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.
Specify, design, build, program and test robotic systems or solutions intended to do automated jobs.
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.
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 48 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:
BEng Robotics Engineering or BEng Robotics
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.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Institute of 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.
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.
| 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 |
|
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 |
|
Duty 3 Design processes and parts using computer-aided design. |
K1 K2 K4 K5 K6 K7 K10 K11 K13 K14 K20 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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. |
K1 K3 K4 K5 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K17 K18 K19 K20 |
|
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 |
|
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 |
|
Duty 13 Verify system safety compliance through liaison with accredited safety engineers. |
K1 K3 K5 K7 K8 K10 K11 K13 K15 K17 K18 K20 |
|
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 |
|
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 |
|
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 |
|
Duty 17 Understand and account for human emotions such as trust, fear and acceptance in the design and implementation of new systems. |
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
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
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
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 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:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
|
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:
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
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
|
|
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
|
|
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.
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:
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.
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:
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 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.
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:
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.
The report must include at least:
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.
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:
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:
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:
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.
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 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.
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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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.
The rationale for this assessment method is:
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 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 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:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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) |
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) |
. |
The assessment methods contribute equally to the overall EPA pass grade.
Performance in the EPA will determine the apprenticeship grade of:
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 |
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 | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider 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 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:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
Institute of Engineering and Technology (IET) for Incorporated Engineer (IEng)
Institution of Mechanical Engineers (IMechE) for Incorporated Engineer (IEng)
| 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 |
| 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) |
| 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) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 17/02/2023 | Not set | Not set |