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Robotics engineer

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.

Key information

  1. Status: Approved for delivery
  2. Reference: ST1317
  3. Version: 1.0
  4. Level: 6
  5. Degree: integrated degree
  6. Typical duration to gateway: 48 months
  7. Typical EPA period: 6 months
  8. Maximum funding: £27000
  9. Route: Engineering and manufacturing
  10. Date updated: 17/02/2023
  11. Approved for delivery: 17 February 2023
  12. Lars code: 697
  13. EQA provider: Office for Students
  14. Example progression routes:
  15. Review:

    This apprenticeship standard will be reviewed after three years

Print apprenticeship summary

Apprenticeship summary

Overview of the role

Specify, design, build, program and test robotic systems or solutions intended to do automated jobs.

Occupation summary

This occupation is found in technology or engineering functions across a range of public and private sectors such as manufacturing, retail, healthcare and transportation, all of which range in size from large to small operations. Robotics engineers will normally operate with a considerable degree of autonomy and will lead teams that develop and deploy robotic systems. They work in accordance with applicable laws, regulations, standards and ethics.

The broad purpose of the occupation is to specify, design, build, program and test robotic systems or solutions intended to do automated jobs in industries including manufacturing, construction, logistics, aerospace and medicine, as well as robots that interact with people and operate autonomously in public spaces and warehouses.

In their daily work, an employee in this occupation interacts with a multidisciplinary project team that can consist of process engineers, mechanical engineers, electrical engineers, software engineers, communication engineers, industrial psychologists, shop floor staff, safety engineers and other key stakeholders depending on the nature of the project. An employee in this occupation would typically report to a project manager and would have significant interaction with customers and stakeholders. The work locations could vary between office, shop floor, or other remote locations where the robotic systems are deployed.

An employee in this occupation will be responsible for the design, development, integration, programming and deployment of robotic systems with considerations to project timescales, milestones, safety regulations, ethical issues, sustainability, cost, reliability, maintenance, and implementation.

Typical job titles include:

Application engineer Design engineer Manufacturing engineer Mechatronic engineer Process engineer Production engineer Research engineer Robotics engineer

Duties

  • Duty 1 Plan and lead research activities to determine feasibility and applicability of automation solutions.
  • Duty 2 Identify constraints and capture technical requirements for robotics projects.
  • Duty 3 Design processes and parts using computer-aided design.
  • Duty 4 Design sustainable robotic systems to fulfil customer and technical requirements and relevant standards.
  • Duty 5 Create robotic systems that allow for ethical and safe interaction with human users.
  • Duty 6 Develop and integrate human-robot interfaces that allow intuitive and immersive operation of robots by non-robotic-expert users.
  • Duty 7 Analyse and optimise robot system performance using computer simulations.
  • Duty 8 Build, integrate and test functional robot systems.
  • Duty 9 Collect and analyse data from robot sensors and cameras.
  • Duty 10 Integrate and programme robots to perform practical tasks for different working environments.
  • Duty 11 Investigate and diagnose the root cause of faults and implement appropriate solutions.
  • Duty 12 Undertake hazard identification, safety risk assessment and risk mitigation for automated processes.
  • Duty 13 Verify system safety compliance through liaison with accredited safety engineers.
  • Duty 14 Research new ways to use robots and artificial intelligence.
  • Duty 15 Demonstrate finished products to customers and explain operating procedures.
  • Duty 16 Write technical reports and generate presentations on project progress, risks and issues.
  • Duty 17 Understand and account for human emotions such as trust, fear and acceptance in the design and implementation of new systems.

Apprenticeship summary



ST1317, robotics engineer level 6


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.

What is an end-point assessment and why it happens

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 48 months. The EPA period is typically 6 months.

The overall grades available for this apprenticeship are:

  • fail
  • pass
  • merit
  • distinction

When you pass the EPA, you will be awarded your apprenticeship certificate.

EPA gateway

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:

  • achieved English and mathematics qualifications in line with the apprenticeship funding rules
  • for the project with report, presentation and questioning, the project's title and scope must be agreed with the EPAO and a project summary submitted


  • for the professional discussion underpinned by a portfolio of evidence, you must submit a portfolio of evidence

  • completed and passed all credit carrying modules of one of the below qualifications, apart from the final module which will form the EPA


BEng Robotics Engineering or BEng Robotics



Assessment methods








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 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 8 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.

Who to contact for help or more information

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.


Reasonable adjustments


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.


Professional recognition

This apprenticeship aligns with Institute of Engineering and Technology (IET) for Incorporated Engineer (IEng)

Please contact the professional body for more details.

This apprenticeship aligns with Institution of Mechanical Engineers (IMechE) for Incorporated Engineer (IEng)

Please contact the professional body for more details.

Print occupational standard

Details of the occupational standard

Occupation summary

This occupation is found in technology or engineering functions across a range of public and private sectors such as manufacturing, retail, healthcare and transportation, all of which range in size from large to small operations. Robotics engineers will normally operate with a considerable degree of autonomy and will lead teams that develop and deploy robotic systems. They work in accordance with applicable laws, regulations, standards and ethics.

The broad purpose of the occupation is to specify, design, build, program and test robotic systems or solutions intended to do automated jobs in industries including manufacturing, construction, logistics, aerospace and medicine, as well as robots that interact with people and operate autonomously in public spaces and warehouses.

