with the employer and EPAO. 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 the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment (typically 6 months)
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The grades available for each assessment method are below
Research project report and questions:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and degree-apprenticeship can be graded:
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Professional recognition
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This degree-apprenticeship aligns with: Emergency Planning Society for Full membership
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 6 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the degree-apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
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 12 discrete pieces of evidence. Evidence must be mapped against the KSBs. All sensitive information must be anonymised or redacted prior to submission. 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 the gateway evidence to their EPAO, including any organisation specific policies and procedures 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. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
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 assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This assessment method has 2 components:
This assessment method is being used because:
The research project report and questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
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.
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 by the end of week 20 of the EPA period. 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 its components unaided.
The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output is the apprentice’s own work when it is submitted.
The apprentice must produce an independently researched and written project report. The report must identify an area within the business' resilience and emergencies capabilities that needs change and improvement. For example, an evaluation of the strengths and limitations of an existing resilience intervention or process or a proposal for a new resilience intervention or approach to fill an identified gap. The apprentice must collect and present evidence of the gap in capability or the need for an intervention, evidence that justifies recommended changes, and how the recommended changes could be implemented. The report must include notification of ethics authorisation and confidentiality restrictions on content as appropriate.
The project report must include the following:
In addition, the report should include:
The project report has a word count of 8000 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 KSBs mapped to this assessment method.
The EPAO must give the apprentice 2 weeks notice of the question and answer session.
Apprentices will be required to answer questions based on their project output.
The purpose of the independent assessor's questions will be to clarify or add depth to the information included in the report.
The independent assessor must have at least 3 weeks to review the project and project output(s) in advance of the question- and- answer session to allow them to prepare questions.
The question- and- answer session will be arranged by the EPAO in consultation with the employer and apprentice. The question- and- answer session should take place on a one-to-one basis, either face-to-face or via online video conferencing.
The question- and- answer session must last for 30 minutes. The independent assessor can increase the total time by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary. The question- and- answer session must allow the apprentice the opportunity to demonstrate the KSBs at the highest possible grade.
The independent assessor must ask at least 5 questions. They must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The independent assessor must use the full time available for questioning.
Those KSBs that the apprentice did not have the opportunity to show within the report can instead be covered by questioning, although these should be kept to a minimum.
The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The question- and answer- session must take place in a suitable venue selected by the EPAO (for example, the EPAO’s or employer’s premises). The question- and- answer session should take place in a quiet room, free from distractions and influence.
The question- and- answer session 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 EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the research project report and questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to assess the following themes:
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 1 week to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however the portfolio of evidence is not directly assessed.
The professional discussion must last for 90 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 12 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Risk and resilience context
K1 K12 S13 |
Evaluates the risk context in which they operate, with reference to common theories and models of risk and links wider concepts of resilience, sustainability and global changes. (K1, K12, S13).
