Advanced Level Apprenticeship in Engineering Construction (England)

Transcription

1 Advanced Level Apprenticeship in Engineering Construction (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr02195 Issue date: 01 July 2013 Issued by Engineering Construction Industry Training Board

2 Advanced Level Apprenticeship in Engineering Construction (England)

3 Framework summary Advanced Level Apprenticeship in Engineering Construction Advanced Level Apprenticeship in Engineering Construction This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 3 include: Pathway 1: Pipefitting Competence qualifications available to this pathway: C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems - Pipefitting (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P4 Pipefitting K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 2: Mechanical Fitting Competence qualifications available to this pathway: C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems Mechanical Fitting (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P5 Mechanical Fitting K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 3: Welding (Pipework) Competence qualifications available to this pathway: C1 - Level 3 Diploma in Welding Engineering Construction Pipework (QCF)

4 Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P6 Welding K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 4: Welding (Plate) Competence qualifications available to this pathway: C1 - Level 3 Diploma in Welding Engineering Construction Plate (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P6 Welding K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 5: Plating Competence qualifications available to this pathway: C1 - Level 3 Diploma in Fabricating Engineering Construction Steel Structures Plating (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P2 Fabrication Platework K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 6: Steel Erecting Competence qualifications available to this pathway: C1 - Level 3 Diploma in Erecting Engineering Construction Capital Plant Steel Structures (QCF)

5 Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P1 Fabrication Steel Erecting K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 7: Rigging (Moving Loads) Competence qualifications available to this pathway: C1 - Level 3 Diploma in Moving Engineering Construction Loads (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) K2 - Level 3 Diploma in Engineering Construction (QCF) - P3 Moving Loads K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 8: Electrical Installation Competence qualifications available to this pathway: C1 - Level 3 Diploma in Installing Engineering Construction Plant & Systems Electrical (QCF) Knowledge qualifications available to this pathway: K1 - Level 3 Diploma in The Principles and Procedures for the Installation of Electrical Systems and Equipment for Engineering Construction Plant (QCF) K2 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) K3 - BTEC Level 3 Diploma in Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 9: Non Destructive Testing Competence qualifications available to this pathway: C1 - Level 3 Diploma in Engineering Construction Non Destructive Testing (QCF) Knowledge qualifications available to this pathway:

6 K1 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K2 - BTEC Level 3 Diploma in Manufacturing Engineering (QCF) K3 - BTEC Level 3 Diploma in Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 10: Instrument & Controls Competence qualifications available to this pathway: C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems - Instrument and Controls (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) K2 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 11: Electrical Maintenance Competence qualifications available to this pathway: C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems Electrical (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) K2 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 12: Mechanical Maintenance Competence qualifications available to this pathway: C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems Mechanical (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) K2 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K3 - BTEC Level 3 Diploma in Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities

7 Functional skills Pathway 13: Design & Draughting Competence qualifications available to this pathway: C1 - Level 3 Diploma in Engineering Construction Design and Draughting (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Operations & Maintenance Engineering (QCF) K2 - BTEC Level 3 Diploma in Construction and the Built Environment (QCF) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Engineering (QCF) K5 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 14: Project Control Competence qualifications available to this pathway: C1 - Level 3 Diploma in Project Control (QCF) C2 - Level 3 Diploma in Commercial Support (QCF) C3 - Level 3 Diploma in Cost Engineering (Cost Control) (QCF) C4 - Level 3 Diploma in Cost Engineering (Cost Planning) (QCF) C5 - Level 3 Diploma in Planning (QCF) C6 - Level 3 Diploma in Estimating (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Construction and the Built Environment (QCF) K2 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K4 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) K5 - BTEC Level 3 Diploma in Engineering (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 15: Instrument Pipefitting Competence qualifications available to this pathway: C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems Small Bore Tubing (QCF) Knowledge qualifications available to this pathway: K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) K2 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) K3 - BTEC Level 3 Diploma in Engineering (QCF) Combined qualifications available to this pathway:

8 N/A This pathway also contains information on: Employee rights and responsibilities Functional skills

9 Framework information Information on the Issuing Authority for this framework: Engineering Construction Industry Training Board The Apprenticeship sector for occupations in engineering construction. Issue number: 5 Framework ID: FR02195 This framework includes: Level 3 Date this framework is to be reviewed by: 01/04/2014 This framework is for use in: England Short description The Engineering Construction Advanced Level Apprenticeship Framework is recognised within the industry as one of the best routes for entrants to attain the skills required to work on engineering construction sites, including offshore installations. The framework provides users with consistent guidelines under which to work to achieve and maintain the standards and levels of knowledge and competencies required by the industry. The occupations covered by this framework are as follows: Craft: Pipefitting; Rigging (Moving Loads); Plating; Mechanical Fitting; Steel Erecting; Welding (Pipe); Welding (Plate); Electrical Installation. Technician: Electrical Maintenance; Non Destructive Testing; Mechanical Maintenance; Instrument & Control Maintenance; Instrument Pipefitting; Design & Draughting. Project Control (includes options to specialise).

10 Contact information Proposer of this framework The proposer of this framework is the ECITB Qualifications and Awards Committee. The Committee is comprised of senior industry employer representatives, who have a first-hand knowledge of what employers' require from the framework and what is needed of entrants to the industry. Developer of this framework Name: Organisation: Organisation type: Job title: Martin Eatough Engineering Construction Industry Training Board (ECITB) Standard Setting Body UK Commercial and Apprentice Programmes Manager Phone: Postal address: Website: Martin.Eatough@ecitb.org.uk Engineering Construction Industry Training Board (ECITB) Blue Court Church Lane Kings Langley Hertfordshire WD4 8JP Issuing Authority's contact details Issued by: Engineering Construction Industry Training Board Issuer contact name: Nigel Spencer Issuer phone: Issuer Nigel.Spencer@ecitb.org.uk

11 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Martin Eatough Engineering Construction Industry Training Board (ECITB) Martin.Eatough@ecitb.org.uk Why this framework is being revised This framework has been revised to: Include additional knowledge qualifications requested by employers Reflect change in name of Awarding Organisation as shown on Ofqual 'The Register of Regulated Qualifications.' Include NAS Quality Statement in 'Purpose of the framework.' Update the ERR sections in all Pathways Update the sections on Guided Learning Hours Summary of changes made to this framework This revised framework contains the following changes: Knowledge qualifications added to the framework Pathways listed below. Update Awarding Organisation change of name - from EDEXCEL to Pearson Education Ltd in Pathway Knowledge qualifications Include NAS Quality Statement in 'Purpose of the framework' - definition of an Apprenticeship provided Update to ERR sections in all Pathways - to include the process requirement to upload completion evidence to ACE Updates to the sections on Guided Learning Hours to make it easier for the requirements to be understood by framework users and to specify requirements in line with framework development guidelines. Qualifications removed N/A

12 Qualifications added The following Knowledge qualifications have been added to this framework: Pathway 1: Pipefitting K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 2: Mechanical Fitting K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 3: Welding (Pipework) K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 4: Welding (Plate) K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 5: Plating K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 6: Steel Erecting K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN

13 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 7: Rigging (Moving Loads) K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 8: Electrical Installation K2 Pearson Education Ltd BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF): QRN 500/8098/2 K3 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 Pathway 9: Non destructive Testing K3 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 Pathway 10: Instrument & Controls K2 Pearson Education Ltd BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF): QRN 500/8098/2 Pathway 11: Electrical Maintenance K2 Pearson Education Ltd BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF): QRN 500/7315/1 Pathway 12: Mechanical Maintenance K3 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 Pathway 13: Design & Draughting K4 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 K5 Pearson Education Ltd BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF): QRN 500/8098/2 Pathway 14: Project Control K3 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K4 Pearson Education Ltd BTEC Level 3 Diploma in Electrical / Electronic Engineering

14 (QCF): QRN 500/8098/2 K5 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 Pathway 15: Instrument Pipefitting K2 Pearson Education Ltd BTEC Level 3 Diploma in Mechanical Engineering (QCF): QRN 500/7283/3 K3 Pearson Education Ltd BTEC Level 3 Diploma in Engineering (QCF): QRN 500/8154/8 Qualifications that have been extended N/A

15 Purpose of this framework Summary of the purpose of the framework Apprenticeship Definition An Apprenticeship is a job with an accompanying skills development programme, designed by employers in the sector. It allows the apprentice to gain technical knowledge and real practical experience, along with personal skills, required for their immediate job and future career. These are acquired through a mix of learning in the workplace, formal off the job learning and the opportunity to practice and embed new skills in a real work context. This broader mix differentiates the Apprenticeship experience from training delivered to meet narrowly focused job needs. All apprentices commencing their Apprenticeship must have an Apprenticeship Agreement between the employer and the apprentice. This can be used to reinforce the understanding of the requirements of the Apprenticeship. On completion of the Apprenticeship the apprentice must be able to undertake the full range of duties, in the range of circumstances appropriate to the job, confidently and competently to the standard set by the industry. Advanced Apprenticeship in Engineering Construction This framework has been designed to meet the requirements for the types of work undertaken in the Engineering Construction Industry. UK engineering construction is a global force and employs approximately 80,000 people in the UK, 100,000 worldwide. The industry delivers successful new build, maintenance, plant upgrade and decommissioning projects worldwide across the oil, gas, water, power generation, nuclear, chemical, pharmaceutical, water, environmental and food & drink industries. Domestically, the 16 billion industry is fundamental to the economy and the demand for engineering construction is set to rise significantly over the next decade and beyond. Training investment to ensure the right levels of highly skilled and competent individuals are attracted to the industry is vital to address the skills shortages created by growth, emerging technologies and an ageing workforce. This will create significant long-term skilled employment opportunities for people with the right skills. Engineering construction skills are also transferable and d in a number of related sectors. Combining college learning with work experience, this framework is recognised within the industry as the best route for attracting and developing entrants to the industry and for them to attain the skills, industry awareness, practical experience and relevant qualifications