In their daily work, an employee in this occupation interacts with a multidisciplinary project team that can consist of process engineers, mechanical engineers, electrical engineers, software engineers, communication engineers, industrial psychologists, shop floor staff, safety engineers and other key stakeholders depending on the nature of the project. An employee in this occupation would typically report to a project manager and would have significant interaction with customers and stakeholders. The work locations could vary between office, shop floor, or other remote locations where the robotic systems are deployed.

An employee in this occupation will be responsible for the design, development, integration, programming and deployment of robotic systems with considerations to project timescales, milestones, safety regulations, ethical issues, sustainability, cost, reliability, maintenance, and implementation.

Typical job titles include:

Application engineer Design engineer Manufacturing engineer Mechatronic engineer Process engineer Production engineer Research engineer Robotics engineer

Occupation duties

Duty KSBs

Duty 1 Plan and lead research activities to determine feasibility and applicability of automation solutions.

K1 K2 K3 K4 K5 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20

S1 S2 S4 S5 S6 S7 S9 S11 S12 S13

B1 B2 B3 B4 B5 B6 B7 B8

Duty 2 Identify constraints and capture technical requirements for robotics projects.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K13 K14 K15 K17 K18 K19 K20

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S15 S17

B1 B2 B3 B4 B5 B6 B7 B8

Duty 3 Design processes and parts using computer-aided design.

K1 K2 K4 K5 K6 K7 K10 K11 K13 K14 K20

S4 S5 S7 S8 S11 S12 S13 S15 S16 S17 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 4 Design sustainable robotic systems to fulfil customer and technical requirements and relevant standards.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S14 S15 S16

B1 B2 B3 B4 B5 B6 B7 B8

Duty 5 Create robotic systems that allow for ethical and safe interaction with human users.

K1 K5 K6 K7 K8 K9 K10 K11 K13 K14 K15 K17 K18 K19 K20

S1 S2 S3 S4 S5 S6 S7 S8 S11 S12 S13 S14 S15 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 6 Develop and integrate human-robot interfaces that allow intuitive and immersive operation of robots by non-robotic-expert users.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K13 K14 K15 K17 K18 K19 K20

S1 S2 S3 S4 S5 S6 S7 S8 S11 S13 S14 S15 S16 S17 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 7 Analyse and optimise robot system performance using computer simulations.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K17 K18 K19 K20

S2 S4 S5 S7 S8 S13 S14 S15 S16 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 8 Build, integrate and test functional robot systems.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K18 K19 K20

S2 S3 S4 S5 S6 S7 S8 S11 S12 S13 S14 S15 S16 S17 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 9 Collect and analyse data from robot sensors and cameras.

K9 K12 K13 K18 K19 K20

S2 S3 S4 S5 S13 S15 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 10 Integrate and programme robots to perform practical tasks for different working environments.

K1 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K17 K18 K19 K20

S1 S2 S3 S4 S5 S6 S7 S8 S12 S14 S15 S16 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 11 Investigate and diagnose the root cause of faults and implement appropriate solutions.

K1 K2 K3 K4 K5 K7 K8 K9 K10 K11 K12 K13 K14 K15 K17 K18 K19 K20

S2 S3 S4 S5 S6 S7 S8 S12 S13 S15 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 12 Undertake hazard identification, safety risk assessment and risk mitigation for automated processes.

K1 K2 K3 K5 K7 K8 K10 K11 K12 K13 K15 K17 K18 K20

S1 S2 S3 S4 S5 S6 S7 S8 S12 S13 S15 S17

B1 B2 B3 B4 B5 B6 B7 B8

Duty 13 Verify system safety compliance through liaison with accredited safety engineers.

K1 K3 K5 K7 K8 K10 K11 K13 K15 K17 K18 K20

S1 S2 S3 S4 S6 S7 S8 S12 S13 S15 S17

B1 B2 B3 B4 B6 B7 B8

Duty 14 Research new ways to use robots and artificial intelligence.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K17 K18 K19 K20

S1 S4 S5 S6 S7 S8 S15 S17 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 15 Demonstrate finished products to customers and explain operating procedures.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K17 K18 K19 K20

S1 S2 S3 S4 S6 S7 S8 S9 S15 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 16 Write technical reports and generate presentations on project progress, risks and issues.

K1 K2 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K16 K17 K20

S1 S2 S4 S8 S9 S10 S13 S15 S16 S18 S19

B1 B2 B3 B4 B5 B6 B7 B8

Duty 17 Understand and account for human emotions such as trust, fear and acceptance in the design and implementation of new systems.

K1 K7 K10 K11 K13 K14 K17 K20

S1 S2 S4 S5 S6 S7 S8 S13 S17

B1 B2 B3 B4 B5 B6 B7 B8


KSBs

Knowledge

K1: Principles of mechanical designs: material selection, manufacturing processes, robot types and configurations. Back to Duty

K2: Principles of engineering mathematics required to model robotic systems using advanced mathematical techniques. Back to Duty

K3: Principles of electronic engineering: networks and electronic circuit design. Back to Duty

K4: Principles of robotics control: kinematics, dynamics, robotics programming structure and control algorithms. Back to Duty

K5: Robot and computer program design, structure, concepts, compilers and logic, and programming languages for robotics applications. Back to Duty

K6: Principles of software engineering: object-orientated programming, software architecture, and version control. Back to Duty

K7: Principles of safety: safety standards, hazard identification, risk assessment and risk mitigation. Back to Duty

K8: Communication techniques, protocols and interface methods for the integration of robotic systems. Back to Duty

K9: Principles of computer and machine vision for robotics applications: 3D computer vision and point clouds. Back to Duty