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Evaluates the risk context in which they operate, and influencing factors, by applying theories of risk to examine the complex, systemic, and subjective nature of risk. (K12, S13)
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Methods for research and analysis
K6 K7 K8 S7 S10 B4 |
Analyses information needs across the emergency cycle, using a range of methods to engage stakeholders and improve resilience outcomes. (K6, K8, S10) Collects, analyses and evaluates information from a range of intelligence and data sources to solve problems and support the development of resilience. (K7, S7, B4)
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Evaluates the limitations of the method of data collection and analysis used and draws conclusions on how quality issues can be effectively addressed. (K7, S7, B4)
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Risk and risk reduction
K13 K17 S14 S17 S20 |
Assesses and prioritises risks to the project, justifying the chosen method. (K13, S14) Analyses the effectiveness of potential risk management models in improving emergency management and resilience, justifying how risks and threats can be managed (mitigated, controlled, and prepared for) within an 'all-risks' approach. (K17, S17, S20) |
Identifies potential conflicts, unintended consequences, or gaps (unaddressed risks) in the 'all-risks' approach and suggests ways to minimise future risk and threats. (K17, S17, S20) |
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Governance of the intervention
K2 K5 K27 S1 S2 S25 B9 |
Explains how the project intervention complies in practice with relevant legislation, regulation, and associated guidance and how their application impacts on resilience outcomes. (K5, S1). Explains the governance process for the intervention, demonstrating that they have applied relevant sector standards, policies and frameworks in an ethical way. (K2, S2, B9). Explains the approach to financing the intervention, the challenges associated with this approach, and the implications this could have on resilience outcomes. (K27, S25) |
Critically evaluates the governance process for the intervention including the impact of non-compliance and unethical practice on the organisation, external stakeholders, and resilience outcomes. (K2, S2, B9)
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Improvement and change
K4 S5 S8 S12 S16 B5 |
Supports improvement through challenging and questioning existing practice and using lessons learnt to drive sustainable change. (S5, B5) Explains the approach to driving quality and managing change outlining the benefits and limitations of the approach selected and why the chosen approach will on balance, facilitate the development, maintenance or implementation of resilience and emergency capabilities. (K4, S16) Justifies their approach to project management, explaining how it will support improvement and collective resilience. (S8, S12) |
Appraises the challenges to enacting change, within the context of the approach to change taken in the project, including reference to how change and improvement can be sustained. (K4, S5) |
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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Working together for resilience
K3 K9 S4 S9 B1 B3 |
Explains how they scale, coordinate or integrate activities and build positive professional relationships with partners and stakeholders and ensure accountability measures are applied to improve resilience outcomes. (K3, S4, S9, B3) Explains how they lead and empower others to develop resilience and the theories and principles that inform their approach. (K9, B1)
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Evaluates the role of key partner organisations and how their key capabilities have supported integrated approaches to resilience (K3, S9).
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Information needs and communication
K10 K11 S11 |
Analyses the challenges of ensuring data is protected when data is stored, managed, and shared within their organisation and the risks of non-compliance with legislation and organisational procedure. (K10) Examines how they apply risk communication and decision theory to influence and communicate with stakeholders and ensure risk communication plans evidence shared understanding. (K11, S11) |
n/a
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|
Response capability and plans
K16 K18 K19 S21 |
Analyses the impact of applying relevant published standards and good practice guidance relating to emergencies, resilience, on the health, safety and wellbeing of others in line with regulations. (K16, K18) Explains how they develop and maintain resilience or emergency arrangements, plans, capabilities, readiness activities, and related documentation and their impact on emergency preparedness and resilience maturity with reference to examples from practice. (K19, S21)
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n/a
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Training and development
K14 S18 B8 |
Explains how they apply the theories and principles of learning and training, including training needs analysis, design and delivery, to support resilience and emergency training and evaluates the outcomes. (K14, S18, B8) |
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|
Emergency exercises
K15 S3 S19 |
Analyses how they apply the theories and principles of exercise design and delivery to emergency exercise practice, debrief, and evaluation, and how this contributes to the development and maintenance of resilience capabilities for the organisation and other stakeholders in line with sector standards. (K15, S3, S19)
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n/a
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Response
K20 K21 K22 K23 K24 S6 S15 S22 S26 B2 B6 B7 |
Examines how their organisation’s incident management system is structured to meet the demands of disruptive events, and how the characteristics of these events impact on the effectiveness of the system. (K20, K21) Discusses their role, decisions, and actions taken to support emergency response, and how they have monitored dynamic situations and addressed challenges to the continuity of business services (in an incident or as part of an exercise), in line with sector standards and best practice guidance. (K24, S6, S22, S26, B6) Uses theory and examples from professional practice to illustrate how situation awareness, decision making (or failure to make decisions), adaptive capacity and other human factors can influence response and the impact on resilience outcomes. (K22, K23, S15, B2, B7)
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n/a
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|
Recovery
K25 K26 S23 S24 |
Justifies their approaches to the assessment of recovery needs and priorities and explains the factors that may influence the time and extent of recovery. (K26, S23) Examines how theories and approaches to planning, managing, and facilitating recovery supports the application of recovery plans and exit strategies, using examples from real or simulated emergencies in practice. (K25, S24) |
Evaluates a range of perspectives on “recovery” and recovery challenges from wider resilience practice. Draws conclusions on how risks can be reduced and, resilient and sustainable outcomes achieved during recovery. (K25, K26, S23, S24)
|
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the: research project report and questions and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Research project report and questions | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| Distinction | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 5 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.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 8 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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|
EPAO (HEP) |
As a minimum, the EPAO (HEP) must:
and moderate their decisions once EPAs have begun
|
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Training provider (HEP) |
As a minimum, the training provider (HEP) must:
|
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Independent assessor |
As a minimum, an independent assessor must:
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|
Additional assessor (if used) |
As a minimum, an additional assessor must:
|
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External examiner |
As a minimum, the external examiner must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.
EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:
Affordability of the EPA will be aided by using at least some of the following:
This degree-apprenticeship aligns with: Full membershipfor Emergency Planning Society
| Knowledge | Assessment methods |
|---|---|
|
K1
Theories and principles linking societal and organisational resilience, security, sustainability and global change. Back to Grading |
Research project report and questions |
|
K2
Governance structures and business processes and their significance in emergencies and resilience. Back to Grading |
Research project report and questions |
|
K3
The role, responsibilities, culture, and key capabilities of the employing organisation, and key partners or stakeholder organisations in resilience, emergencies, and recovery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K4
Approaches to driving quality, managing change and improvement used in their organisation. The benefits and limitations of these approaches for improving collective resilience across partners and wider society. Back to Grading |
Research project report and questions |
|
K5
Legislation, regulation and associated guidance and its role in resilience and emergencies. Back to Grading |
Research project report and questions |
|
K6
How information and knowledge held by stakeholders can be used across the emergency cycle. Back to Grading |
Research project report and questions |
|
K7
Sources of and types of intelligence, data, and information; and factors that affect its quality and suitability. Back to Grading |
Research project report and questions |
|
K8
A range of engagement methods and resources used for people centred working. Back to Grading |
Research project report and questions |
|
K9
Theories and principles of teamwork, leadership, and partnership working and their application to working in resilience and emergencies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K10
The need for and challenges in data protection, information management, security, and sharing. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K11
Risk communication and decision theory, and factors that influence individual and collective action. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K12
Theories and models of risk. Back to Grading |
Research project report and questions |
|
K13
Methods and models used to assess and prioritise risks. Back to Grading |
Research project report and questions |
|
K14
Theories and principles of learning and training to inform training delivery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K15
Theories and principles that underpin exercise design and delivery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K16
Requirements for and approaches to health, safety, and wellbeing of practitioners, volunteers, and the public. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K17
Principles and models for integrating risk, crisis and emergency management and associated risk management options. Back to Grading |
Research project report and questions |
|
K18
Current published standards and good practice guidance relating to emergencies and resilience. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K19
Arrangements, plans, capabilities and readiness activities within area of responsibility. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K20
The characteristics of disruptive events (for example, potential impacts, consequences, and needs). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K21
Roles and systems for managing incidents. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K22
How decisions taken during emergency response can affect recovery outcomes. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K23
Human factors and adaptive capacity in emergency response and resilience. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K24
Challenges to continuity of business services during a crisis or emergency. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K25
Theories and approaches to planning, managing, and facilitating recovery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K26
Needs of individuals, communities or organisations in response and recovery, and factors that may influence the time and extent of recovery. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
K27
Approaches and challenges to financing in resilience and emergencies. Back to Grading |
Research project report and questions |
| Skill | Assessment methods |
|---|---|
|
S1
Apply policies, legislation, regulations and guidance to ensure compliance and resilience. Back to Grading |
Research project report and questions |
|
S2
Apply relevant governance structures, standards, policies, and frameworks to evidence and assure performance, impacts, and resilient outcomes. Back to Grading |
Research project report and questions |
|
S3
Contribute to the debriefing process (post-exercise or post-incident). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S4
Contribute to the accountability process for performance, impacts, resilience outcomes, and areas for improvement to stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S5
Support lesson learning, improvement and sustainable change. Back to Grading |