16 required to work in a variety of roles on engineering construction sites, including offshore installations. Its purpose is to provide consistent guidelines in respect of the standards and levels of knowledge and competencies required by the industry, such that the current and anticipated skills shortages within engineering construction can be positively addressed. This framework offers pathway routes in a range of craft, technician and project control roles, both onshore and offshore. It should be noted that many of today's supervisors, managers, designers and professionals originally joined the industry through the Apprenticeship route. This framework will help ensure that people from a wide variety of backgrounds are provided the opportunity to enter the industry and become highly skilled in a sector where there is a demand for their skills. The Advanced Level Apprenticeship offers an exciting platform for long term and rewarding career opportunities in an industry where training is d and recognised by employers, and is seen as essential in helping them ensure they remain highly competitive and continue to thrive commercially well into the future. Aims and objectives of this framework (England) The aim of this Advanced Level Apprenticeship framework is to make a significant contribution to meeting the recruitment needs of the engineering construction industry, thereby positively impacting on the increase required in skilled people from the current 79,000 to 91,500 by This will increase the ability of industry employers to compete in the global marketplace thus protecting the high reputation of the UK engineering construction sector. Labour market information suggests that in order to satisfy the anticipated requirements of the various client sectors, the total UK engineering construction workforce will need to increase by the amount stated above. The impact on the UK of such a shortfall of qualified people is significant and profound. It would, for example, severely curtail the national capacity to generate power and to extract and process oil. This could result in the loss of multi-million pound contracts by UK based companies to overseas competition. In order to address the increasingly urgent shortages of engineering construction skills, whilst in competition for skills with other industries, employers need a training and qualifications system that is attractive to entrants from a variety of sources, including from within the industry itself. Advanced Level Apprenticeships have been identified as one of the most effective ways of achieving this. The objectives of this framework are: 1. To increase the number of new entrants to the industry, developed by way of an Advanced Level Apprenticeship framework, to help meet the current and future manpower demand forecasted by the engineering construction industry. 2. To provide a route and structured framework for development or up-skilling of existing

17 industry workers, including progression into this Advanced Level Apprenticeship framework from an Intermediate Level Apprenticeship framework or other relevant sector training/entry opportunity. 3. To provide a structured framework for training apprentices that enables the engineering construction industry to establish a sufficiently large pool of fully skilled and qualified people with the right knowledge and competencies necessary to meet the requirements of all its customers. 4. To develop a flexible workforce capable of high levels of productivity and safety in a wide variety of environments. 5. To help the industry meet the skills challenges of emerging technologies, including nuclear requirements. 6. To increase accessibility into the industry of people from a range of backgrounds, including under-represented groups. It does this by providing a flexible, fair, clear and coherent framework for entry, development and progression. Apprenticeships are not the only vehicle for introducing entrants to the industry but they are, arguably, the most systematic, efficient, effective and sustainable.

18 Entry conditions for this framework Craft Pathways These Apprenticeships develop employees with a high level of practical hands-on skills to be put into effect direct on customer sites Applicants for Craft Advanced Apprenticeships (Welding Pipe; Welding Plate; Pipefitting; Mechanical Fitting; Plating; Rigging (Moving Loads); Electrical Installation; and Steel Erecting) should ideally have achieved (or expect to achieve) GCSE grades C or above in: Mathematics; English (Language or Literature); a Science or Technical subject OR have successfully completed an ECITB Intermediate or Foundation Apprenticeship in a related discipline. Technician Pathways These Apprenticeships train employees for projects and operations that may be carried out direct on a customer site or offsite (e.g. employer's Head Office), and can be for onshore or offshore. Technician apprentices have more input than craft apprentices in systems design and development, fault diagnosis and identifying remedial actions. They will be responsible for the smooth running of systems and equipment, including completing tests and communicating their results. These disciplines include: Instrument & Controls; Electrical Maintenance; Mechanical Maintenance; NDT; Instrument Pipefitting; and Design & Draughting. Project Control Pathways These Apprenticeships cover project process and controls, document controls, the procurement process, estimating, planning and scheduling, cost control and monitoring, commissioning and handing over. The apprentice will also be trained in core engineering construction craft skills. A Project Control and Technician apprentice's educational training is more theory-based, and this is reflected in the higher academic entry level requirements listed below. Applicants for Technician Advanced Apprenticeships or Project Control Advanced Apprenticeships should ideally have achieved (or expect to achieve) GCSE grades A - C in: Mathematics; English (Language or Literature); a Science or Technical subject (although with the Scientific and/or mathematical involvement, an A or B pass would be considered advantageous) OR have successfully completed an ECITB Intermediate or Foundation Apprenticeship in a related discipline. Alternative Entry Requirements The above academic entry requirements are justified by the technical nature of the work and the need for effective, safe and accurate communication, as well as providing a useful indicator to an employer or training provider that the individual will be capable of achieving the learning

19 outcomes required to become competent in a Craft, Technical or Project Control discipline. However, they are not the only indicator of ability and applicants who have not, or are unlikely to have, achieved the aforementioned qualifications may still be considered for entry provided they can show alternative evidence of similar attainment or practical experience that could provide a platform to successfully achieving all Apprenticeship learning outcomes. For example, an applicant who has previously achieved a further education qualification at an equivalent level to the GCSE grades stated or can provide evidence of sufficient work or voluntary experience in a related or similar sector may be deemed to possess adequate qualifications or experience. An applicant must be able to demonstrate the potential ability and attributes to successfully achieve the knowledge, skills and competency requirements of the stated Apprenticeship. Additional Requirements For safety of self and colleagues, all applicants will be informed that at some stage during their training and prior to going onsite with an employer they may be subject to a medical examination and be required to undertake a drugs screening test. The nature of some sites (e.g. nuclear) may also require the apprentice to undergo a security check prior to being allowed entry. Furthermore, all applicants should be: Committed and motivated to succeed within the industry Willing to work with due regard to Health & Safety of self and others at all times Willing to comply with the terms and conditions of their Contract of Employment Applicants should be aware that the specific nature of engineering construction work may involve varied working conditions including: Working outdoors and in adverse weather conditions, e.g. temperature variations Shiftwork (may include nights and weekends) Working at height (particularly Steel Erecting Apprenticeships, which require working at significant height) Working in confined spaces Working within highly regulated and controlled areas Working within high hazard environments Wearing specialist safety equipment Working away from home Good colour vision to recognise colour coded wires and components may be required (particularly Electrical Installation and Electrical Maintenance Apprenticeships).

20 Level 3 Title for this framework at level 3 Advanced Level Apprenticeship in Engineering Construction Pathways for this framework at level 3 Pathway 1: Pipefitting Pathway 2: Mechanical Fitting Pathway 3: Welding (Pipework) Pathway 4: Welding (Plate) Pathway 5: Plating Pathway 6: Steel Erecting Pathway 7: Rigging (Moving Loads) Pathway 8: Electrical Installation Pathway 9: Non Destructive Testing Pathway 10: Instrument & Controls Pathway 11: Electrical Maintenance Pathway 12: Mechanical Maintenance Pathway 13: Design & Draughting Pathway 14: Project Control Pathway 15: Instrument Pipefitting

21 ... Pathway 1 Level 3, Pathway 1: Pipefitting Description of this pathway Installing Engineering Construction Plant and Systems - Pipefitting. Total minimum credit for this pathway: 169 s: Competence Qualification - 99 s; Knowledge Qualification - 60 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

22 ... Pathway 1 Job title(s) Pipefitter Job role(s) The laying out, marking out, cutting, forming and joining of pipe to carry oil, water and gas under pressure.

23 ... Pathway 1 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems - Pipefitting (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1023/8 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P4 Pipefitting No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

24 ... Pathway 1 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

25 ... Pathway 1 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - Level 3 BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 22: Fabrication Processes and Technology. For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering

26 ... Pathway 1 Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 4 - Fabrication Pipefitting). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

27 ... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

28 ... Pathway 1 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

29 ... Pathway 1 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Pipefitting pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Pipefitting pathway and an apprentice's attained knowledge and experience in the manufacture and installation of small and large bore pressure pipe work can provide opportunities to progress into a role leading a team as a Supervisor Mechanical Trades. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

30 ... Pathway 1 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

31 ... Pathway 1 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

32 ... Pathway 1 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

33 ... Pathway 2 Level 3, Pathway 2: Mechanical Fitting Description of this pathway Installing Engineering Construction Plant and Systems - Mechanical Fitting. Total minimum credit for this pathway: 125 s: Competence Qualification - 62 s; Knowledge Qualification - 53 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

34 ... Pathway 2 Job title(s) Mechanical Fitter Job role(s) Assembly, installation, maintenance and testing of complex engineering construction machinery and mechanisms.

35 ... Pathway 2 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems Mechanical Fitting (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1100/0 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P5 Mechanical Fitting No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

36 ... Pathway 2 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

37 ... Pathway 2 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 12: Application of Mechanical Systems in Engineering. For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering

38 ... Pathway 2 Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 5 - Mechanical Fitting). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

39 ... Pathway 2 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

40 ... Pathway 2 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

41 ... Pathway 2 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Mechanical Fitting pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Mechanical Fitting pathway and an apprentice s attained knowledge and experience in installation and testing of mechanical equipment can provide opportunities to progress into a role as a Technician Mechanical. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

42 ... Pathway 2 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

43 ... Pathway 2 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1(ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

44 ... Pathway 2 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

45 ... Pathway 3 Level 3, Pathway 3: Welding (Pipework) Description of this pathway Welding Engineering Construction Pipework. Total minimum credit for this pathway: 136 s: Competence Qualification - 66 s; Knowledge Qualification - 60 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

46 ... Pathway 3 Job title(s) Welder Job role(s) To fuse together metal pipework components and assemblies using extreme heat and to exacting tolerances and standards.