K10: Human Factors principles for robotics applications: ergonomics, safety design, trust, acceptance, situational awareness, and workload. Back to Duty

K11: Principles of human-robot interaction: user-centred design, human-robot interface, human-computer interaction, human-robot collaboration and robot ethics. Back to Duty

K12: Artificial intelligence and machine learning algorithms and techniques for robotics applications. Back to Duty

K13: Autonomous systems design principles and techniques: perception, decision making, locomotion, robot ethics and navigation and mapping. Back to Duty

K14: System thinking for sustainability in robotics applications: energy management, waste reduction, and circular economy around the lifecycle of a project. Back to Duty

K15: Industrial research and strategy techniques: factory planning, scheduling, processes, lean production and supply chain. Back to Duty

K16: Project management principles: planning, scheduling, budgeting, risk management and resource management. Back to Duty

K17: Communication techniques: oral, written, and presentations. Back to Duty

K18: Principles of robot sensors and how to select and install robot sensors in robotics systems. Back to Duty

K19: Data analysis techniques: how to select and use measurement devices and how to interpret data. Back to Duty

K20: Critical thinking and problem-solving techniques. Back to Duty

Skills

S1: Communicate and provide guidance to others through design models, reports, drawings, specifications, presentations, digital media and discussions. Back to Duty

S2: Manage different, competing interests within and outside the organisation, for example using negotiation skills. Back to Duty

S3: Seek input from others to manage relationships. Back to Duty

S4: Apply analytical and critical thinking skills for technology solutions development. Back to Duty

S5: Apply structured problem-solving techniques to systems and situations. Back to Duty

S6: Plan, lead and conduct industrial research using literature and other media.  Back to Duty

S7: Design robotic processes with considerations to human factors, sustainability, efficiency, and safety through modelling and using simulation tools. Back to Duty

S8: Produce robot design at component and system level using Computer Aided Design (CAD) and robot simulation. Back to Duty

S9: Generate and present business cases to support design decisions and to illustrate potential return on investment (ROI). Back to Duty

S10: Manage the planning, budgeting and organisation of tasks, people and resources through the use of management systems, work to agreed quality standards, project programmes and budgets, within legal, contractual and statutory requirements. Back to Duty

S11: Select appropriate components and vendors for robot system development. Back to Duty

S12: Manage project risks through risk identification, assessment, mitigation, and monitoring. Back to Duty

S13: Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation, and liaison with certified safety engineers when required. Back to Duty

S14: Generate robot programmes to perform tasks. Back to Duty

S15: Apply system engineering techniques and software development methodologies and models in robot system development. Back to Duty

S16: Develop and test robotic systems through the integration of off-the-shelf or bespoke components as appropriate. Back to Duty

S17: Evaluate the suitability of robotic systems for human-robot interaction concerning human factors, safety, and ethics. Back to Duty

S18: Install and integrate sensors and instrumentation in robotic systems. Back to Duty

S19: Perform measurements and analyse data using measurement devices and analytical software Back to Duty

Behaviours

B1: Act as a role model and advocate for health and safety across the team. Back to Duty

B2: Act in a professional and ethical manner. Back to Duty

B3: Collaborate and promote teamwork across disciplines. Back to Duty

B4: Commit to their own and support others’ professional development. Back to Duty

B5: Lead by example to promote innovation. Back to Duty

B6: Lead by example to promote accessibility, equality, diversity and inclusion. Back to Duty

B7: Adapt and show resilience to challenging or changing situations. Back to Duty

B8: Act as a role model and advocate environmental and sustainable practices. Back to Duty


Qualifications

English and Maths

Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.

Other mandatory qualifications

BEng Robotics Engineering or BEng Robotics

Level: 6 (integrated degree)

Professional recognition

This standard aligns with the following professional recognition:

  • Institute of Engineering and Technology (IET) for Incorporated Engineer (IEng)
  • Institution of Mechanical Engineers (IMechE) for Incorporated Engineer (IEng)
Print EPA plan

End-point assessment plan

V1.0

Introduction and overview

This document explains the requirements for end-point assessment (EPA) for the robotics engineer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Robotics engineer apprentices, their employers and training providers should read this document.

In an integrated degree apprenticeship, the degree incorporates on-programme learning and assessment with an EPA to test the occupational standard’s knowledge, skills, and behaviours (KSBs). The level of credits that makes up the degree may vary across universities. The apprentice must complete and pass all credit carrying modules of the degree, apart from the final module which will form the EPA.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the register of end-point assessment organisations (RoEPAO).

A full-time apprentice typically spends 48 months on-programme (this means in training before the gateway) working towards competence as a robotics engineer. 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 with report, presentation and questioning:

  • fail
  • pass
  • distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

  • fail
  • pass
  • distinction

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

  • fail
  • pass
  • merit
  • distinction

EPA summary table

On-programme (typically 48 months)
The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard.

The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules.

The apprentice must complete training towards any other qualifications listed in the occupational standard.

The qualification(s) required are:

Completed and passed all credit carrying modules of the BEng Robotics Engineering or BEng Robotics apart from the final module which will form the EPA.



The apprentice must compile a portfolio of evidence.

End-point assessment gateway
The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship.

The apprentice must:

  • confirm they are ready to take the EPA
  • have achieved English and mathematics qualifications in line with the apprenticeship funding rules

  • have passed BEng Robotics Engineering or BEng Robotics

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.

