Looking after the technical, organising and supervising side of construction projects

This occupation is found in the construction, built environment and engineering sectors, with civil engineering senior technicians employed in a variety of organisation types and sizes

The broad purpose of the occupation is coordinate, manage and provide the technical planning, design, building, management, maintenance or dismantling of the built environment (such as buildings, structures, parks and public spaces, schools, offices, museums, hospitals) and infrastructure, such as transportation (road, rail, bridges, tunnels, ports and airports), water and waste management, marine and coastal engineering (irrigation systems, sustainable drainage systems (SuDS), flood, river and coastal defences), water and power supplies (utilities, hydropower, power stations, nuclear plants, on and offshore wind farms)

Civil engineering senior technicians use and apply their technical knowledge, underpinned by scientific principles and theories, propose numerous suitable techniques, procedures and methods to undertake and deliver civil engineering solutions. They need to source, review, analyse and evaluate a range of data and information, perform advanced calculations, and analyse civil engineering problems to reach proven solutions

Senior technicians prepare, produce and present civil engineering information, designs and documentation, with regard for the practical need to deliver, manage, assess and improve civil engineering solutions to relevant codes of practice and industry standards (for example, Construction Design and Management (CDM), the Design Manual for Roads and Bridges (DMRB), or managing information over the whole life cycle of a built asset using Building Information Modelling (BIM) via ISO 19650), to statutory and regulatory requirements (such as the Building Safety Act), and in compliance with health, safety and wellbeing requirements

They use appropriate analytical and computational software, including engineering analysis software (for example, CAD) or digital data modelling processes, to prepare, produce, and communicate civil engineering solutions, recognising the limitations of the techniques and outputs produced, and where continuous improvement may be useful. Some senior technicians will also select appropriate materials and perform tests on these


With the need to mitigate the detrimental effects on the environment and an increased drive for sustainability, senior technicians will need to consider the whole life cycle of a built asset, ensuring the civil engineering solutions and projects they are engaged with, align with United Nations Sustainable Development Goals (UNSDG), respond to net-zero carbon emissions targets and are compliant with climate change acts, and environmental and sustainability policies and legislation

Civil engineering senior technicians also inform and manage tasks, team members and resources within their allocation, but also contribute to broader and more complex civil engineering solutions, applying appropriate project management knowledge and techniques, use quality systems and risk assessment procedures to mitigate risks, and improve safe systems of work. Senior technicians may also commission, carry out, or review site inspections or surveys, report progress against project plans, or check specified technical aspects of design or site-based activities

In their daily work, an employee in this occupation interacts with their line manager, typically a senior civil engineer or site manager, to confirm programmes of work, agree individual and team responsibilities, budgets and resources, which support the delivery of wider plans across civil engineering projects; these teams could include other technicians or specialist contactors for which they may be responsible for, engineers across a range of disciplines from various employer types (e.g. clients, consultancies, contractors), and project managers, where their collective outputs will be used to produce civil engineering solutions that are fit for purpose, safe, secure, environmentally sustainable, and meet customer and industry specifications

Senior technicians are also exposed to other professional disciplines, such as building services engineers, construction managers, surveyors, architects, planners, environmental practitioners, or legal teams. As well as liaising with internal colleagues, often across a variety of multidisciplinary areas, some senior technicians are also responsible for working with customers, suppliers, manufacturers, and stakeholders or with representatives from appropriate regulatory bodies

Civil engineering senior technicians, depending on their employer, will spend their time in an office environment, working on site, working remotely or a combination of these. There is also potential for visiting customers, suppliers, or manufacturers


An employee in this occupation will be responsible for delivering civil engineering technical solutions, ensuring accuracy and quality, for which they are responsible for the technical management of, within agreed time and resource limits, compliant with industry, regulatory and legislative standards, such as the Building Safety Bill, and to broadly defined specifications. Civil engineering technicians must also comply with health and safety regulations, including the Construction (Design and Management) regulation, and environmental and sustainability policies

Senior technicians also supervise other team members, communicating, agreeing and managing tasks that they and others complete, ensuring these meet appropriate standards and specified outcomes, and that work is carried out in a safe environment and the wellbeing of those involved is safeguarded

Senior technicians are able to use their own judgement when undertaking the occupational duties and apply their knowledge, skills, and behaviours in a range of contexts and environments, adapting to issues that arise, informing the actions to be taken and reviewing the effectiveness of these actions. They are also responsible for their own, and promoting the benefits of, continuing professional development, and recognising their own obligations to society

This 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, andand re-takes

An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for

Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA

The length of the training for this apprenticeship is typically 36 months. The EPA period is typically 4 months