47 ... Pathway 3 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Welding Engineering Construction Pipework (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1116/4 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P6 Welding No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

48 ... Pathway 3 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

49 ... Pathway 3 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 23: Welding Technology For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering

50 ... Pathway 3 Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 6 - Welding). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

51 ... Pathway 3 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

52 ... Pathway 3 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

53 ... Pathway 3 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Welding Activities pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Welding (Pipework) pathway and an apprentice s attained knowledge and experience in welding to rigorous quality standards can provide opportunities to progress into a role as a Welding Inspector, testing the integrity of welds and diagnosing faults. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

54 ... Pathway 3 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

55 ... Pathway 3 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1(ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

56 ... Pathway 3 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

57 ... Pathway 4 Level 3, Pathway 4: Welding (Plate) Description of this pathway Welding Engineering Construction Plate. Total minimum credit for this pathway: 128 s: Competence Qualification - 58 s; Knowledge Qualification - 60 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

58 ... Pathway 4 Job title(s) Welder Job role(s) To fuse together metal plate components and assemblies using extreme heat and to exacting tolerances and standards.

59 ... Pathway 4 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Welding Engineering Construction Plate (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1286/7 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P6 Welding No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

60 ... Pathway 4 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

61 ... Pathway 4 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 23: Welding Technology For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering

62 ... Pathway 4 Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 6 - Welding). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

63 ... Pathway 4 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

64 ... Pathway 4 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

65 ... Pathway 4 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Welding Activities pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Welding (Plate) pathway and an apprentice s attained knowledge and experience in welding to rigorous quality standards can provide opportunities to progress into a role as a Welding Inspector, testing the integrity of welds and diagnosing faults. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

66 ... Pathway 4 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

67 ... Pathway 4 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

68 ... Pathway 4 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

69 ... Pathway 5 Level 3, Pathway 5: Plating Description of this pathway Fabricating Engineering Construction Steel Structures Plating. Total minimum credit for this pathway: 135 s: Competence Qualification - 65 s; Knowledge Qualification - 60 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

70 ... Pathway 5 Job title(s) Plater Job role(s) The marking out, cutting, forming and joining of metal engineering construction assemblies.

71 ... Pathway 5 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Fabricating Engineering Construction Steel Structures Plating (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1154/1 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P2 Fabrication Platework No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

72 ... Pathway 5 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

73 ... Pathway 5 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 22: Fabrication Processes and Technology. For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering

74 ... Pathway 5 Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 2 - Fabrication Platework). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

75 ... Pathway 5 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

76 ... Pathway 5 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

77 ... Pathway 5 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Plating Activities pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Plating pathway and an apprentice s attained knowledge and experience in fabricating and assembling large steelwork structures to exacting quality standards can provide opportunities to progress into a role leading a team as a Supervisor Mechanical Trades. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

78 ... Pathway 5 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

79 ... Pathway 5 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

80 ... Pathway 5 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

81 ... Pathway 6 Level 3, Pathway 6: Steel Erecting Description of this pathway The Erecting of Engineering Construction Steel Structures. Total minimum credit for this pathway: 135 s: Competence Qualification - 68 s; Knowledge Qualification - 57 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements Steel Erecting apprentices should possess an aptitude for working at significant heights.

82 ... Pathway 6 Job title(s) Steel Erector Job role(s) The lifting, alignment, assembly, erection and fixing of engineering construction steel structures using cranes and mobile work platforms.

83 ... Pathway 6 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Erecting Engineering Construction Capital Plant Steel Structures (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1102/4 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P1 Fabrication Steel Erecting No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

84 ... Pathway 6 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

85 ... Pathway 6 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 11: Further Mechanical Principles and Applications. NB. The above Unit is not listed as one of the optional units within the BTEC Level 3 Subsidiary

86 ... Pathway 6 Diploma in Engineering. However, in accordance with Edexcel s (Pearson Education ltd) stated Rules of Combination for BTEC Level 3 National Qualifications, training providers may deliver 10 optional credits from other QCF BTEC units. Unit 11 is 10 credits. For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering Construction: In order to adequately satisfy the underpinning knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 1 - Fabrication Steel Erecting). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

87 ... Pathway 6 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

88 ... Pathway 6 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

89 ... Pathway 6 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Steel Erecting pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Steel Erecting pathway and an apprentice s attained knowledge and experience in working at height to install steel girders and other assemblies can provide opportunities to progress into a role leading a team as a Supervisor Mechanical Trades. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

90 ... Pathway 6 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

91 ... Pathway 6 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

92 ... Pathway 6 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

93 ... Pathway 7 Level 3, Pathway 7: Rigging (Moving Loads) Description of this pathway Rigging, involving the Moving of Engineering Construction Loads. Total minimum credit for this pathway: 116 s: Competence Qualification - 62 s; Knowledge Qualification - 44 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

94 ... Pathway 7 Job title(s) Rigger Job role(s) The safe moving, lifting and positioning of large components and engineering construction assemblies using a variety of rigging equipment and appendages.

95 ... Pathway 7 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Moving Engineering Construction Loads (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/0493/7 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Subsidiary Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7841/0 Pearson Education Ltd K2 - Level 3 Diploma in Engineering Construction (QCF) - P3 Moving Loads No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 600/2639/X City and Guilds

96 ... Pathway 7 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/7315/1 Pearson Education Ltd

97 ... Pathway 7 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. For apprentices undertaking the Knowledge Qualification K1 - BTEC Subsidiary Diploma in Engineering: In order to adequately satisfy the knowledge requirements of the Competence qualification, the following Knowledge qualification Optional Unit should be taken for this pathway: Unit 11: Further Mechanical Principles and Applications. NB. The above unit is not listed as one of the optional units within the BTEC Level 3 Subsidiary

98 ... Pathway 7 Diploma in Engineering. However, in accordance with Edexcel s (Pearson Education Ltd) stated Rules of Combination for BTEC Level 3 National Qualifications, training providers may deliver 10 optional credits from other QCF BTEC units. Unit 11 is 10 credits. For apprentices undertaking the Knowledge Qualification K2 - Level 3 Diploma in Engineering Construction: In order to adequately satisfy the knowledge requirements of the Competence qualification, the specified Occupational Route for this qualification must be taken for this pathway (Pathway 3 - Moving Loads). Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

99 ... Pathway 7 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

100 ... Pathway 7 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

101 ... Pathway 7 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Engineering Construction Activities pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Moving Loads pathway and an apprentice s attained knowledge and experience in planning and executing the lifting of heavy loads using a variety of specialist equipment can provide opportunities to progress into a role leading a team as a Supervisor Mechanical Trades. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore

102 ... Pathway 7 the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

103 ... Pathway 7 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

104 ... Pathway 7 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

105 ... Pathway 8 Level 3, Pathway 8: Electrical Installation Description of this pathway The installation of Engineering Construction Electrical Plant and Systems. Total minimum credit for this pathway: 162 s: Competence Qualification - 83 s; Knowledge Qualification - 69 s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements Electrical Installation apprentices should possess good colour vision to recognise colour coded wires and components.

106 ... Pathway 8 Job title(s) Electrical Fitter Job role(s) The installation and commissioning of electro-technical engineering construction plant and systems.

107 ... Pathway 8 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Installing Engineering Construction Plant & Systems Electrical (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1294/6 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - Level 3 Diploma in The Principles and Procedures for the Installation of Electrical Systems and Equipment for Engineering Construction Plant (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 600/2278/4 Excellence, Achievement & Learning Ltd (EAL) K2 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/8098/2 Pearson Education Ltd

108 ... Pathway 8 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/8154/8 Pearson Education Ltd

109 ... Pathway 8 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K3 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the three knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

110 ... Pathway 8 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

111 ... Pathway 8 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

112 ... Pathway 8 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Engineering Construction pathway will have attained knowledge and skills that will provide a foundation to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Electrical Installation pathway and an apprentice s attained knowledge and experience in installation, testing and commissioning of electrical plant and equipment can provide opportunities to progress into a role leading a team as a Supervisor Electrical Trades. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore

113 ... Pathway 8 the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

114 ... Pathway 8 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

115 ... Pathway 8 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

116 ... Pathway 9 Level 3, Pathway 9: Non Destructive Testing Description of this pathway Non Destructive Testing of Engineering Construction Components and Assemblies. Total minimum credit for this pathway: 173 s; Competence Qualification - 43 s; Knowledge Qualification s; Transferable Skills - 10 s. Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

117 ... Pathway 9 Job title(s) NDT Technician Job role(s) The testing and analysis of engineering construction welded pipework, components and assemblies.

118 ... Pathway 9 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Engineering Construction Non Destructive Testing (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 600/0328/5 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7283/3 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Manufacturing Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7319/9 Pearson Education Ltd

119 ... Pathway 9 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/8154/8 Pearson Education Ltd

120 ... Pathway 9 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K3 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all of the three knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

121 ... Pathway 9 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

122 ... Pathway 9 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

123 ... Pathway 9 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Engineering Construction pathway will have attained knowledge and skills that will provide a foundation to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Non Destructive Testing pathway and an apprentice s attained knowledge and experience in testing the integrity of welds using a variety of techniques can provide opportunities to progress into a role as a Welding Engineer. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

124 ... Pathway 9 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

125 ... Pathway 9 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

126 ... Pathway 9 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

127 ... Pathway 10 Level 3, Pathway 10: Instrument & Controls Description of this pathway Maintaining Engineering Construction Plant & Systems - Instrument and Controls. Total minimum credit for this pathway: 218 s: Competence Qualification - 88 s; Knowledge Qualification s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

128 ... Pathway 10 Job title(s) Instrument & Control Technician Job role(s) The regulating and maintaining of measurement systems for gas flow, level, pressure and temperature.