End-point assessment (typically 6 months)
Grades available for each assessment method:

Project with report, presentation and questioning

  • fail
  • pass
  • distinction

Professional discussion underpinned by a portfolio of evidence

  • fail
  • pass
  • distinction

Overall EPA and apprenticeship can be graded:

    • fail
    • pass
    • merit
    • distinction
Professional recognition
This apprenticeship aligns with Institute of Engineering and Technology (IET) for Incorporated Engineer (IEng). 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.

This apprenticeship aligns with Institution of Mechanical Engineers (IMechE) for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the apprenticeship will either wholly or partially satisfy the requirements for registration at this level.





Re-sits and re-takes



  • Re-take and re-sit grade cap: pass
  • Re-sit timeframe: typically 2 months
  • Re-take timeframe: typically 4 months

Duration of end-point assessment period

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 expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.

EPA gateway

The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the 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.

These are:

  • confirm they are ready to take the EPA
  • have achieved English and maths in line with the apprenticeship funding rules
  • completed and passed all credit carrying modules of the BEng Robotics Engineering or BEng Robotics apart from the final module which will form the EPA.

For the project with report, presentation and questioning apprentices must submit: project title and scope
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. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this EPA method. It is not assessed.





  • for the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence

Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:

  • workplace documentation and records
  • workplace policies and procedures
  • witness statements
  • annotated photographs
  • video clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable

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.

Order of assessment methods

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Project with report, presentation and questioning

Overview

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.

This assessment method has 2 components:

  • project with a project output

  • presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.

Rationale

This EPA method is being used because in this occupation, reports and presentations are commonly used in the workplace, and this is a typical method of delivering project outcomes. The method was selected as it provides the opportunity to demonstrate a range of knowledge, skills, and behaviours that are usually demonstrated in a complex project environment.

The further rationale for this assessment is:

  • it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
  • it provides a cost-effective assessment, as it minimises independent assessor time and makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity.

Delivery

The apprentice must complete a project based on any of the following:

Example robotics and automation project titles could include:

1. Investigate existing equipment to evaluate cycle times, identifying bottleneck and potential efficiencies. Establish suggested improvements, costs, and the feasibility of implementation.

2. Investigate the potential energy savings of optimising existing production lines.

3. Establish the feasibility of implementing a new product to existing production facilities and including how this could be mitigated and establish justification to make these changes.

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 EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

The project output must be in the form of a report and presentation.

The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.

The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report and any presentation materials are submitted.

Component 1: Project report

The report must include at least:

  • an executive summary (or abstract)
  • an introduction
  • the scope of the project (including key performance indicators, aims and objectives)
  • a project plan
  • methodology
  • robotics systems design
  • business case
  • research outcomes
  • data analysis outcomes
  • project outcomes
  • discussion of findings
  • recommendations and conclusions
  • references
  • appendix containing mapping of KSBs to the report.

The project report must have a word count of 8000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.

The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 20 of the EPA period.

Component 2: Presentation with questions

The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.

The presentation should cover:

  • an overview of the project
  • the project scope (including key performance indicators)
  • summary of actions undertaken by the apprentice
  • project outcomes and how these were achieved

The presentation with questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting  30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

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 purpose of the independent assessor's questions is:

  • to verify that the activity was completed by the apprentice
  • to seek clarification where required
  • to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
  • to assess level of competence against the grading descriptors

The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 20 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.

During the presentation, the apprentice must have access to:

  • audio-visual presentation equipment
  • flip chart and writing and drawing materials
  • computer

Including any other requirements as previously notified to the EPAO.

The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 2 weeks’ notice of the presentation with questions.

Assessment decision

The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

  • the KSBs demonstrated in the report and presentation with questions
  • the apprentice’s answers to questions
  • the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.

The presentation with questions 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.





Question and resource development

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 with 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.

EPAO must produce the following materials to support the project:

  • independent assessor EPA materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Professional discussion underpinned by a portfolio of evidence

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

The rationale for this assessment method is:

  • it allows for assessment of KSBs that do not occur on a predicable or regular basis and may not naturally be assessed as part of the project
  • it allows for testing of responses where there are a range of potential answers
  • it is cost effective, as apart from a venue, it does not require additional resources.

Delivery

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 are to assess the depth and understanding of the apprentice's knowledge and skills, and to ensure that all mapped knowledge, skills and behaviours are assessed.

The EPAO must give an apprentice 2 weeks' notice of the professional discussion.

The independent assessor must have at least 2 weeks 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 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.

The independent assessor must ask at least 8 questions. 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. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

  • the apprentice’s answers to questions
  • the KSBs demonstrated in answers to questions
  • the grade achieved 

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

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 with 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:

  • independent assessor assessment materials which include:
    • training materials
    • administration materials
    • moderation and standardisation materials
    • guidance materials
    • grading guidance
    • question bank
  • EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Grading

Project with report, presentation and questioning

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Robot system design and research
K1 K2 K3 K4 K15 S6 S8

Plans, conducts and leads on industrial research and strategy techniques which utilise literature and other media appropriate to the project brief (K15, S6)

Applies the principles of mechanical design, including material selection, manufacturing processes, robot types and configurations, engineering mathematics, electronic engineering including; kinematics, dynamics, robotics programming structure and control algorithms and robotics control to produce robot design at a component and system level using CAD and robot simulation in line with the project brief (K1, K2, K3, K4, S8)

 

 

 

Critically evaluates the impact their choice of industrial research and strategy techniques had on project outcomes (K15, S6)