The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate

The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready

The gateway requirements for your EPA are:
For the civil engineering senior technician, the qualification required is:
A Level 4 qualification in Construction and Built Environment that meets the knowledge requirements of the standard and is approved by the Engineering Council as meeting the learning outcomes specified for Engineering Technician (EngTech) at level 4
**Project with report **

You will complete a project and write a report. You will be asked to complete a project. The EPAO will give you suggested project titles. The report should be a maximum of 3500 words (with a 10% tolerance)

You will have 0 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 30 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 40 minutes. They will ask you at least 6 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 orhealth condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate

This apprenticeship aligns with Engineering Council (EngTech) for level 4
Please contact the professional body for more details

This occupation is found in the construction, built environment and engineering sectors, with civil engineering senior technicians employed in a variety of organisation types and sizes

The broad purpose of the occupation is coordinate, manage and provide the technical planning, design, building, management, maintenance or dismantling of the built environment (such as buildings, structures, parks and public spaces, schools, offices, museums, hospitals) and infrastructure, such as transportation (road, rail, bridges, tunnels, ports and airports), water and waste management, marine and coastal engineering (irrigation systems, sustainable drainage systems (SuDS), flood, river and coastal defences), water and power supplies (utilities, hydropower, power stations, nuclear plants, on and offshore wind farms)

Civil engineering senior technicians use and apply their technical knowledge, underpinned by scientific principles and theories, propose numerous suitable techniques, procedures and methods to undertake and deliver civil engineering solutions. They need to source, review, analyse and evaluate a range of data and information, perform advanced calculations, and analyse civil engineering problems to reach proven solutions

Senior technicians prepare, produce and present civil engineering information, designs and documentation, with regard for the practical need to deliver, manage, assess and improve civil engineering solutions to relevant codes of practice and industry standards (for example, Construction Design and Management (CDM), the Design Manual for Roads and Bridges (DMRB), or managing information over the whole life cycle of a built asset using Building Information Modelling (BIM) via ISO 19650), to statutory and regulatory requirements (such as the Building Safety Act), and in compliance with health, safety and wellbeing requirements

They use appropriate analytical and computational software, including engineering analysis software (for example, CAD) or digital data modelling processes, to prepare, produce, and communicate civil engineering solutions, recognising the limitations of the techniques and outputs produced, and where continuous improvement may be useful. Some senior technicians will also select appropriate materials and perform tests on these

With the need to mitigate the detrimental effects on the environment and an increased drive for sustainability, senior technicians will need to consider the whole life cycle of a built asset, ensuring the civil engineering solutions and projects they are engaged with, align with United Nations Sustainable Development Goals (UNSDG), respond to net-zero carbon emissions targets and are compliant with climate change acts, and environmental and sustainability policies and legislation


Civil engineering senior technicians also inform and manage tasks, team members and resources within their allocation, but also contribute to broader and more complex civil engineering solutions, applying appropriate project management knowledge and techniques, use quality systems and risk assessment procedures to mitigate risks, and improve safe systems of work. Senior technicians may also commission, carry out, or review site inspections or surveys, report progress against project plans, or check specified technical aspects of design or site-based activities

In their daily work, an employee in this occupation interacts with their line manager, typically a senior civil engineer or site manager, to confirm programmes of work, agree individual and team responsibilities, budgets and resources, which support the delivery of wider plans across civil engineering projects; these teams could include other technicians or specialist contactors for which they may be responsible for, engineers across a range of disciplines from various employer types (e.g. clients, consultancies, contractors), and project managers, where their collective outputs will be used to produce civil engineering solutions that are fit for purpose, safe, secure, environmentally sustainable, and meet customer and industry specifications

Senior technicians are also exposed to other professional disciplines, such as building services engineers, construction managers, surveyors, architects, planners, environmental practitioners, or legal teams. As well as liaising with internal colleagues, often across a variety of multidisciplinary areas, some senior technicians are also responsible for working with customers, suppliers, manufacturers, and stakeholders or with representatives from appropriate regulatory bodies

Civil engineering senior technicians, depending on their employer, will spend their time in an office environment, working on site, working remotely or a combination of these. There is also potential for visiting customers, suppliers, or manufacturers

An employee in this occupation will be responsible for delivering civil engineering technical solutions, ensuring accuracy and quality, for which they are responsible for the technical management of, within agreed time and resource limits, compliant with industry, regulatory and legislative standards, such as the Building Safety Bill, and to broadly defined specifications. Civil engineering technicians must also comply with health and safety regulations, including the Construction (Design and Management) regulation, and environmental and sustainability policies