Research project report and questions |
|
S6
Keep records of decisions, actions, those responsible and rationale. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S7
Collect and analyse information in support of resilience and emergencies. Back to Grading |
Research project report and questions |
|
S8
Use and improve systems, processes, or applications to gather, manage, visualise, and share information. Back to Grading |
Research project report and questions |
|
S9
Scale, coordinate, or integrate activities to maximise resilience and ensure interoperability (locally, regionally, sector wide or nationally as appropriate to role and employing organisation). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S10
Assess the information needs across the emergency cycle. Back to Grading |
Research project report and questions |
|
S11
Identify, engage, and communicate information with a range of stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S12
Project manage initiatives or activities within area of responsibility. Back to Grading |
Research project report and questions |
|
S13
Evaluate the risk context. Back to Grading |
Research project report and questions |
|
S14
Identify and assess risks. Back to Grading |
Research project report and questions |
|
S15
Make timely and evidence-based decisions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S16
Facilitate the development, maintenance, or implementation of resilience and emergency capabilities (for example, early warning, communications, technical specialisms, safety, security, resource and supply). Back to Grading |
Research project report and questions |
|
S17
Assess the effectiveness and relative value (for example, economic, environmental, and societal) of risk management options. Back to Grading |
Research project report and questions |
|
S18
Contribute to the development and delivery of resilience and emergency training. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S19
Contribute to the design and delivery of emergency exercises. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S20
Apply an all-risks approach. Back to Grading |
Research project report and questions |
|
S21
Scope, document, review and update emergency, crisis or continuity arrangements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S22
Support emergency response within scope of responsibilities (in an incident or as part of an exercise). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S23
Assess and prioritise recovery needs. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S24
Apply recovery plans and exit strategies to a real or simulated emergency or crisis (during an incident or as part of an exercise). Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
S25
Consider financial implications of resilience or emergency activities. Back to Grading |
Research project report and questions |
|
S26
Monitor dynamic situations and the effectiveness of interventions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Empowers and leads others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B2
Situation awareness; makes sense of current situation, uses foresight and sees the big picture. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B3
Builds strong, inclusive, relationships and networks. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B4
Adaptable and creative problem solver. Back to Grading |
Research project report and questions |
|
B5
Confident to question and challenge constructively. Back to Grading |
Research project report and questions |
|
B6
Decisive and takes responsibility for decisions. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B7
Delivers results at pace. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B8
Reflective and resilient practitioner - develops self and others. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
|
B9
Act ethically. Back to Grading |
Research project report and questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Risk and resilience context
K1 K12 S13 |
Theories and principles linking societal and organisational resilience, security, sustainability and global change. (K1) Theories and models of risk. (K12) |
Evaluate the risk context. (S13) |
N/A |
|
Methods for research and analysis
K6 K7 K8 S7 S10 B4 |
How information and knowledge held by stakeholders can be used across the emergency cycle. (K6) Sources of and types of intelligence, data, and information; and factors that affect its quality and suitability. (K7) A range of engagement methods and resources used for people centred working. (K8) |
Collect and analyse information in support of resilience and emergencies. (S7) Assess the information needs across the emergency cycle. (S10) |
Adaptable and creative problem solver. (B4) |
|
Risk and risk reduction
K13 K17 S14 S17 S20 |
Methods and models used to assess and prioritise risks. (K13) Principles and models for integrating risk, crisis and emergency management and associated risk management options. (K17) |
Identify and assess risks. (S14) Assess the effectiveness and relative value (for example, economic, environmental, and societal) of risk management options. (S17) Apply an all-risks approach. (S20) |