Critically evaluates the impact that mechanical design, engineering mathematics, electronic engineering and robotics control principles had on robot design at component and system level in respect of project outcomes (K1, K2, K3, K4, S8)

 

 

Robot system development
K14 K18 K19 K20 S4 S5 S11 S12 S18 S19

Creates a technology solution using analytical and critical thinking skills, and the application of problem-solving techniques, selecting components and vendors in line with the project brief (K20, S4, S5, S11)

Manages project risks through risk identification, assessment, mitigation, and monitoring, and applies system thinking for sustainability in robotics applications relevant to the project brief (K14, S12)

Installs and integrates sensors and instrumentation in robotic systems. Performs measurements and analyses data using measurement devices and analytical software (K18, K19, S18, S19)

 

 

Critically evaluates the identification, assessment, mitigation, and monitoring techniques used within the project (K14, S12)

Communication
K17 S1 S2 S9

Selects and applies communication techniques appropriate to the audience and context to communicate and provide guidance to others through design models, reports, drawings, specifications, presentations, digital media, and discussions (K17, S1)

Manages different, competing interests within and outside the organisation, for example by using negotiation skills, to achieve the project brief (S2)

Generates and presents a business case to support the project design decisions and to illustrate potential return on investment (ROI) (S9)

Critically evaluates the impact of their selection of communication techniques on project outcomes (K17, S1)

Management and health and safety
K7 K16 S10 S13 B1

Selects and applies project management techniques including planning, scheduling, budgeting and risk management to plan, manage and deliver the project on time. Manages the organisation of tasks, people and resources to achieve the project brief in line with legal, contractual and statutory requirements  (K16, S10)

Applies hazard identification, safety risk assessment and risk mitigation to ensure the robot system meets safety compliance, liaising with certified safety engineers when with reference to legislative and company policy (K7, S13, B1)

 

 

Critically evaluates the impact the management of planning and budgeting and organisation of tasks people and resources had on project outcomes (K16, S10)

Professional discussion underpinned by a portfolio of evidence

Fail - does not meet pass criteria

Theme
KSBs
Pass
Apprentices must demonstrate all the pass descriptors
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
Robot programming and software engineering
K5 K6 S14 S15 B5

Articulates how they promote innovation through the design and generation of robot and computer programmes to perform tasks using principles including structure, concepts, compilers and logic and programming languages for robotics applications (K5, S14, B5)

Articulates how they apply principles of software engineering including object-orientated programming, software architecture and version control, system engineering techniques and software development methodologies and models in robot system development (K6, S15)

Critically evaluates the impact of systems engineering techniques and software development on robotics (K6, S15) 

 

System integration
K8 K9 S16

Articulates how they incorporate a range of communication techniques, protocols, interface methods and computer and machine vision applications into the development and testing of robotic systems created through the integration of bespoke or off the shelf components (K8, K9, S16)

Critically evaluates the different approaches for robot integration (K8, S16)

Interactive robot system design and human factors
K10 K11 S7 S17 B2 B7 B8

Articulates how they evaluate the suitability of robotic systems for human-robot interaction concerning human factors, safety, and ethics in a professional manner when faced with challenges or changes to the situation that affect the desired outcomes (K11, S17, B2, B7)

Articulates how they design robotic processes with considerations to human factors, sustainability, efficiency, environmental factors, and safety through modelling and using simulation tools in line with organisational practices relating to environmental and sustainable practices (K10, S7, B8)

 

 

Critically evaluates the suitability and ethics of selected robotic systems for human-robot interaction (K11, S17, B2)

Evaluates the robotic design process and identifies improvements with considerations to human factors, sustainability, or safety (K10, S7, B8)

 

Autonomous system design
K12 K13

Explains how artificial intelligence and machine learning algorithms and techniques for robotics applications are used within robotics projects (K12)

Evaluates different autonomous systems and their design principles and techniques including perception, decision making, locomotion, robot ethics and navigation and mapping (K13)

Critically analyses potential applications of artificial intelligence and machine learning algorithms and techniques for developing autonomous robot systems (K12, K13)

Leadership
S3 B3 B4 B6

Articulates how they seek input from others to manage relationships and how they lead by example to promote accessibility, equality, diversity, inclusion and teamwork (S3, B3, B6)

Explains how they demonstrate drive and commitment for their own continued professional development, how they support the development of others and the impact that CPD has on the business (B4)

.

Overall EPA grading

The assessment methods contribute equally to the overall EPA pass grade.

Performance in the EPA will determine the apprenticeship grade of:

    • fail
    • pass
    • merit
    • distinction

Independent assessors must individually grade the: project with report, presentation and 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.

An apprentice who fails one or more assessment method will be awarded an overall EPA fail.

An apprentice must achieve at least a pass in all the assessment methods to get an overall pass. To achieve an overall EPA ‘merit,’ the apprentice must achieve a pass in one assessment method and a distinction in the other assessment method. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in both assessment methods.

Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA overall.

Project with report, presentation and questioning Professional discussion underpinned by a portfolio of evidence Overall Grading
Any grade Fail Fail
Fail Any grade Fail
Pass Pass Pass
Pass Distinction Merit
Distinction Pass Merit
Distinction Distinction Distinction

Re-sits and re-takes

An apprentice who fails one or more assessment method(s) 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.

An apprentice 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 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.