Senior technicians also supervise other team members, communicating, agreeing and managing tasks that they and others complete, ensuring these meet appropriate standards and specified outcomes, and that work is carried out in a safe environment and the wellbeing of those involved is safeguarded


Senior technicians are able to use their own judgement when undertaking the occupational duties and apply their knowledge, skills, and behaviours in a range of contexts and environments, adapting to issues that arise, informing the actions to be taken and reviewing the effectiveness of these actions. They are also responsible for their own, and promoting the benefits of, continuing professional development, and recognising their own obligations to society

|Duty||KSBsK1 Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problems
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**K2 Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operate
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**K3 Advanced mathematical, statistical and analytical problem-solving tools
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**K4 Properties of, and selection criteria for materials, components or parts used in civil engineering solutions
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**K5 Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problems
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**K6 Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints
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**K7 Technical drawings, designs, and models, using analytical and computer-based software packages
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**K8 Uses and limitations of computational and digital models, including Building Information Modelling (BIM)
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**K9 Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB)
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**K10 Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulation
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**K11 Risk assessment and mitigation processes, and their importance in the civil engineering environment
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**K12 Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change act
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**K13 Project management techniques, including quality and information management and assurance systems and continuous improvement processes
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**K14 Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environment
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**K15 Methods of communication and when to use them, using appropriate engineering terminology and conventions
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**K16 Roles and responsibilities within the organisation, team dynamics and their own boundaries of authority
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**K17 Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers)
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**K18 Equality, diversity and inclusion, its importance and impact on civil engineering solutions
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**K19 Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and information
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**K20 Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD)
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**S1 Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problems
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**S2 Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systems
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**S3 Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problems
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**S4 Interpret and compare performance information to choose compliant materials, components or parts
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**S5 Select and use technical literature and other sources of information and data to address well-defined civil engineering problems
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**S6 Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software used
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**S7 Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislation
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**S8 Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulation
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**S9 Complete risk assessments to identify, evaluate and mitigate risks
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**S10 Apply principles of sustainable development, and assess the impact of these in their work
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**S11 Employ project management techniques, measuring and recording progress against civil engineering project plans
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**S12 Assess and report on quality using appropriate management and assurance systems and continuous improvement processes
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**S13 Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescales
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**S14 Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirements
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**S15 Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventions
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**S16 Apply ethical principles to civil engineering projects, including the secure use of data and information
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**S17 Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performance
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**B1 Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise
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**B2 Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalate
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**B3 Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at work
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**B4 Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve
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**B5 Maintains professional and ethical working relationships with internal, external, and other stakeholders
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**B6 Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requested
Back to Duty
Level: 4
This standard aligns with the following professional recognition:
1.1
This document explains the requirements for end-point assessment (EPA) for the civil engineering senior technician apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA

Civil engineering senior technician apprentices, their employers and training providers should read this document

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO)

A full-time apprentice typically spends 36 months on-programme (this means in training before the gateway) working towards competence as a civil engineering senior technician. All apprentices must spend at least 12 months on-programme. All apprentices must 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 - technical project report and presentation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme (typically 36 months)
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard

The apprentice must complete training towards English and 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:
A Level 4 qualification in Construction and Built Environment that meets the knowledge requirements of the standard and is approved by the Engineering Council as meeting the learning outcomes specified for Engineering Technician (EngTech) at level 4
The apprentice must compile a portfolio of evidence

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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard

The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have passed any other qualifications listed in the civil engineering senior technician occupational standard ST0046

The qualification(s) required are:
A Level 4 qualification in Construction and Built Environment that meets the knowledge requirements of the standard and is approved by the Engineering Council as meeting the learning outcomes specified for Engineering Technician (EngTech) at level 4
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules

For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence

The apprentice must submit any policies and procedures as requested by the EPAO

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End-point assessment (typically 4 months)
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|Grades available for each assessment method:
Technical project report and presentation with questioning
Professional discussion underpinned by a portfolio of evidence
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Professional recognition
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This apprenticeship aligns with Engineering Council (EngTech) for level 4
The apprenticeship will either wholly or partially satisfy the requirements for registration at this level

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and re-takes
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The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 4 months


The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision

The apprentice must meet the gateway requirements before starting their EPA

These are:
**Portfolio of evidence requirements
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 12 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 must cover the following areas:
Evidence sources may include evidence of work undertaken which may be supported by:
This is not a definitive list; other evidence sources can be included

The portfolio 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 assessors should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review