129 ... Pathway 10 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems - Instrument and Controls (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1409/8 Engineering Construction Indsutry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7315/1 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/8098/2 Pearson Education Ltd

130 ... Pathway 10 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K2 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While both knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

131 ... Pathway 10 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

132 ... Pathway 10 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

133 ... Pathway 10 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Engineering Construction Activities pathway will have attained knowledge and skills that will provide a foundation to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Instrument & Controls pathway and an apprentice s attained knowledge and experience in the inspection and testing of electrical, mechanical and instrument systems can provide opportunities to progress into a role as an Instrument Engineer. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore

134 ... Pathway 10 the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

135 ... Pathway 10 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

136 ... Pathway 10 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

137 ... Pathway 11 Level 3, Pathway 11: Electrical Maintenance Description of this pathway Maintaining Engineering Construction Plant & Systems Electrical. Total minimum credit for this pathway: 216 s: Competence Qualification - 86 s; Knowledge Qualification s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements Electrical Maintenance apprentices should possess good colour vision to recognise colour coded wires and components.

138 ... Pathway 11 Job title(s) Electrical Maintenance Technician Job role(s) The maintenance, including fault diagnosis and routine servicing, of high voltage power generation and distribution systems and other electrical equipment.

139 ... Pathway 11 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems Electrical (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1401/3 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/8098/2 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7315/1 Pearson Education Ltd

140 ... Pathway 11 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K2 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While both knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

141 ... Pathway 11 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

142 ... Pathway 11 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

143 ... Pathway 11 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Engineering Construction Activities pathway will have attained knowledge and skills that will provide a foundation to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Electrical Maintenance pathway and an apprentice s attained knowledge and experience in maintaining high voltage power generation and distribution systems, motors, control systems and electrical equipment can provide opportunities to progress into a role as an Electrical Engineer. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore

144 ... Pathway 11 the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

145 ... Pathway 11 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

146 ... Pathway 11 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

147 ... Pathway 12 Level 3, Pathway 12: Mechanical Maintenance Description of this pathway Maintaining Engineering Construction Plant & Systems Mechanical. Total minimum credit for this pathway: 224 s: Competence Qualification - 94 s; Knowledge Qualification s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

148 ... Pathway 12 Job title(s) Mechanical Maintenance Technician Job role(s) The maintenance, including fault diagnosis and routine servicing, of valves, pumps, transmission systems, gas turbines, diesel engines and other mechanical equipment.

149 ... Pathway 12 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Maintaining Engineering Construction Plant & Systems Mechanical (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1309/4 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7315/1 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7283/3 Pearson Education Ltd

150 ... Pathway 12 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/8154/8 Pearson Education Ltd

151 ... Pathway 12 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K3 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all three knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

152 ... Pathway 12 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

153 ... Pathway 12 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

154 ... Pathway 12 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through the Supporting Mechanical Fitting pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Mechanical Maintenance pathway and an apprentice s attained knowledge and experience in maintaining valves, pumps and transmission systems and larger machinery such as diesel engines and gas turbines can provide opportunities to progress into a role as an Mechanical Engineer. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles.

155 ... Pathway 12 In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

156 ... Pathway 12 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

157 ... Pathway 12 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

158 ... Pathway 13 Level 3, Pathway 13: Design & Draughting Description of this pathway Design and Draughting of Plans for Engineering Construction Components, Assemblies and Projects. Total minimum credit for this pathway: 230 s: Competence Qualification - 95 s; Knowledge Qualification s; Transferable Skills - 15 s. Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

159 ... Pathway 13 Job title(s) Design & Draughting Technician Job role(s) Using computer-aided design systems to produce detailed engineering drawings to a client's specifications.

160 ... Pathway 13 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Engineering Construction Design and Draughting (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/1322/7 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Operations & Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7315/1 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Construction and the Built Environment (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7137/3 Pearson Education Ltd

161 ... Pathway 13 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8154/8 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/8098/2 Pearson Education Ltd

162 ... Pathway 13 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

163 ... Pathway 13 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

164 ... Pathway 13 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

165 ... Pathway 13 ICT Apprentices must complete or have completed one of the ICT transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have one of these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. ICT Minimum level or grade Functional Skills qualification in Information and Communications Technology (ICT) 2 5 GCSE qualification in ICT (with enhanced functional content) C 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* A N/A GCSE or O'Level qualification in ICT** A N/A A' Level or AS Level qualification in ICT** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) N/A Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through

166 ... Pathway 13 the Supporting Engineering Construction Activities pathway will have attained knowledge and skills that will provide a foundation to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Design & Draughting pathway and an apprentice s attained knowledge and experience in using computer aided design systems and working to client specifications to produce detailed engineering drawings can provide opportunities to progress into a role as Piping Designer. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit:

167 ... Pathway 13 UCAS points for this pathway: N/A

168 ... Pathway 13 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

169 ... Pathway 13 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

170 ... Pathway 14 Level 3, Pathway 14: Project Control Description of this pathway Project Control Activities in Relation to Engineering Construction Projects (pathway includes options to specialise in specific functions within Project Control). Total minimum credit for this pathway: 192 s: Competence Qualification - 57 s; Knowledge Qualification s; Transferable Skills - 15 s. Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

171 ... Pathway 14 Job title(s) Project Controller Job role(s) Ensuring effective project control by applying proven techniques in activities across the project lifecycle. Includes project process and controls, document controls, the procurement process, estimating, planning and scheduling, cost control and monitoring, commissioning and handover.

172 ... Pathway 14 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Project Control (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 501/2309/9 Engineering Construction Industry Training Board C2 - Level 3 Diploma in Commercial Support (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C2a 501/2298/8 Engineering Construction Industry Training Board C3 - Level 3 Diploma in Cost Engineering (Cost Control) (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C3a 501/2299/X Engineering Construction Industry Training Board

173 ... Pathway 14 Competence qualifications available to this pathway (cont.) C4 - Level 3 Diploma in Cost Engineering (Cost Planning) (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C4a 501/2310/5 Engineering Construction Industry Training Board C5 - Level 3 Diploma in Planning (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C5a 501/2297/6 Engineering Construction Industry Training Board C6 - Level 3 Diploma in Estimating (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C6a 501/2289/7 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Construction and the Built Environment (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7137/3 Pearson Education Ltd

174 ... Pathway 14 Knowledge qualifications available to this pathway (cont.) K2 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7315/1 Pearson Education Ltd K3 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/7283/3 Pearson Education Ltd K4 - BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K4a 500/8098/2 Pearson Education Ltd K5 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K5a 500/8154/8 Pearson Education Ltd

175 ... Pathway 14 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K5 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all five knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

176 ... Pathway 14 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

177 ... Pathway 14 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

178 ... Pathway 14 ICT Apprentices must complete or have completed one of the ICT transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have one of these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. ICT Minimum level or grade Functional Skills qualification in Information and Communications Technology (ICT) 2 5 GCSE qualification in ICT (with enhanced functional content) C 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* A N/A GCSE or O'Level qualification in ICT** A N/A A' Level or AS Level qualification in ICT** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) N/A Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through

179 ... Pathway 14 the Project Control Assistant pathway will be well equipped to progress into this pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Project Control pathway and an apprentice s attained knowledge and experience in estimating resources, scheduling tasks and monitoring costs can provide opportunities to progress into a role as Cost Controller, Estimator or Planner. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: N/A

180 ... Pathway 14

181 ... Pathway 14 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate.

182 ... Pathway 14 The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

183 ... Pathway 15 Level 3, Pathway 15: Instrument Pipefitting Description of this pathway Instrument Pipefitting - Installing Engineering Construction Plant and Systems Small Bore Tubing Assemblies. Total minimum credit for this pathway: 225 s: Competence Qualification - 95 s; Knowledge Qualification s; Transferable Skills - 10 s (English and Maths). Entry requirements for this pathway in addition to the framework entry requirements There are no additional requirements other than the general entry conditions.

184 ... Pathway 15 Job title(s) Instrument Pipefitter Job role(s) The production, installation and testing of complex small-bore pipework systems in Engineering Construction.

185 ... Pathway 15 Qualifications Competence qualifications available to this pathway C1 - Level 3 Diploma in Installing Engineering Construction Plant and Systems Small Bore Tubing (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points C1a 600/4304/0 Engineering Construction Industry Training Board Knowledge qualifications available to this pathway K1 - BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K1a 500/7315/1 Pearson Education Ltd K2 - BTEC Level 3 Diploma in Mechanical Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K2a 500/7283/3 Pearson Education Ltd

186 ... Pathway 15 Knowledge qualifications available to this pathway (cont.) K3 - BTEC Level 3 Diploma in Engineering (QCF) No. Ref no. Awarding organisation Guided learning hours UCAS points K3a 500/8154/8 Pearson Education Ltd

187 ... Pathway 15 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications K1 - K3 provide the underpinning knowledge and understanding for C1. However, the following considerations and requirements are to apply: While all three knowledge qualifications are able to satisfy the underpinning knowledge requirements of the Competence qualification, the qualifications are different and it will be incumbent upon the employer and training provider to agree which is most appropriate. The decision, including stipulation where required on selection of optional units within the agreed qualification, will be based upon such factors as the apprentice s prior learning, the anticipated role of the apprentice within the company and the associated activities the employer will require the apprentice to undertake during the on-the-job learning. The Providers of the technical knowledge qualification in partnership with the apprentice and employer could take the following into account and/or undertake further diagnostic assessments to ensure that the apprentice is enrolled on the most appropriate knowledge qualification and to assist in the selection of any optional units: The career aspirations of the Apprentice. The skill and knowledge requirements of the employer for the selected Occupational area (job role). The employer may have recruited the apprentice based on a workforce planning tool including succession planning. An assessment of the academic qualifications achieved by the apprentice prior to undertaking the Apprenticeship to determine if the apprentice will have the ability to achieve one of the more academically demanding technical knowledge qualifications. The preferred learning style of the apprentice including the various assessment methodologies used by the different Awarding Organisations. Custom and practice within the Sector, including any legislative requirements. Local and/or National Trade Union agreements. Those apprentices that have already achieved competence and/or knowledge qualifications before entry to the Apprenticeship must select options which will equip them with new skills and learning.