An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

Roles and responsibilities

Roles Responsibilities

Apprentice

As a minimum, the apprentice should:

  • complete on-programme training to meet the KSBs as outlined in the occupational standard for a minimum of 12 months
  • complete the required amount of off-the-job training specified by the apprenticeship funding rules and as arranged by the employer and training provider
  • understand the purpose and importance of EPA
  • prepare for and undertake the EPA including meeting all gateway requirements
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan

Employer

As a minimum, the apprentice's employer must:

  • select the EPAO and training provider
  • work with the training provider (where applicable) to support the apprentice in the workplace and to provide the opportunities for the apprentice to develop the KSBs
  • arrange and support off-the-job training to be undertaken by the apprentice 
  • decide when the apprentice is working at or above the occupational standard and is ready for EPA
  • ensure the apprentice is prepared for the EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • confirm arrangements with the EPAO for the EPA (who, when, where) in a timely manner
  • provide access to any employer-specific documentation as required for example, company policies
  • ensure that the EPA is scheduled with the EPAO for a date and time which allows appropriate opportunity for the apprentice to meet the KSBs
  • ensure the apprentice is given sufficient time away from regular duties to prepare for, and complete the EPA
  • ensure that any required supervision during the EPA period, as stated within this EPA plan, is in place
  • ensure the apprentice has access to the resources used to fulfil their role and carry out the EPA for workplace based assessments
  • remain independent from the delivery of the EPA
  • pass the certificate to the apprentice upon receipt from the EPAO

EPAO

As a minimum, the EPAO must:

  • conform to the requirements of this EPA plan and deliver its requirements in a timely manner
  • conform to the requirements of the RoEPAO
  • conform to the requirements of the external quality assurance provider (EQAP)
  • understand the apprenticeship including the occupational standard, EPA plan and funding
  • make all necessary contractual arrangements including agreeing the price of the EPA
  • develop and produce assessment materials including specifications and marking materials (for example mark schemes, practice materials, training material)
  • maintain and apply a policy for the declaration and management of conflict of interests and independence. This must ensure, as a minimum, there is no personal benefit or detriment for those delivering the EPA or from the result of an assessment. It must cover:
    • apprentices
    • employers
    • independent assessors
    • any other roles involved in delivery or grading of the EPA
  • have quality assurance systems and procedures that ensure fair, reliable and consistent assessment and maintain records of internal quality assurance (IQA) activity for external quality assurance (EQA) purposes
  • appoint independent, competent, and suitably qualified assessors in line with the requirements of this EPA plan
  • appoint administrators, invigilators and any other roles where required to facilitate the EPA
  • deliver induction, initial and on-going training for all their assessors (independent and additional where used), and any other roles involved in the delivery or grading of the EPA as specified within this EPA plan. This should include how to record the rationale and evidence for grading decisions where required
  • conduct standardisation with all their assessors before allowing them to deliver an EPA, when the EPA is updated, and at least once a year
  • conduct moderation of all of their assessor’s decisions once EPAs have started
  • monitor the performance of all their assessors and provide re-training where necessary
  • develop and provide assessment recording documentation to ensure a clear and auditable process is in place for providing assessment decisions and feedback to all relevant stakeholders 
  • use language in the development and delivery of the EPA that is appropriate to the level of the apprenticeship
  • arrange for the EPA to take place in a timely manner, in consultation with the employer
  • provide information, advice, and guidance documentation to enable apprentices, employers and training providers to prepare for the EPA
  • confirm the gateway requirements have been met before they start the EPA for an apprentice
  • host and facilitate the EPA or make suitable alternative arrangements
  • maintain the security of the EPA including, but not limited to, verifying the identity of the apprentice, invigilation and security of materials
  • where the EPA plan permits assessment away from the workplace, ensure that the apprentice has access to the required resources and liaise with the employer to agree this if necessary
  • confirm overall grade awarded
  • arrange the certification of the apprenticeship
  • maintain and apply a policy for conducting appeals

Independent assessor

As a minimum, an independent assessor must: 

  • be independent, with no conflict of interest with the apprentice, their employer or training provider, specifically, they must not receive a personal benefit or detriment from the result of the assessment
  • have, maintain and be able to evidence up-to-date knowledge and expertise of the occupation
  • have the competence to assess the EPA and meet the requirements of the IQA section of this EPA plan
  • understand the apprenticeship’s occupational standard and EPA plan
  • attend induction and standardisation events before they conduct an EPA for the first time, when the EPA is updated, and at least once a year
  • use language in the delivery of the EPA that is appropriate to the level of the apprenticeship
  • work with other personnel, including additional assessors where used, in the preparation and delivery of assessment methods
  • conduct the EPA to assess the apprentice against the KSBs and in line with the EPA plan
  • make final grading decisions in line with this EPA plan
  • record and report assessment outcome decisions
  • comply with the IQA requirements of the EPAO
  • comply with external quality assurance (EQA) requirements

Training provider

As a minimum, the training provider must: 

  • conform to the requirements of the register of apprenticeship training providers (RoATP)
  • ensure procedures are in place to mitigate against any conflict of interest
  • work with the employer and support the apprentice during the off-the-job training to provide the opportunities to develop the KSBs as outlined in the occupational standard
  • deliver training to the apprentice as outlined in their apprenticeship agreement
  • monitor the apprentice’s progress during any training provider led on-programme learning
  • ensure the apprentice is prepared for the EPA
  • advise the employer, upon request, on the apprentice’s readiness for EPA
  • ensure that all supporting evidence required at the gateway is submitted in line with this EPA plan
  • remain independent from the delivery of the EPA

Reasonable adjustments

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

  • how an apprentice qualifies for reasonable adjustment
  • what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance

Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.

EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.

They must also appoint independent assessors who:

  • have recent relevant experience of the occupation or sector to at least occupational level 6 gained in the last 5 years or significant experience of the occupation or sector

Value for money

Affordability of the EPA will be aided by using at least some of the following:

  • utilising digital remote platforms to conduct applicable assessment methods
  • using the employer’s premises
  • conducting assessment methods on the same day

Professional recognition

This apprenticeship aligns with:

Institute of Engineering and Technology (IET) for Incorporated Engineer (IEng)

Institution of Mechanical Engineers (IMechE) for Incorporated Engineer (IEng)

Mapping of KSBs to assessment methods

Knowledge Assessment methods
K1

Principles of mechanical designs: material selection, manufacturing processes, robot types and configurations.

Back to Grading
Project with report, presentation and questioning
K2

Principles of engineering mathematics required to model robotic systems using advanced mathematical techniques.

Back to Grading
Project with report, presentation and questioning
K3

Principles of electronic engineering: networks and electronic circuit design.

Back to Grading
Project with report, presentation and questioning
K4

Principles of robotics control: kinematics, dynamics, robotics programming structure and control algorithms.

Back to Grading
Project with report, presentation and questioning
K5

Robot and computer program design, structure, concepts, compilers and logic, and programming languages for robotics applications.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K6

Principles of software engineering: object-orientated programming, software architecture, and version control.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K7

Principles of safety: safety standards, hazard identification, risk assessment and risk mitigation.

Back to Grading
Project with report, presentation and questioning
K8

Communication techniques, protocols and interface methods for the integration of robotic systems.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K9

Principles of computer and machine vision for robotics applications: 3D computer vision and point clouds.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K10

Human Factors principles for robotics applications: ergonomics, safety design, trust, acceptance, situational awareness, and workload.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K11

Principles of human-robot interaction: user-centred design, human-robot interface, human-computer interaction, human-robot collaboration and robot ethics.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K12

Artificial intelligence and machine learning algorithms and techniques for robotics applications.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K13

Autonomous systems design principles and techniques: perception, decision making, locomotion, robot ethics and navigation and mapping.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
K14

System thinking for sustainability in robotics applications: energy management, waste reduction, and circular economy around the lifecycle of a project.

Back to Grading
Project with report, presentation and questioning
K15

Industrial research and strategy techniques: factory planning, scheduling, processes, lean production and supply chain.

Back to Grading
Project with report, presentation and questioning
K16

Project management principles: planning, scheduling, budgeting, risk management and resource management.

Back to Grading
Project with report, presentation and questioning
K17

Communication techniques: oral, written, and presentations.

Back to Grading
Project with report, presentation and questioning
K18

Principles of robot sensors and how to select and install robot sensors in robotics systems.

Back to Grading
Project with report, presentation and questioning
K19

Data analysis techniques: how to select and use measurement devices and how to interpret data.

Back to Grading
Project with report, presentation and questioning
K20

Critical thinking and problem-solving techniques.

Back to Grading
Project with report, presentation and questioning
Skill Assessment methods
S1

Communicate and provide guidance to others through design models, reports, drawings, specifications, presentations, digital media and discussions.

Back to Grading
Project with report, presentation and questioning
S2

Manage different, competing interests within and outside the organisation, for example using negotiation skills.

Back to Grading
Project with report, presentation and questioning
S3

Seek input from others to manage relationships.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S4

Apply analytical and critical thinking skills for technology solutions development.

Back to Grading
Project with report, presentation and questioning
S5

Apply structured problem-solving techniques to systems and situations.

Back to Grading
Project with report, presentation and questioning
S6

Plan, lead and conduct industrial research using literature and other media. 

Back to Grading
Project with report, presentation and questioning
S7

Design robotic processes with considerations to human factors, sustainability, efficiency, and safety through modelling and using simulation tools.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S8

Produce robot design at component and system level using Computer Aided Design (CAD) and robot simulation.

Back to Grading
Project with report, presentation and questioning
S9

Generate and present business cases to support design decisions and to illustrate potential return on investment (ROI).

Back to Grading
Project with report, presentation and questioning
S10

Manage the planning, budgeting and organisation of tasks, people and resources through the use of management systems, work to agreed quality standards, project programmes and budgets, within legal, contractual and statutory requirements.

Back to Grading
Project with report, presentation and questioning
S11

Select appropriate components and vendors for robot system development.

Back to Grading
Project with report, presentation and questioning
S12

Manage project risks through risk identification, assessment, mitigation, and monitoring.

Back to Grading
Project with report, presentation and questioning
S13

Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation, and liaison with certified safety engineers when required.

Back to Grading
Project with report, presentation and questioning
S14

Generate robot programmes to perform tasks.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S15

Apply system engineering techniques and software development methodologies and models in robot system development.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S16

Develop and test robotic systems through the integration of off-the-shelf or bespoke components as appropriate.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S17

Evaluate the suitability of robotic systems for human-robot interaction concerning human factors, safety, and ethics.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
S18

Install and integrate sensors and instrumentation in robotic systems.

Back to Grading
Project with report, presentation and questioning
S19

Perform measurements and analyse data using measurement devices and analytical software

Back to Grading
Project with report, presentation and questioning
Behaviour Assessment methods
B1

Act as a role model and advocate for health and safety across the team.