N/A |
|
Governance of the intervention
K2 K5 K27 S1 S2 S25 B9 |
Governance structures and business processes and their significance in emergencies and resilience. (K2) Legislation, regulation and associated guidance and its role in resilience and emergencies. (K5) Approaches and challenges to financing in resilience and emergencies. (K27) |
Apply policies, legislation, regulations and guidance to ensure compliance and resilience. (S1) Apply relevant governance structures, standards, policies, and frameworks to evidence and assure performance, impacts, and resilient outcomes. (S2) Consider financial implications of resilience or emergency activities. (S25) |
Act ethically. (B9) |
|
Improvement and change
K4 S5 S8 S12 S16 B5 |
Approaches to driving quality, managing change and improvement used in their organisation. The benefits and limitations of these approaches for improving collective resilience across partners and wider society. (K4) |
Support lesson learning, improvement and sustainable change. (S5) Use and improve systems, processes, or applications to gather, manage, visualise, and share information. (S8) Project manage initiatives or activities within area of responsibility. (S12) Facilitate the development, maintenance, or implementation of resilience and emergency capabilities (for example, early warning, communications, technical specialisms, safety, security, resource and supply). (S16) |
Confident to question and challenge constructively. (B5) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Working together for resilience
K3 K9 S4 S9 B1 B3 |
The role, responsibilities, culture, and key capabilities of the employing organisation, and key partners or stakeholder organisations in resilience, emergencies, and recovery. (K3) Theories and principles of teamwork, leadership, and partnership working and their application to working in resilience and emergencies. (K9) |
Contribute to the accountability process for performance, impacts, resilience outcomes, and areas for improvement to stakeholders. (S4) Scale, coordinate, or integrate activities to maximise resilience and ensure interoperability (locally, regionally, sector wide or nationally as appropriate to role and employing organisation). (S9) |
Empowers and leads others. (B1) Builds strong, inclusive, relationships and networks. (B3) |
|
Information needs and communication
K10 K11 S11 |
The need for and challenges in data protection, information management, security, and sharing. (K10) Risk communication and decision theory, and factors that influence individual and collective action. (K11) |
Identify, engage, and communicate information with a range of stakeholders. (S11) |
N/A |
|
Response capability and plans
K16 K18 K19 S21 |
Requirements for and approaches to health, safety, and wellbeing of practitioners, volunteers, and the public. (K16) Current published standards and good practice guidance relating to emergencies and resilience. (K18) Arrangements, plans, capabilities and readiness activities within area of responsibility. (K19) |
Scope, document, review and update emergency, crisis or continuity arrangements. (S21) |
N/A |
|
Training and development
K14 S18 B8 |
Theories and principles of learning and training to inform training delivery. (K14) |
Contribute to the development and delivery of resilience and emergency training. (S18) |
Reflective and resilient practitioner - develops self and others. (B8) |
|
Emergency exercises
K15 S3 S19 |
Theories and principles that underpin exercise design and delivery. (K15) |
Contribute to the debriefing process (post-exercise or post-incident). (S3) Contribute to the design and delivery of emergency exercises. (S19) |
N/A |
|
Response
K20 K21 K22 K23 K24 S6 S15 S22 S26 B2 B6 B7 |
The characteristics of disruptive events (for example, potential impacts, consequences, and needs). (K20) Roles and systems for managing incidents. (K21) How decisions taken during emergency response can affect recovery outcomes. (K22) Human factors and adaptive capacity in emergency response and resilience. (K23) Challenges to continuity of business services during a crisis or emergency. (K24) |
Keep records of decisions, actions, those responsible and rationale. (S6) Make timely and evidence-based decisions. (S15) Support emergency response within scope of responsibilities (in an incident or as part of an exercise). (S22) Monitor dynamic situations and the effectiveness of interventions. (S26) |
Situation awareness; makes sense of current situation, uses foresight and sees the big picture. (B2) Decisive and takes responsibility for decisions. (B6) Delivers results at pace. (B7) |
|
Recovery
K25 K26 S23 S24 |
Theories and approaches to planning, managing, and facilitating recovery. (K25) Needs of individuals, communities or organisations in response and recovery, and factors that may influence the time and extent of recovery. (K26) |
Assess and prioritise recovery needs. (S23) Apply recovery plans and exit strategies to a real or simulated emergency or crisis (during an incident or as part of an exercise). (S24) |
N/A |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 11/05/2023 | Not set | Not set |