188 ... Pathway 15 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

189 ... Pathway 15 Mathematics Minimum level or grade Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The engineering construction sector has decided that the content of Functional Skills ICT is not relevant to effective performance in this particular occupation. Bespoke training at the level required in ICT functions for this particular occupational area is already provided as part of other existing qualifications within the Apprenticeship framework. Proposals for occupations within this framework where Functional Skills ICT is deemed relevant to effective performance were ratified by the employer led ECITB Qualifications & Awards Committee, and confirmed by wider industry consultation with employers and partners. This included over 100 industry participators of ECITB Apprenticeship frameworks.

190 ... Pathway 15 Progression routes into and from this pathway Progression into this pathway is outlined within the Entry Requirement which covers academic qualifications, alternative qualifications, previous experience and attributes. In addition to the qualifications detailed and the examples of relevant other experience, apprentices who have previously achieved the Intermediate Level Apprenticeship in Engineering Construction through any of its pathways will be judged to be well equipped to progress into this Advanced Apprenticeship pathway. Successful completion of this pathway may allow progression into other industry occupations, including supervisory and management roles within Engineering Construction, including project management. Support and opportunities for further ongoing training and personal and career development of engineering construction workers is provided by the Industry Training Board (ECITB) and includes a full range of training and Higher Education/Further Education support and career development programmes and is supported by grant payments to ECITB inscope companies. In particular, successful completion of the Instrument Pipefitting pathway and an apprentice s attained knowledge and experience in the manufacture and installation of small bore pressure pipework can provide opportunities to progress into a leading role within a number of electrical and mechanical disciplines. The Engineering Construction Industry Training Board (ECITB) has launched an interactive online Career Progression Route Map tool, to make it easier for new industry entrants and those already working in engineering construction to find rewarding jobs and manage their career development. The engineering construction industry is critical to the country s economy and this tool has been designed to help get the right people into the right jobs with the right skills. From Apprentice to Managing Director, the ECITB Career Progression Route Map (CPRM) will give school leavers, graduates and others looking for a career in the industry, a clear insight into the career paths available to them. The interactive tool provides detailed information on different roles, and the training and qualifications needed to enhance their careers, within the engineering construction industry. Over the next 10 years around 60,000 new jobs will be created and the CPRM will help potential recruits and those in the early stages of their careers to match their skills more precisely. People can explore the varied, rewarding and exciting career opportunities in the UK s engineering construction industry and review potential career paths, learning from the experiences and career progression of those already in the industry through video podcasts and case studies. The CPRM currently contains information on around 170 roles and this will evolve as new roles are added or updated to meet industry needs. Users enter basic details such as qualifications, experience and interests and the tool filters through a wide selection of roles to highlight those that may be of particular interest. From this list the user can explore

191 ... Pathway 15 the details of these individual roles. In addition to information about what individual industry roles involve and how these can fit together over a career, there are real life case studies that serve to illustrate how actual careers can evolve. For further information on all of the above, please visit: UCAS points for this pathway: (no information)

192 ... Pathway 15 Employee rights and responsibilities There are two pathway options for completion of the nine national outcomes/standards for Employee Rights and Responsibilities (ERR). Both pathways are to be delivered as an induction programme and completed by the end of the Apprenticeship. Apprentices are encouraged to complete as much of the ERR as possible during the induction period as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry and the legal framework they are required to operate within. Option 1 (ERR Workbook) - Completion of the ECITB 'Record of Achievement in ERR'. Documented ERR outcomes for this pathway are issued to both providers of ERR and to apprentices explaining the benefits of ERR and its delivery and assessment: Provider/employer - topics to be covered within each of the 9 national learning outcomes and guidance on delivery and assessment of ERR. Apprentice - ERR workbook incorporating checklist of learning outcomes and evidence of attainment, development log. Training providers/assessors are required to verify that the apprentice has achieved all of the outcomes before completing the ECITB 'Record of Achievement in ERR' certificate, which is to be signed by both the provider and apprentice and dated before applying for an Apprenticeship Completion Certificate and a copy uploaded to ACE. To allow for flexibility in the sector, ECITB does not limit the method(s) of delivery and assessment for ERR but does provide examples and documentation to support the requirement that outcomes must be achieved, formally assessed and subject to quality assurance. Examples of ERR delivery and assessment include the following: Induction programme provided by employer Formal teaching and assessment Mentoring Workbooks Tasks and assignments Evidence gathering in related training areas Demonstration to an assessor, verbal or activity related of the learning outcome The number of Guided Learning Hours (GLH) for this pathway option is 41. It has no QCF Value. Option 2 (QCF) - EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries (QCF): QRN 600/0290/6. A copy

193 ... Pathway 15 of the certificate of achievement of the ERR Unit must be uploaded to ACE when applying for an Apprenticeship Completion Certificate. The number of Guided Learning Hours (GLH) for this pathway option is 41. It has a QCF Total Value of 5. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. The nine national ERR outcomes to be achieved by the apprentice are as follows: Knows and understands that employers and employees have a range of statutory rights and responsibilities under Employment Law. This includes the apprentice's rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training included as an integral part of the apprentice's learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities, including details of Access to Work and Additional learning Support; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Can describe and work within their organisation's principles of conduct and codes of practice; Recognises and can form a view on issues of public concern that affect their organisation and industry.

194 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met The Engineering Construction Industry (ECI) has an under-representation of women and ethnic groups in the workforce which mirrors a wider pattern of occupational segregation in science, engineering and technology industries in general. 1 Data shown in the ECITB 2008 Industry Report estimated the industry workforce as: a) 90% male (or 9:1), which is lower than the 18% of women found in Science, Engineering, Construction and Technology (SECT) sectors 2 b) 97% white/abled persons, which is higher than the 90% nationally across Great Britain, with 3% from under-represented backgrounds (non-white/non-abled persons), compared with 10% of the British population Furthermore, the workforce has a disproportionately high age distribution, with the impending retirement of many older workers. The workforce appears to be representative of the 1970s when many workers were recruited. The ECI strategy of improving procedures and systems for recruiting and qualifying people supports the government strategy of increasing social justice and opportunity. The industry continues to breakdown traditional barriers, widening its appeal and positively targeting non traditional audiences at both national and regional levels. It strengthens this by reinforcing positive images across gender and ethnicity, including minority groups, and by promoting an Equal Opportunities Policy to attract applications from anyone able to demonstrate the ability and attributes to successfully achieve its required framework outcomes. Employers and providers have a duty to comply with the Equality Act 2010 and play a full and active role in helping promote the industry and its career opportunities to all, including under-represented groups. For further guidance on the Equality Act, please go to: In terms of improving equality and the diversity balance, the ECI is engaged in ongoing initiatives to create a dynamic climate of change. In terms of attracting younger people into the industry, it continues to foster relationships with schools and colleges, promoting training and career opportunities by raising its profile across diverse communities. Initiatives include: ECI Career Roadshows utilising innovative drama Contributing to the new diploma Positive reinforcement through promotional literature and marketing Sponsorship of events and individuals For further information on the sector, please click on the attached link:

195 Footnote References: 1 BERR, The Energy White Paper JIVE (Bradford College (the UK national partnership 3 BBC News, 8 April 2008

196 On and off the job guided learning (England) Total GLH for each pathway Statutory Requirement: The Specification of Apprenticeship Standards for England (SASE) states that the number of Guided Learning Hours (GLH) that an apprentice must receive to complete this framework must be specified. This must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is the greater) must be delivered off-the-job and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced. Guided learning relates to training which is designed to achieve clear and specific outcomes which contribute directly to the successful achievement of the Apprenticeship framework. This SASE requirement for on-the-job and off-the-job guided learning is intended to meet the requirement in section 27(2) (b) of the Apprenticeships, Skills, Children and Learning (ASCL) Act for on-the-job and off-the-job training. After 12 months of starting a framework an apprentice must receive a minimum of 280 GLH in each subsequent 12 month period. Where an apprentice completes an Apprenticeship part way through the final 12 month period (which is after the first 12 months), an apprentice must receive a proportion of the minimum of 280 GLH which is at least equal to the proportion of the final 12 month period spent on the Apprenticeship. Definitions: 'on-the-job' = time spent learning in the workplace 'off-the-job' = time spent away from the workplace or from the immediate pressures of work. This may still be in the workplace (e.g. office, meeting room) but also includes time at the training provider location or college. Minimum Total GLH Required for Framework Completion By Pathway: Based on a typical apprentice with minimum or no experience in the sector, Pathways 1-9 and take on average a minimum of 36 months to complete. Pathways typically take longer especially for apprentices destined for the Offshore sector - on average 42 months. Apprenticeship duration can vary depending on the individual learner, pathway route taken and prior learning of the apprentice. Where an apprentice completes in a different timescale to the stated average, the employer/training provider must ensure the framework requirement applicable to Apprenticeship framework delivery of GLH is delivered and evidenced.