The apprentice must submit any policies and procedures as requested by the EPAO

The assessment methods can be delivered in any order

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

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method


The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately

This assessment method has 2 components:
The technical project reflects an employer’s civil engineering challenges and is typical of the apprentice’s everyday work, ensuring that they can demonstrate KSBs in practice. As part of a civil engineering senior technician's role, they will be expected to plan and carry out technical projects, using appropriate engineering principles, theories, processes, and advanced mathematical and data analysis skills, before evaluating and proposing appropriate civil engineering solutions, with consideration for a range of factors, back to various audiences through reports, presentations and discussions. Therefore, this method of assessment is deemed as the most appropriate for this occupation as it accurately reflects the environments and current workplace tasks of the apprentice. The technical project report, presentation and questioning allow for effective assessment of the KSBs assigned to this assessment method

The technical project report and presentation with questioning 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’s project can be based on any of the following:
The EPAO does not need to sign-off each project title before the project starts. The EPAO must instead provide detailed specifications. The specifications must detailing what must be included in the project to allow an apprentice to evidence the KSBs mapped to this assessment method to the highest available grade. The EPAO must include suggested project titles to enable the employer to select a project that will meet the EPA’s requirements for their apprentice

The project output must be in the form of a report

The apprentice must start the project after the gateway. They must complete and submit the report to the EPAO by the end of week 4 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project. The apprentice must complete their project and the production of its components unaided

The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted

The report must include at least:
Apprentices will undertake a technical project after they have passed the gateway and produce a report that appropriately covers all of the KSBs assigned to this method of assessment

The EPAO will issue the technical project brief to the apprentice at gateway aligned to their engineering specialism

The technical project brief will reflect a real work-based civil engineering challenge in a subject area, providing a focus on an area such as:
The technical project brief, designed and issued by the EPAO, will typically be 500 words in length. The EPAO will design and issue guidance with the technical brief

Technical project reports must include:

The apprentice must prepare a technical project report with appendices of supporting evidence relating to the technical project. The technical project report and all appendices of supporting evidence directly demonstrating performance of KSBs must be attributable to the apprentice in full. Evidence must be accompanied by a witness statement outlining the apprentice’s contribution, signed by the apprentice and their employer thereby authenticating it

Example appendices of supporting evidence may include:
This list is not definitive and other evidence sources apart from self-reflection are permissible

To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions

In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with questions with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented

The project report has a word count of 3500 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the KSBs mapped to this assessment method


In the presentation with questions the apprentice delivers a presentation to two independent assessors on a set subject. The independent assessors must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method

The presentation must include:
The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the report by the end of week 4 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:
The independent assessors must have at least 3 weeks to review the project output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions

The EPAO must give the apprentices at least 14 days notice of the presentation with questions

The apprentice must deliver their presentation to the independent assessors on a one-to-two basis

The independent assessors must ask questions after the presentation

The purpose of the two independent assessor's questions will be to ensure KSBs assigned to assessment method 1 are covered in sufficient depth and to allow for relevant grading criteria to be drawn out by the independent assessors. The independent assessors may ask additional follow-up questions to seek clarification where required

The presentation and questions must last 30 minutes. This will typically include a presentation of 10 minutes and questioning lasting 20 minutes. The independent assessors can increase the total 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 assessors 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 independent assessors must use the full time available for questioning. The independent assessors must make the grading decision. The project components must be assessed holistically by the independent assessors when they are deciding the grade

The independent assessors 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). The presentation with questions should take place in a quiet room, free from distractions and influence


The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this

The EPAO must ensure that the apprentice has a different set of questions in the case ofor re-takes

EPAO must produce the following materials to support the technical project report and presentation with questioning:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation

In the professional discussion, two independent assessors and the apprentice have a formal three-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping

The professional discussion is a valid method to assess those KSBs that are not likely to occur in the technical project report. Civil engineering senior technicians will be expected to be able to discuss their portfolio, where evidence and results of work-based tasks or projects carried out as part of their apprenticeship, can be used to underpin assessment in a formal setting and where apprentices’ will be able to explain in detail their work

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade

The purpose of the two independent assessor's questions will be to:
The EPAO must give an apprentice 3 weeks notice of the professional discussion

The independent assessors must have at least 3 week(s) to review the supporting documentation

Apprentices must have access to their during the professional discussion

Apprentices can refer to and illustrate their answers with evidence from their , however the is not directly assessed

The professional discussion must last for 40 minutes. The independent assessors can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary


For the professional discussion, the independent assessors must ask at least 6 questions. Follow-up questions are allowed. The independent assessors must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade

The two independent assessors conduct and assess the professional discussion

The independent assessors must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions

To allow the apprentice to apply for professional registration on completion of the apprenticeship, two independent assessors must holistically assess all assessment methods, in line with the independent assessor requirements set out in this plan. They will have equal responsibility in grading the assessment. The use of two independent assessors will enable the provision of balance to assessment, to bring in greater breadth and depth of technical expertise to questioning and discussion with the apprentice, elucidating more accurate grading decisions

In the event that the two independent assessors cannot agree on whether to grade the technical project and presentation with a pass, fail or distinction, the EPAO is required to moderate in accordance with their moderation procedures. The EPAO will then make the final decision on the grade to award based on the assessment evidence presented

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

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

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

EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard

EPAOs must ensure that apprentices have a different set of questions in the case ofor re-takes

EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Civil engineering technical knowledge and techniques
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K1 K2 S1 S2
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Applies and interprets appropriate engineering principles, scientific, theoretical and technical knowledge and techniques, procedures and methods to the civil engineering problem outlined in the technical project brief and assesses the outcomes (K1, K2, S1, S2)
|
|
Evaluates the effectiveness and relevance of the methods and techniques used, justifying those adopted to solve the civil engineering problem (K2, S2)
|
Data collection, analysis and evaluation
|
K3 K5 S3 S5 B4
|
|
Uses advanced mathematical, statistical and analytical techniques to interpret and solve the civil engineering problem outlined in the technical project brief (K3, S3)
Collects, analyses and evaluates data and technical information accurately using appropriate techniques and methods, explaining the different types and uses of information in relation to the civil engineering problem outlined in the technical project brief (K5, S5, B4)
|
|
Justifies the techniques adopted to solve the problem presented (S3)
Justifies the use of specific types of information in support of the civil engineering solution proposed (S5)
|
Use of resources and materials
|
K4 K14 S4 S13 B2
|
|
Explains the choice of materials, components or parts used to solve the civil engineering problem outlined in the technical project brief, based on their properties, performance and approved use (K4, S4)
Formulates and applies project planning techniques and tools in relation to the civil engineering technical project, identifying appropriate specifications, and the resources, costs and timescales for delivery. Discusses the potential effects that cost, quality, safety, security and environmental impact the lifecycle of the civil engineering solution (K14, S13)
Explains how they made independent decisions during the project, and how they determined they were within their own limitations, and where beyond their limitations, how they sought support (B2)
|
|
Discusses their approach to materials, components or parts in terms of building safety and sustainable practice, and how this can improve the performance of the civil engineering solution proposed (K4, S4)
Explains how the choices of materials, components, parts promote sustainable practice and safety (K4, S4)

Appraises own performance when managing this project by comparing the outcomes of initial planned resources, timescales and costs against actual outcomes, and making recommendations that would further improve own performance (S13, B2)
|
Industry standards, policies and regulatory requirements
|
K9 K12 S7 S10
|
|
Interprets and applies relevant statutory and regulatory requirements, industry policies, standards, regulations, and legislation and codes of practice to the technical project solution presented (K9, S7)
Apply principles of sustainable development, environmental policies and legislation in civil engineering projects, recognising the need to reduce carbon use, lower emissions, and plan for wider sustainability (K12, S10)
|
|
Evaluates the impact of industry standards, regulations or guidance related to their project solution (K9, S7)
Evaluates how the civil engineering solution proposed could be improved for increased sustainability or reducing the impact on the environment (S10)
|
Communication
|
K15 S15
|
|
Uses appropriate communication techniques and methods for all project outcomes, incorporating relevant and appropriate terminology, and appropriate forms of referencing and citation in the written report and presentation (K15, S15)
|
|
N/A
Fail - does not meet pass criteria
|
|
Theme
KSBs
|
|
Pass
Apprentices must demonstrate all the pass descriptors
|
|
Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
|
Design, technology and models in civil engineering information
|
K6 K7 K8 S6
|
|
Explains the principles and control processes used, and the common constraintsin the production of designs for civil engineering. (K6)
Explains how they effectively use analytical and computer-based software packages to prepare, produce and interpret civil engineering solutions. (K7, S6)
Explains the use and importance of digital modelling techniques, such as Building Information Modelling (BIM), and their limitations, within civil engineering (K8)
|
|
Evaluate the impacts of the functional characteristics on the design solution (K6)
Explains how digital modelling techniques are used to improve civil engineering solutions (K7, K8, S6)
|
Project management and safe systems of work
|
K10 K11 K13 S8 S9 S11 S12 B1
|
|
Discusses project management principles and techniques used in civil engineering, explaining the techniques for recording and reporting progress, the relationship between project quality requirements and the need for continuous improvement (K13, S11, S12)