Back to Grading
Project with report, presentation and questioning
B2

Act in a professional and ethical manner.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B3

Collaborate and promote teamwork across disciplines.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B4

Commit to their own and support others’ professional development.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B5

Lead by example to promote innovation.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B6

Lead by example to promote accessibility, equality, diversity and inclusion.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B7

Adapt and show resilience to challenging or changing situations.

Back to Grading
Professional discussion underpinned by a portfolio of evidence
B8

Act as a role model and advocate environmental and sustainable practices.

Back to Grading
Professional discussion underpinned by a portfolio of evidence

Mapping of KSBs to grade themes

Project with report, presentation and questioning - Project

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Robot system design and research
K1 K2 K3 K4 K15
S6 S8

Principles of mechanical designs: material selection, manufacturing processes, robot types and configurations. (K1)

Principles of engineering mathematics required to model robotic systems using advanced mathematical techniques. (K2)

Principles of electronic engineering: networks and electronic circuit design. (K3)

Principles of robotics control: kinematics, dynamics, robotics programming structure and control algorithms. (K4)

Industrial research and strategy techniques: factory planning, scheduling, processes, lean production and supply chain. (K15)

Plan, lead and conduct industrial research using literature and other media.  (S6)

Produce robot design at component and system level using Computer Aided Design (CAD) and robot simulation. (S8)

N/A

Robot system development
K14 K18 K19 K20
S4 S5 S11 S12 S18 S19

System thinking for sustainability in robotics applications: energy management, waste reduction, and circular economy around the lifecycle of a project. (K14)

Principles of robot sensors and how to select and install robot sensors in robotics systems. (K18)

Data analysis techniques: how to select and use measurement devices and how to interpret data. (K19)

Critical thinking and problem-solving techniques. (K20)

Apply analytical and critical thinking skills for technology solutions development. (S4)

Apply structured problem-solving techniques to systems and situations. (S5)

Select appropriate components and vendors for robot system development. (S11)

Manage project risks through risk identification, assessment, mitigation, and monitoring. (S12)

Install and integrate sensors and instrumentation in robotic systems. (S18)

Perform measurements and analyse data using measurement devices and analytical software (S19)

N/A

Communication
K17
S1 S2 S9

Communication techniques: oral, written, and presentations. (K17)

Communicate and provide guidance to others through design models, reports, drawings, specifications, presentations, digital media and discussions. (S1)

Manage different, competing interests within and outside the organisation, for example using negotiation skills. (S2)

Generate and present business cases to support design decisions and to illustrate potential return on investment (ROI). (S9)

N/A

Management and health and safety
K7 K16
S10 S13
B1

Principles of safety: safety standards, hazard identification, risk assessment and risk mitigation. (K7)

Project management principles: planning, scheduling, budgeting, risk management and resource management. (K16)

Manage the planning, budgeting and organisation of tasks, people and resources through the use of management systems, work to agreed quality standards, project programmes and budgets, within legal, contractual and statutory requirements. (S10)

Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation, and liaison with certified safety engineers when required. (S13)

Act as a role model and advocate for health and safety across the team. (B1)

Professional discussion underpinned by a portfolio of evidence - Discussion

KSBS GROUPED BY THEME Knowledge Skills Behaviour
Robot programming and software engineering
K5 K6
S14 S15
B5

Robot and computer program design, structure, concepts, compilers and logic, and programming languages for robotics applications. (K5)

Principles of software engineering: object-orientated programming, software architecture, and version control. (K6)

Generate robot programmes to perform tasks. (S14)

Apply system engineering techniques and software development methodologies and models in robot system development. (S15)

Lead by example to promote innovation. (B5)

System integration
K8 K9
S16

Communication techniques, protocols and interface methods for the integration of robotic systems. (K8)

Principles of computer and machine vision for robotics applications: 3D computer vision and point clouds. (K9)

Develop and test robotic systems through the integration of off-the-shelf or bespoke components as appropriate. (S16)

N/A

Interactive robot system design and human factors
K10 K11
S7 S17
B2 B7 B8

Human Factors principles for robotics applications: ergonomics, safety design, trust, acceptance, situational awareness, and workload. (K10)

Principles of human-robot interaction: user-centred design, human-robot interface, human-computer interaction, human-robot collaboration and robot ethics. (K11)

Design robotic processes with considerations to human factors, sustainability, efficiency, and safety through modelling and using simulation tools. (S7)

Evaluate the suitability of robotic systems for human-robot interaction concerning human factors, safety, and ethics. (S17)

Act in a professional and ethical manner. (B2)

Adapt and show resilience to challenging or changing situations. (B7)

Act as a role model and advocate environmental and sustainable practices. (B8)

Autonomous system design
K12 K13

Artificial intelligence and machine learning algorithms and techniques for robotics applications. (K12)

Autonomous systems design principles and techniques: perception, decision making, locomotion, robot ethics and navigation and mapping. (K13)

N/A

N/A

Leadership

S3
B3 B4 B6

N/A

Seek input from others to manage relationships. (S3)

Collaborate and promote teamwork across disciplines. (B3)

Commit to their own and support others’ professional development. (B4)

Lead by example to promote accessibility, equality, diversity and inclusion. (B6)

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Employers involved in creating the standard: Rockwell Automation, Fanuc UK, ABB Ltd, The Manufacturing Centre, SMC, Airbus UK, Leidos Automation Ltd, Didactic (Festo), Hays, Extend Robotics, Ocado, ARRIVAL Ltd, RAR UK, VW Group UK

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.0 Approved for delivery 17/02/2023 Not set Not set

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