197 The requirements of this framework exceed the minimum Apprenticeship requirement that must be complied to, that for apprentices aged: Between 16-18, the Apprenticeship must last at least 12 months; 19 and over, the Apprenticeship must be at least 12 months, unless prior relevant learning is recorded. Where this is the case, Apprenticeships will not be less than six months and must include new skills and learning. GLH are to be delivered during contracted working hours. The recommended Full Time working week for an apprentice is 30 hours. Additionally, GLH: must be planned, reviewed and evaluated jointly between the apprentice and tutor, teacher, mentor or manager; must allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; are to be delivered through one or more of the following methods: individual and group teaching, e-learning, distance learning, coaching, mentoring; feedback and assessment; collaborative/networked learning with peers; guided study; provide examples from the sector as to how this will be delivered in the "how this requirement will be met" in the off the job and on the job sections; Apprenticeship delivery must be planned to make full and effective use of the duration, including the opportunity for apprentices to embed and extend their learning through repeated workplace practice; completed in relation to accredited components of the framework achieved prior to the training may count towards the GLH requirement for the framework. The minimum Total GLH for completion of each framework pathway within the Engineering Construction Advanced Apprenticeship are as follows: Pathway 1 - Pipefitting Pathway duration average of 36 months Total GLH = 1405 Competence qualification = 644 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH

198 Year 1 = 400 minimum GLH; Year 2 = 504 minimum GLH; Year 3 = 501 minimum GLH Pathway 2 - Mechanical Fitting Pathway duration average of 36 months Total GLH = 1171 Competence qualification = 410 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 499 minimum GLH; Year 2 = 336 minimum GLH; Year 3 = 336 minimum GLH Pathway 3 - Welding (Pipework) Pathway duration average of 36 months Total GLH = 1244 Competence qualification = 483 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 467 minimum GLH; Year 2 = 389 minimum GLH; Year 3 = 388 minimum GLH Pathway 4 - Welding (Plate) Pathway duration average of 36 months Total GLH = 1164 Competence qualification = 403 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH (90 GLH off-the-job; 30 GLH on-the job) Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 501 minimum GLH; Year 2 = 331 minimum GLH; Year 3 = 332 minimum GLH Pathway 5 - Plating

199 Pathway duration average of 36 months Total GLH = 1136 Competence qualification = 375 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 501 minimum GLH; Year 2 = 318 minimum GLH; Year 3 = 318 minimum GLH Pathway 6 - Steel Erecting Pathway duration average of 36 months Total GLH = 1196 Competence qualification = 435 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 488 minimum GLH; Year 2 = 355 minimum GLH; Year 3 = 353 minimum GLH Pathway 7 - Rigging (Moving Loads) Pathway duration average of 36 months Total GLH = 1130 Competence qualification = 369 GLH Knowledge qualification = 360 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 501 minimum GLH; Year 2 = 315 minimum GLH; Year 3 = 314 minimum GLH Pathway 8 - Electrical Installation Pathway duration average of 36 months

200 Total GLH = 1552 Competence qualification = 505 GLH Knowledge qualification = 646 GLH (based on the smallest technical certificate GLH) Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 744 minimum GLH; Year 2 = 405 minimum GLH; Year 3 = 403 minimum GLH Pathway 9 - Non Destructive Testing Pathway duration average of 36 months Total GLH = 1410 Competence qualification = 289 GLH Knowledge qualification = 720 GLH Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 850 minimum GLH; Year 2 = 280 minimum GLH; Year 3 = 280 minimum GLH Pathway 10 - Instrument & Controls Pathway duration average of 42 months Total GLH = 1642 Competence qualification = 521 GLH Knowledge qualification = 720 GLH Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 811 minimum GLH; Year 2 = 333 minimum GLH; Year 3 = 332 minimum GLH; Year 4 (6 months) = 166 minimum GLH Pathway 11 - Electrical Maintenance Pathway duration average of 42 months Total GLH = 1687

201 Competence qualification = 566 GLH Knowledge qualification = 720 GLH Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 792 minimum GLH; Year 2 = 360 minimum GLH; Year 3 = 356 minimum GLH; Year 4 (6 months) = 179 minimum GLH Pathway 12 - Mechanical Maintenance Pathway duration average of 42 months Total GLH = 1556 Competence qualification = 435 GLH Knowledge qualification = 720 GLH Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 811 minimum GLH; Year 2 = 298 minimum GLH; Year 3 = 298 minimum GLH; Year 4 (6 months) = 149 minimum GLH Pathway 13 - Design & Draughting Pathway duration average of 36 months Total GLH = 1676 Competence qualification = 510 GLH Knowledge qualification = 720 GLH Functional Skills (3 x 45 GLH: Maths, English and ICT) = 135 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 861 minimum GLH; Year 2 = 409 minimum GLH; Year 3 = 406 minimum GLH Pathway 14 - Project Control Pathway duration average of 36 months Total GLH = 1395

202 Competence qualification = 229 GLH Knowledge qualification = 720 GLH Functional Skills (3 x 45 GLH: Maths, English and ICT) = 135 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 835 minimum GLH; Year 2 = 280 minimum GLH; Year 3 = 280 minimum GLH Pathway 15 - Instrument Pipefitting Pathway duration average of 36 months Total GLH = 1501 Competence qualification = 380 GLH Knowledge qualification = 720 GLH Functional Skills (2 x 45 GLH: Maths and English) = 90 GLH ERR = 41 GLH PLTS = 120 GLH Induction, mentoring, company training, progress reviews = 150 GLH Year 1 = 861 minimum GLH; Year 2 = 320 minimum GLH; Year 3 = 320 minimum GLH Minimum off-the-job guided learning hours In order to ensure that apprentices have the maximum possible opportunity to develop the skills and attain the knowledge required of their chosen discipline, a minimum number of Guided Learning Hours (GLH) must be delivered off-the-job in an environment away from the immediate pressures of the job role. In engineering construction apprentices will generally attend a college or training provider for the first year of their Apprenticeship and, as such, off-the-job learning will likely form 100% of the Total GLH during this period. It should be noted that this time is not all theory or discussion; it includes learning practical skills and competences associated with the apprentice s chosen discipline, trained in a safe progressive way such as in a training provider workshop and/or a simulated work environment. These skills are later applied and honed in the on-the job setting which may include, for example, working in adverse weather conditions, limited spaces/awkward angles and/or at height. The minimum number of off-the-job GLH per pathway for this framework is as follows: Pathway 1: Pipefitting 1. Minimum recommended duration of programme is 36 months

203 2. 3. Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 400 GLH, Year 2: 151 GLH, Year 3: 150 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 2: Mechanical Fitting Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 499 GLH, Year 2: 101 GLH, Year 3: 101 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 3: Welding (Pipework) Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 467 GLH, Year 2: 117 GLH, Year 3: 117 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 4: Welding (Plate) Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 501 GLH, Year 2: 100 GLH, Year 3: 100 GLH Breakdown for this pathway as follows:

204 Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 5: Plating Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 501 GLH, Year 2: 100 GLH, Year 3: 100 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 6: Steel Erecting Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 488 GLH, Year 2: 107 GLH, Year 3: 106 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 7: Rigging (Moving Loads) Minimum recommended duration of programme is 36 months Total of 701 minimum off the job GLH for the duration of the programme: Year 1: 501 GLH, Year 2: 100 GLH, Year 3: 100 GLH Breakdown for this pathway as follows: Technical knowledge element: 360 minimum GLH ERR: 41 GLH PLTS: 60 GLH

205 FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 8: Electrical Installation Minimum recommended duration of programme is 36 months Total of 987 minimum off the job GLH for the duration of the programme: Year 1: 744 GLH, Year 2: 122 GLH, Year 3: 121 GLH Breakdown for this pathway as follows: Technical knowledge element: 646 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 9: Non Destructive Testing Minimum recommended duration of programme is 36 months Total of 1061 minimum off the job GLH for the duration of the programme: Year 1: 850 GLH, Year 2: 106 GLH, Year 3: 105 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 10: Instrument & Controls Minimum recommended duration of programme is 42 months Total of 1061 minimum off the job GLH for the duration of the programme: Year 1: 811 GLH, Year 2: 100 GLH, Year 3: 100 GLH, Year 4: 50 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH

206 Pathway 11: Electrical Maintenance Minimum recommended duration of programme is 42 months Total of 1061 minimum off the job GLH for the duration of the programme: Year 1: 792 GLH, Year 2: 108 GLH, Year 3: 107 GLH, Year 4: 54 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 12: Mechanical Maintenance Minimum recommended duration of programme is 42 months Total of 1061 minimum off the job GLH for the duration of the programme: Year 1: 811 GLH, Year 2: 100 GLH, Year 3: 100 GLH, Year 4: 50 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 13: Design & Draughting Minimum recommended duration of programme is 36 months Total of 1106 minimum off the job GLH for the duration of the programme: Year 1: 861 GLH, Year 2: 123 GLH, Year 3: 122 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH FS ICT: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 14: Project Control 1. Minimum recommended duration of programme is 36 months

207 2. 3. Total of 1106 minimum off the job GLH for the duration of the programme: Year 1: 835 GLH, Year 2: 136 GLH, Year 3: 135 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH FS ICT: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH Pathway 15: Instrument Pipefitting Minimum recommended duration of programme is 36 months Total of 1061 minimum off the job GLH for the duration of the programme: Year 1: 861 GLH, Year 2: 100 GLH, Year 3: 100 GLH Breakdown for this pathway as follows: Technical knowledge element: 720 minimum GLH ERR: 41 GLH PLTS: 60 GLH FS English: 45 GLH FS Maths: 45 GLH Induction, mentoring, company training, progress reviews: 150 GLH How this requirement will be met Off-the-job GLH takes place throughout the Apprenticeship with GLH provided away from the immediate pressures of the apprentice s workplace. The first year of an apprentice's training will consist 100% of off-the-job learning. This ensures apprentices are not working in hazardous environments commensurate with Level 3 activities without having received all the necessary Health and Safety tuition that would support the situation, nor having the opportunity to first develop competences in a progressive way before being exposed to the hazards of work under site conditions. Training in this first year consists of block release at a training provider and/or further education college, although some off-the-job GLH may take place with the employer. Generally, the learning will take place from 0800 until 1600, Monday to Friday with the commencement of the off-the-job training signifying the commencement of the Apprenticeship itself. The nature of the engineering construction industry is such that, upon completion of the Year 1 off-the-job training, apprentices will be expected to undertake their on-the-job learning, experience and assessment at a number of different geographical locations. The Apprenticeship begins with a planned Induction which includes an overview of the