Describes how they apply health & safety regulations and legislation, and discusses the importance of, and how, safe working practices are implemented and fostered in civil engineering using Construction (Design and Management) (CDM) (K10, S8, B1)
Identifies, evaluates and mitigates the hazards and risks within civil engineering, using appropriate risk assessment methods (K11, S9)
|
|
Evaluates different management techniques used for various types of projects (K13, S11)
Evaluates the impact of health and safety legislation, how it has benefitted through changes in legislation within civil engineering (K10, S8, B1)
|
Roles, responsibilities and engagement with others
|
K16 K17 K18 S14 B3 B5
|
|
Describes the roles and responsibilities found in a civil engineering organisation, and the methods for performance evaluation (K16)
Explains how they monitor and manage their own performance at work, and how this impacts others in their team

Describes the importance of equality, diversity and inclusion, how it supports fairness at work, and impacts civil engineering solutions (K18, S14, B3)
Describes the key stakeholders in civil engineering, the importance of communication, collaboration and decision-making processes to achieve contractual requirements and project success (K17, B5)
|
|
Evaluates the success of teams by considering individual and group working practices (K16, S14, B3)
|
Personal and professional practice
|
K19 K20 S16 S17 B6
|
|
Describes the methods for developing (IPD) and maintaining (CPD) professional competence and technical knowledge, and explains how they plan, undertake, review and improve their own professional competence, and supports others when requested (K20, S17, B6)
Explains how they apply ethical principles to civil engineering projects, including the secure use of data and information (K19, S16)
|
|
Discusses how they use their own performance to inform and improve their own or others’ practices (K19, S17, B6)
The EPA methods contribute equally to the overall EPA grade

Performance in the EPA will determine the apprenticeship grade of:
Independent assessors must individually grade the: technical project report and presentation with questioning and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan

EPAOs must combine the individual assessment method grades to determine the overall EPA grade

Apprentices who fail one or more assessment method will be awarded an overall EPA fail

Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a distinction in both assessment methods


Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole

|Technical project report and presentation with questioning||Professional discussion underpinned by a portfolio of evidence||Overall Grading|
|Fail||Any grade||Fail|
|Any grade||Fail||Fail|
|Pass||Pass||Pass|
|Pass||Distinction||Pass|
|Distinction||Pass||Pass|
|Distinction||Distinction||Distinction|
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does

Apprentices should have a supportive action plan to prepare for a re-sit or a re-take

The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 4 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification

Failed EPA methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full

and re-takes are not offered to apprentices wishing to move from pass to a higher grade

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

|Roles||ResponsibilitiesApprentice
|
|
As a minimum, apprentices should:
|
|
Employer
|
|
As a minimum, employers must:
Post-gateway, employers must:
|
|
EPAO
|
|
As a minimum, EPAOs must:
Pre-gateway, EPAOs must:
At the Gateway, EPAOs must:
Post-gateway, EPAOs must:
|
|
Independent assessor
|
|
As a minimum, independent assessors must:
|
|
Training provider
|
|
As a minimum, training providers should:
The EPAO must have reasonable adjustments arrangements for the EPA

This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan

Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
the Engineering Council, as a registered member of a relevant professional engineering institution (PEI)
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
Engineering Council (EngTech) for level 4
|Knowledge||Assessment methods|
|
|K1
Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problemsBack to Grading
|Technical project report and presentation with questioning|
|
|K2
Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operateBack to Grading
|Technical project report and presentation with questioning|
|
|K3
Advanced mathematical, statistical and analytical problem-solving toolsBack to Grading
|Technical project report and presentation with questioning|
|
|K4
Properties of, and selection criteria for materials, components or parts used in civil engineering solutionsBack to Grading
|Technical project report and presentation with questioning|
|
|K5
Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problemsBack to Grading
|Technical project report and presentation with questioning|
|
|K6
Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints facedBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K7
Technical drawings, designs, and models, using analytical and computer-based software packagesBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K8
Uses and limitations of computational and digital models, including Building Information Modelling (BIM)Back to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K9
Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB)Back to Grading
|Technical project report and presentation with questioning|
|
|K10
Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulationBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K11
Risk assessment and mitigation processes, and their importance in the civil engineering environmentBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K12
Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change actBack to Grading
|Technical project report and presentation with questioning|
|
|K13