208 Apprenticeship framework; its requirements and the training and support apprentices can be expected to receive. This should include the issuing of ERR and PLTS workbooks that support delivery of the ERR and PLTS elements of the framework. It is recommended that a mentor be assigned to each apprentice to review their Apprenticeship progress on a regular basis. An apprentice may have more than one mentor over the duration of the Apprenticeship. Induction training may also take place at the beginning of Year 2 as an introduction to the on the job training. The off-the-job learning to be completed in the first year of the Apprenticeship will consist of a thorough training in the fundamental, practical skills of the respective discipline in a workshop and/or simulated work setting. The apprentice will have the opportunity, away from the pressures of the workplace, to learn the skills of their chosen pathway and to become familiar with the tools, equipment and machinery, and importantly be able to use these in an effective and safe manner. Also during the Year 1 off-the-job period, apprentices will spend a proportion of their week in a classroom learning the theory that underpins the competence-based, practical elements of their discipline. The theory will be delivered at the training provider's premises, a college or a combination of both. There may also be a need for self study according to Training Providers, Colleges or Awarding Organisations arrangements. Provided the formative and summative assessments are successfully completed, each apprentice will achieve formal recognition for this knowledge-based element of their as described elsewhere in the framework. In decision with industry stakeholders, this framework provides access to a range of Knowledge qualifications (technical certificates) for each Pathway, all of which can provide the underpinning knowledge and understanding associated with the apprentice s discipline via a core and options approach, whilst allowing for a flexibility in choice to support business needs which also recognises the potential progression opportunities both in company, including access to further and higher education, and the career aspirations and abilities of the apprentice. The providers of the knowledge qualification in partnership with the employer and apprentice agree on the most appropriate knowledge qualification for the apprentice to be enrolled on please refer to the framework section on qualifications for further guidance. It is vital that each apprentice understands their Employee Rights and Responsibilities (ERR). Principally, during the off-the-job training of the Apprenticeship, apprentices will learn about their statutory rights and responsibilities and the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Apprentices will find out about sources of information and advice available to them on their employment rights and responsibilities and form an understanding of the role played by their occupation within their organisation and industry. Apprentices will learn about the types of representative bodies and understand their relevance to their skill, trade or occupation, and know where and how to get information and advice on their industry, occupation, training and career. It is also

209 vital that apprentices can describe and work within their organisation's principles of conduct and codes of practice. There are two pathway options for completion of the nine national outcomes/standards for ERR. Apprentices are encouraged to complete as much of the ERR programme as they are able in the early part of their Apprenticeship as learning about these will help settle them into their training programme and to understand more about their occupation, organisation and industry. Option 1 (ERR Workbook) Apprentices complete the ECITB 'Record of Achievement in ERR'. Option 2 (QCF) Apprentices complete the EAL Level 2 Award in Employment Rights and Responsibilities for New Entrants into the Engineering and Manufacturing Industries. A candidate will not be able to complete their Apprenticeship without evidence of achievement in ERR as stated in one of the above pathway options. Should an apprentice commence their Apprenticeship without having previously completed the requisite Functional Skills (FS) or qualifications that would represent exemption from having to complete them, then FS qualifications will also be delivered off-the-job during the Apprenticeship. Functional Skills are principally in English and Maths at Level 2. These are applicable to all disciplines in this framework. Functional Skill at Level 2 in ICT is mandatory for apprentices pursuing the Design and Draughting or one of the Project Control pathways only. Delivery methods and learner preparation for the external FS assessment may vary but should start with initial/early assessment of a learner s functional skills. Personalised learning should be based on assessing performance to date in order to inform and shape the next step in learning for that individual or group of individuals. Also required of an apprentice is that they demonstrate their attainment of 6 Personal Learning and Thinking Skills (PLTS). PLTS will be introduced and may start to commence in the first year, but it is expected that apprentices will continue to learn and may demonstrate evidence of attainment in PLTS throughout their Apprenticeship. PLTS training will include a combination of on and off-the-job training. All ECITB apprentices are to receive an introduction to PLTS as part of their overall induction programme. A PLTS Workbook will be issued to all apprentices and will include a mapping of all the PLTS outcomes to the mandatory units of their specific Competence based qualification. Learning and attainment in PLTS will be recorded on an Evidence Matrix and PLTS Group Assessment Forms. The training provider will complete the Certificate of Achievement in PLTS, with the original validated copy forwarded to the relevant Certifying Authority with the relevant Certificate Request form at the end of the Apprenticeship. A copy of each of the PLTS Group Assessment Forms will be kept on file by the training provider for quality assurance purposes. Mentoring, company training and progress reviews are a vital component of an apprentice s

210 development. These are ongoing throughout the Apprenticeship and should be planned for. Off-the-job GLH should be recorded and this can include an apprentice diary and/or portfolio where necessary in addition to the GLH requirement attainment which is recorded on certificated forms. Employers and training providers must ensure evidence is recorded to substantiate GLH requirements. Minimum on-the-job guided learning hours It is extremely important that an apprentice is provided with the opportunity to practise and apply the skills they have attained in the context of a real job environment. Delivered in the workplace through practical experience this is referred to as on-the-job guided learning. A balance is to be achieved between off-the-job and on-the-job guided learning as required subject to the minimum framework requirements. On-the-job training commences in year 2 of the Apprenticeship programme. The minimum number of on-the-job GLH per pathway per year for this framework is as follows: Pathway 1: Pipefitting Average duration of programme is 36 months Total of 704 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 644 minimum GLH PLTS: 60 GLH Pathway 2: Mechanical Fitting Average duration of programme is 36 months Total of 470 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 410 minimum GLH PLTS: 60 GLH Pathway 3: Welding (Pipework) Average duration of programme is 36 months Total of 543 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 483 minimum GLH PLTS: 60 GLH Pathway 4: Welding (Plate)

211 Average duration of programme is 36 months Total of 463 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 403 minimum GLH PLTS: 60 GLH Pathway 5: Plating Average duration of programme is 36 months Total of 435 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 375 minimum GLH PLTS: 60 GLH Pathway 6: Steel Erecting Average duration of programme is 36 months Total of 495 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 435 minimum GLH PLTS: 60 GLH Pathway 7: Rigging (Moving Loads) Average duration of programme is 36 months Total of 429 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 369 minimum GLH PLTS: 60 GLH Pathway 8: Electrical Installation Average duration of programme is 36 months Total of 565 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 505 minimum GLH PLTS: 60 GLH Pathway 9: Non Destructive Testing 1. Average duration of programme is 36 months

212 2. 3. Total of 349 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 289 minimum GLH PLTS: 60 GLH Pathway 10: Instrument & Controls Average duration of programme is 42 months Total of 581 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 521 minimum GLH PLTS: 60 GLH Pathway 11: Electrical Maintenance Average duration of programme is 42 months Total of 626 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 566 minimum GLH PLTS: 60 GLH Pathway 12: Mechanical Maintenance Average duration of programme is 42 months Total of 495 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 435 minimum GLH PLTS: 60 GLH Pathway 13: Design & Draughting Average duration of programme is 36 months Total of 570 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 510 minimum GLH PLTS: 60 GLH Pathway 14: Project Control Average duration of programme is 36 months Total of 289 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows:

213 Competence element: 229 minimum GLH PLTS: 60 GLH Pathway 15: Instrument Pipefitting Average duration of programme is 36 months Total of 440 minimum on-the-job GLH for the duration of the programme Breakdown for this Pathway is as follows: Competence element: 380 minimum GLH PLTS: 60 GLH How this requirement will be met On-the-job GLH requirements for all Pathways are evidenced by completion of the Competence qualification and the issuing of the Certificate in PLTS Achievement in accordance with the requirements specified in the relevant PLTS section in this framework. On-the-job learning is likely to take 2 years for Pathways 1-9 and and 2.5 years for Pathways 10-12, but this can be longer or shorter depending upon (a) the qualification pathway and optional units selected; (b) the opportunities open to the apprentice in the workplace that directly relate to the skills and knowledge to be attained, and (c) the rate at which the learner is able to attain the skills and knowledge and apply them in real work situations. Each apprentice will have their own learning styles and the rate of learning will differ. The contracting nature of the engineering construction industry means apprentices will commonly commence their on-the-site training and formal Competence qualification training in year two of their Apprenticeship and this is likely to be on customer sites geographically removed from their training provider or college. For this reason, the first year of an apprentice s training is conducted wholly off-the-job. Therefore, an apprentice will have gained a level of experience of competence training and practise but in a simulated, safe environment. Due to the safety critical requirements of the industry, this guided learning is reinforced in the first year on-the-job apprentice training as part of the Competence element of the framework but this time on real job experiences in the workplace. This is before any additional on-the-job guided learning is delivered to develop an apprentice s skills and competence further. The mentor/trainer will effectively be coaching and supervising the apprentice on non-complex tasks until the experience, confidence and on-the-job ability of the apprentice grows. This on-the-job learning will be recorded by the apprentice and the resultant log book entry will be signed by the mentor and become a record of GLH training and experience (see Maintaining Records below). Delivery of the Competence qualification must be in accordance with the relevant Awarding Organisation s delivery and assessment guidance and Quality Assurance Procedures. The

214 relevant information and documentation can be accessed on the ECITB website via the link below: rds_and_qualifications/ During the period of on-the-job training the Competence qualification assessor will regularly visit the apprentice to provide feedback on tasks completed and where they fit into the Competence Qualification to be achieved. The assessor will be looking to ensure that the apprentice is being adequately supervised and is getting the opportunity to gain experience in the skills required. The assessor will also recommend to the apprentice what he/she needs to do, the future activities to be involved in that would be most beneficial to the pursuit of the qualification. As the apprentice's experience grows the level of supervision required by the apprentice will gradually reduce and rather than only gaining experience, the apprentice will begin to be able to demonstrate competence. Apprentices in their 3rd year will have attained a level of skill and have an understanding of their discipline such that they are able to work under decreasing amounts of supervision. This increase in autonomy and subsequent rise in confidence will introduce opportunities for the apprentice to work as an effective member of the team at work. Still compiling reports and gathering information on tasks completed, this evidence now has greater significance as it will be the basis for making decisions on the competence of the apprentice in aspects of the qualification. The assessor will still be visiting regularly, but the focus is more now on judging the evidence the apprentice has put together and on direct observation of the apprentice demonstrating their skill in the respective discipline on-the-job. As the completion of the qualification nears, the visits by the assessor may increase in frequency. Records of the assessment activity will be generated and signed and dated by the assessor, the apprentice and the supervisor/mentor. Apprentices will also continue with their PLTS learning but this time in an on-the-job setting. This will build on and complement the off-the-job learning and practice undertaken in this area. Exposure to real working situations will provide a platform not merely to understand further the benefit of PLTS but to demonstrate them in the context of the job role. Guided by the assessor, the apprentice will be expected to record examples of where they have met the 6 PLTS and the assessor may directly observe and record the apprentice demonstrating these skills. On-the-job training of PLTS will continue throughout the Apprenticeship and the apprentice will require ongoing guided learning and support, as appropriate. Maintaining Records of Training and Experience As these Competence element skills are being honed, the apprentice will be required to maintain a log of all tasks and GLH completed. This will aid reflective learning, providing apprentices with an opportunity to identify areas for improvement. This log will be made up of

215 reports written by the apprentice, comments and feedback from the mentor and/or supervisor, copies of work instructions, copies of drawings and diagrams, test records, etc to form a portfolio of evidence. The apprentice will be responsible for maintaining these logs in a Log Book provided by the ECITB. The apprentice will present this log book to his supervisor and/or mentor on a regular basis and ensure that it is in good order when the Competence Qualification's assessor visits. Each apprentice has a PLTS workbook containing mappings of all PLTS learning and assessment opportunities to the core or mandatory units of their respective discipline Competence qualification. On-the-job coaching will cover and reinforce this learning and this will be recorded in the evidence log by the apprentice and, where relevant, the on-the-job coach/trainer (e.g. to validate and record direct tuition, guidance (GLH) or observation provided while on the job by the coach/trainer). Evidence of attainment will be recorded as described in the PLTS section of this framework. Generation of portfolio evidence may be paper based, electronic with other mediums such as video evidence. It is also important that: Progress towards completion of the competence qualification and PLTS should be planned, reviewed and evaluated jointly between the apprentice and an appointed mentor or manager; Apprentices should receive regular reviews from the mentor and assessor in order to ensure they remain on target to complete the competence qualification/plts in the allocated time; Be delivered during normal contracted working hours.

216 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills A Delivery and Assessment Guidance document for training providers/employers supports this process outlining the requirements for the teaching and delivery support and assessment of PLTS outcomes to apprentices. All ECITB apprentices are to receive an introduction in PLTS as part of their overall induction programme. This is to include instruction as to how the provider will support the teaching of the outcomes and monitor and assess their development and performance during their Apprenticeship programme. The issuing of a PLTS Workbook to all apprentices, which includes a mapping of all the PLTS outcomes to the mandatory units of the apprentice s Competence qualification, supports both provider /employer and apprentice by signposting opportunities for the development and assessment of each area of PLTS learning, as well as helping gather the necessary evidence which will support the formal assessment. It is expected that the delivery of PLTS outcomes will include a combination of some or all of the following methods: Provision of formal teaching which clearly identifies and supports PLTS outcomes Peer group learning and development sessions Coaching/mentoring of the apprentice using formative assessment The setting of tasks and assignments in Apprenticeship learning which support PLTS outcomes Practical assistance in guiding the apprentice to areas where outcomes can be practiced and demonstrated and helping apprentices to recognise opportunities for themselves Direct observation of job performance or verbal discussion involving the apprentice, offering feedback and signing and dating the apprentice s evidence log when an outcome has been successfully demonstrated The assessment requirement is that the apprentice has effectively demonstrated and evidenced each of the outcomes in all 6 PLTS groups by the end of their Apprenticeship programme, and this achievement has been formally confirmed by the provider/assessor/employer. To allow for flexibility in the sector, ECITB does not limit the types of evidence that can be used for assessment purposes but does provide examples and documentation to support the requirement that all outcomes must be achieved, evidenced, formally assessed and subject to quality assurance. On successful completion of all six PLTS Group Assessment Forms, the Provider is to complete the Certificate of Achievement in PLTS, with the original validated copy forwarded to the

217 relevant Certifying Authority with the relevant Certificate Request form at the end of the Apprenticeship. A copy of each of the PLTS Group Assessment Forms is to be kept on file by the Provider for quality assurance purposes. Creative thinking ECITB apprentices are required to achieve each of the six learning outcomes of this PLTS framework group to demonstrate their ability to think creatively by generating and exploring ideas, making original connections. They will try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of. Formal assessment of the 6 learning outcomes for Creative Thinking should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The six Creative Thinking PLTS outcomes to be achieved by the apprentice are: generate ideas and explore possibilities ask questions to extend their thinking connect their own and others' ideas and experiences in inventive ways question their own and others' assumptions try out alternatives or new solutions and follow ideas through adapt ideas as circumstances change The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Creative Thinking. Independent enquiry ECITB apprentices are required to achieve each of the six learning outcome of this PLTS framework group to demonstrate their ability to process and evaluate information in their investigations, planning what to do and how to go about it. It is about taking informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Formal assessment of the 6 learning outcomes for Independent Enquirers should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The six Independent Enquirers PLTS outcomes to be achieved by the apprentice are:

218 identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions, using reasoned arguments and evidence The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Independent Enquirers. Reflective learning ECITB apprentices are required to achieve each of the six learning outcome of this PLTS framework group to demonstrate their ability to evaluate their strengths and weaknesses, setting realistic goals with criteria for success. It also involves monitoring self performance and progress, inviting feedback from others and making changes to further self learning. Formal assessment of the 6 learning outcomes for Reflective Learners should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The six Reflective Learners PLTS outcomes to be achieved by the apprentice are: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate experiences and learning to inform future progress communicate their learning in relevant ways for different audiences The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Reflective Learners.

219 Team working ECITB apprentices are required to achieve each of the six learning outcome of this PLTS framework group to demonstrate their ability to work confidently with others, adapting to different situations and taking responsibility for their own role. Being able to listen to and take account of different views, as well as form collaborative relationships, resolving issues to reach agreed outcomes. Formal assessment of the 6 learning outcomes for Team Workers should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The six Team Workers PLTS outcomes to be achieved by the apprentice are: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive support and feedback to others The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Team Workers. Self management ECITB apprentices are required to achieve each of the seven learning outcome of this PLTS framework group to demonstrate their ability to organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. It involves actively embracing change, responding positively to new priorities, coping with challenges and looking for opportunities. Formal assessment of the 7 learning outcomes for Self Managers should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The seven Self Managers PLTS outcomes to be achieved by the apprentice are: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance

220 organise time and resources, prioritising actions anticipate, take and manage risks deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Self Managers. Effective participation ECITB apprentices are required to achieve each of the six learning outcome of this PLTS framework group to demonstrate their ability to engage with issues that affect them and those around them. Playing a full part in the workplace, college or wider community, by taking responsible action to bring improvements for others as well as themselves. Formal assessment of the 6 learning outcomes for Effective Participators should be undertaken when the apprentice and provider/employer are confident that the standards have been achieved and the apprentice s evidence log supports all required PLTS outcomes within this group. The six Effective Participators PLTS outcomes to be achieved by the apprentice are: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own The apprentice should select up to 3 separate instances of the demonstration of each individual outcome where it is believed they have most effectively demonstrated that outcome and/or their job role benefitted the most from its application. The assessor should evaluate the evidence to support these and discuss the achievement with the apprentice. When the assessor is satisfied that the apprentice has achieved effective demonstration of the outcomes, both learner and assessor should sign and date the PLTS Group Assessment Form for Effective Participators.

221 Additional employer requirements CCNSG National Safety Passport: Although not a statutory requirement for completion of this framework, it is a requirement of the engineering construction sector that all apprentices successfully complete and pass the Client Contractor National Safety Group (CCNSG) Course in order to obtain the certificated Safety Passport which is mandatory for entry on to engineering construction sites. Apprentices will need to attain this recognised industry standard, which meets the business needs of employers prior to the commencement of any on-the-job training. The 2-day course will be delivered off-the-job towards the end of the apprentice's first year of training to allow the maximum qualification period as the passport expires after 3 years and a 1-day refresher is then required. ECITB has a national network of approved CCNSG training providers to deliver this recognised industry standard, which meets the business needs of employers. Other: Additionally, employers have the option to include additional components to the framework to meet their particular needs, e.g. further ECITB QCF Competencies Units or QCF Knowledge Units or Training & Engineering Construction Skills (TECSkills) as considered appropriate. Additional Employer requirements are not a statutory part of the framework and, as such, funding is not provided as part of the Apprenticeship framework. However, ECITB grant support to ECITB registered in-scope companies may be available in some instances. Enquiries should be made to the relevant ECITB Regional Account team - please see for current contact details.

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