Project management techniques, including quality and information management and assurance systems and continuous improvement processesBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K14
Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environmentBack to Grading
|Technical project report and presentation with questioning|
|
|K15
Methods of communication and when to use them, using appropriate engineering terminology and conventionsBack to Grading
|Technical project report and presentation with questioning|
|
|K16
Roles and responsibilities within the organisation, team dynamics and their own boundaries of authorityBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K17
Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers)Back to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K18
Equality, diversity and inclusion, its importance and impact on civil engineering solutionsBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K19
Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and informationBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|K20
Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD)Back to Grading
|Professional discussion underpinned by a portfolio of evidence|
|Skill||Assessment methods|
|
|S1
Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problemsBack to Grading
|Technical project report and presentation with questioning|
|
|S2
Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systemsBack to Grading
|Technical project report and presentation with questioning|
|
|S3
Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problemsBack to Grading
|Technical project report and presentation with questioning|
|
|S4
Interpret and compare performance information to choose compliant materials, components or partsBack to Grading
|Technical project report and presentation with questioning|
|
|S5

Select and use technical literature and other sources of information and data to address well-defined civil engineering problemsBack to Grading
|Technical project report and presentation with questioning|
|
|S6
Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software usedBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S7
Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislationBack to Grading
|Technical project report and presentation with questioning|
|
|S8
Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulationBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S9
Complete risk assessments to identify, evaluate and mitigate risksBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S10
Apply principles of sustainable development, and assess the impact of these in their workBack to Grading
|Technical project report and presentation with questioning|
|
|S11
Employ project management techniques, measuring and recording progress against civil engineering project plansBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S12
Assess and report on quality using appropriate management and assurance systems and continuous improvement processesBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S13
Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescalesBack to Grading
|Technical project report and presentation with questioning|
|
|S14
Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirementsBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S15
Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventionsBack to Grading
|Technical project report and presentation with questioning|
|
|S16
Apply ethical principles to civil engineering projects, including the secure use of data and informationBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|S17
Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performanceBack to Grading

|Professional discussion underpinned by a portfolio of evidence|
|Behaviour||Assessment methods|
|
|B1
Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewiseBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|B2
Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalateBack to Grading
|Technical project report and presentation with questioning|
|
|B3
Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at workBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|B4
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improveBack to Grading
|Technical project report and presentation with questioning|
|
|B5
Maintains professional and ethical working relationships with internal, external, and other stakeholdersBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|
|B6
Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requestedBack to Grading
|Professional discussion underpinned by a portfolio of evidence|
|KSBS GROUPED BY THEME||Knowledge||Skills||Behaviour|
|
Civil engineering technical knowledge and techniques
|
K1 K2
S1 S2
|
|
Engineering principles, underpinned by relevant scientific, theoretical and technical knowledge and understanding to solve well-defined civil engineering problems (K1)
Civil engineering techniques, procedures and methods used for civil engineering systems, to either measure and test, design, install, commission, maintain or operate (K2)
|
|
Apply engineering principles, using relevant scientific, theoretical and technical know-how to solve well-defined civil engineering problems (S1)
Apply civil engineering techniques, procedures and methods, and review the results, when measuring and testing, designing, installing, commissioning, maintaining or operating civil engineering systems (S2)
|
|
N/A
|
Data collection, analysis and evaluation
|
K3 K5
S3 S5
B4
|
|
Advanced mathematical, statistical and analytical problem-solving tools (K3)
Techniques and methods to collect data and technical information, to analyse and evaluate civil engineering problems (K5)
|
|
Employ a range of advanced mathematical, statistical and data interpretation tools, using analytical and computational methods to interpret and solve civil engineering problems (S3)
Select and use technical literature and other sources of information and data to address well-defined civil engineering problems (S5)
|
|
Solves problems with attention to detail, accuracy, and diligence, and seeks to continually improve (B4)
|
Use of resources and materials
|
K4 K14
S4 S13
B2
|
|
Properties of, and selection criteria for materials, components or parts used in civil engineering solutions (K4)
Methods for planning and resourcing civil engineering tasks, and the impact on cost, quality, safety, security, and environment (K14)
|
|
Interpret and compare performance information to choose compliant materials, components or parts (S4)
Identify and use resources, equipment and technology to meet project requirements, including specifications, budget and timescales (S13)
|
|
Makes independent decisions when delivering civil engineering projects, whilst knowing their own limitations and when to ask for help or to escalate (B2)
|
Industry standards, policies and regulatory requirements
|
K9 K12
S7 S10
|
|
Industry policies, standards, regulations and legislation, and codes of practice, including Building Safety legislation, Construction (Design and Management) (CDM) or Design Manual for Roads and Bridges (DMRB) (K9)
Principles of sustainable development and their impact on the lifecycle of civil engineering solutions, including United Nations Sustainable Development Goals (UNSDG), net-zero carbon emissions, environmental policies and legislations, and the climate change act (K12)
|
|
Produce civil engineering technical solutions in accordance with relevant industry standards, procedures, codes of practice, regulations, and legislation (S7)
Apply principles of sustainable development, and assess the impact of these in their work (S10)
|
|
N/A
|
Communication
|
K15
S15
|
|
Methods of communication and when to use them, using appropriate engineering terminology and conventions (K15)
|
|
Communicate using appropriate methods for the audience, using appropriate engineering terminology and conventions (S15)
|
|
N/A
|KSBS GROUPED BY THEME||Knowledge||Skills||Behaviour|
|
Design, technology and models in civil engineering information
|
K6 K7 K8
S6
|
|
Design principles and control processes used in the civil engineering consultancy, construction or manufacturing process, and the common constraints(K6)

Technical drawings, designs, and models, using analytical and computer-based software packages (K7)
Uses and limitations of computational and digital models, including Building Information Modelling (BIM) (K8)
|
|
Produce and interpret civil engineering technical drawings, designs, and models, using analytical and computer-based software packages, recognising the limitations of the software used (S6)
|
|
N/A
|
Project management and safe systems of work
|
K10 K11 K13
S8 S9 S11 S12
B1
|
|
Statutory health, safety and welfare policies, procedures, and regulations including the Construction (Design and Management) regulation (K10)
Risk assessment and mitigation processes, and their importance in the civil engineering environment (K11)
Project management techniques, including quality and information management and assurance systems and continuous improvement processes (K13)
|
|
Comply with, and encourage others to demonstrate, statutory health, safety and welfare policies, procedures and regulation (S8)
Complete risk assessments to identify, evaluate and mitigate risks (S9)
Employ project management techniques, measuring and recording progress against civil engineering project plans (S11)
Assess and report on quality using appropriate management and assurance systems and continuous improvement processes (S12)
|
|
Works to health, safety and welfare requirements, industry standards, statutory regulation and legislation, policies, and codes of practice, and ensuring others do likewise (B1)
|
Roles, responsibilities and engagement with others
|
K16 K17 K18
S14
B3 B5
|
|
Roles and responsibilities within the organisation, team dynamics and their own boundaries of authority (K16)
Relationships between key organisations in the civil engineering sector (for example organisations, customers, partners and suppliers) (K17)
Equality, diversity and inclusion, its importance and impact on civil engineering solutions (K18)
|
|
Monitor and manage individual performance, and supervise others, recognising the need to comply with appropriate codes of practice and equality, diversity & inclusion (EDI) requirements (S14)
|
|
Works individually and as part of a team, being aware of their actions and the impact they may have on others, and demonstrating awareness of diversity and inclusion issues so as to meet the requirement of fairness at work (B3)
Maintains professional and ethical working relationships with internal, external, and other stakeholders (B5)
|
Personal and professional practice
|
K19 K20
S16 S17
B6
|
|

Ethical principles as applied to civil engineering including the need for the confidentiality and security of data and information (K19)
Methods to maintain professional competence and technical knowledge including initial professional development (IPD) and continuing professional development (CPD) (K20)
|
|
Apply ethical principles to civil engineering projects, including the secure use of data and information (S16)
Plan, undertake and review their own professional competence, updating and reviewing their CPD to improve performance (S17)
|
|
Takes responsibility for their own professional development, seeking opportunities to enhance their knowledge, skills, and experience, and support others when requested (B6)
Contact us about this apprenticeship
If you are interested in becoming an apprentice -
you can find out more at www.gov.uk becoming an apprentice

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If you are a potential employer -
you can find out more about hiring apprentices at www.gov.uk/employinganapprentice

For all other queries please contact us

If you have a query about the apprenticeship standard content or Trailblazer membership
the trailblazer contact for this standard is [email protected]
For all other queries please contact us

**End-point assessment (EPA plan
Rigorous robust and independent assessment undertaken by an apprentice at the end of training to test that the apprentice can perform in the occupation they have been trained in and can demonstrate the duties, and knowledge, skills and behaviours (KSBs) set out in the occupational standard
**End-point assessment organisation (EPAO
An organisation approved to deliver end-point assessment for a particular apprenticeship standard. EPAOs must be on the register of end-point assessment organisations
**Holistic or synoptic**
Assessment of an apprentice’s knowledge, skills and behaviours in an integrated way i.e. assessing several KSBs at the same time
**Knowledge, skills and behaviours (KSB
What is needed to competently undertake the duties required for an occupational standard
**Valid**
Referred to in relation to assessment methods; fit for purpose