Intermediate and Advanced Level Apprenticeship in Housing (England)

Transcription

1 Intermediate and Advanced Level Apprenticeship in Housing (England) IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 22 AUGUST 2017 Modifications to SASE came into effect on 22 August Accordingly, SASE publication DFE applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August For more details of the changes please read the following preface page to the framework document. 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=fr02166 Issue date: 13 May 2013 Issued by Instructus

2 Modifications to SASE came into effect on 22 August Accordingly, SASE publication DFE applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August The modifications allow for an exemption to the English and Maths regular minimum requirements for people with Special Educational Needs, Learning Difficulties or Disabilities. This means that adjusting the minimum requirements to Entry Level 3 in English and Maths can be considered by the provider, on an individual and case-by-case basis, where all of the conditions of the updated SASE section 18 (Intermediate level) or section 37 (Advanced level) for have been satisfied and can be evidenced. Full details relating to the exceptions eligibility criteria are contained in: Sections of SASE for Intermediate Level Apprenticeships Sections of SASE for Advanced Level Apprenticeships When applying this exemption, providers must STILL consider how to enable the Apprentice to access further literacy and numeracy development including Level 1 and Level 2 courses as part of their overall training provision. The modifications to SASE have also extended the list of qualifications that meet the minimum English requirements to allow for a British Sign Language (BSL) qualification, at the appropriate level, to be accepted as an alternative to a qualification in English, where BSL is the primary language of the Apprentice. Full details relating to BSL acceptance are contained in: Section 5(f) of SASE for Intermediate Level Apprenticeships Section 28(f) of SASE for Advanced Level Apprenticeships Furthermore, the SASE modifications have further extended the list of qualifications that meet the minimum English and Maths requirements to allow for the acceptance of a range of UK-wide qualifications, as an alternative to qualifications gained in England. Full details relating to the list of acceptable qualifications are contained in: Sections 5(g-j) and 6(f-i) of SASE for Intermediate Level Apprenticeships Sections 28(g-j) and 29(f-i) of SASE for Advanced Level Apprenticeships The modifications include reference to the new numerical grades in the reformed GCSE system and the minimum grade requirements. A grade 4 (new grading) will be considered equivalent to a grade C (old grading). A grade 2 (new grading) will be considered equivalent to a Grade E (old grading). Full details relating to the numerically graded GCSEs are contained in: Sections 5 and 6 of SASE for Intermediate Level Apprenticeships Sections 28 and 29 of SASE for Advanced Level Apprenticeships Please note that some frameworks may have English and Maths grade/level requirements that are above the SASE regular minimum requirements. The exceptions relating to the use of British Sign Language or Entry Level 3 qualifications, detailed above, do not apply to industry-specific minimum entry requirements. Please check specific framework documents to ascertain where this is the case and/or check directly with the Issuing Authority responsible for the framework. The updated version of SASE, and guidance documents, can be accessed here:

3 Intermediate and Advanced Level Apprenticeship in Housing (England)

4 Framework summary Intermediate and Advanced Level Apprenticeship in Housing Intermediate Apprenticeship in Housing This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 2 include: Pathway 1: Housing Competence qualifications available to this pathway: C1 - Level 2 NVQ Certificate in Housing Knowledge qualifications available to this pathway: K1 - Level 2 Certificate in Housing Practice K2 - Level 2 Certificate in Housing Maintenance Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Intermediate and Advanced Level Apprenticeship in Housing Advanced Apprenticeship in Housing This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 3 include: Pathway 1: Housing Competence qualifications available to this pathway: C1 - Level 3 NVQ Certificate in Housing Knowledge qualifications available to this pathway: K1 - Level 3 Certificate in Housing Practice K2 - Level 3 Certificate in Housing Maintenance Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills

5 Framework information Information on the Issuing Authority for this framework: Instructus The Apprenticeship sector for occupations in air conditioning, building services engineering, business and administration, cleaning, customer service, digital/information technology, electro technical, electrical and electronic servicing, enterprise and business support, facilities management, heating and ventilating, housing, human resources and recruitment, industrial relations, leadership and management, marketing and sales (also includes contact centres and third sector), plumbing, property and refrigeration. Issue number: 8 Framework ID: FR02166 This framework includes: Level 2 Level 3 Date this framework is to be reviewed by: 31/12/2013 This framework is for use in: England Short description The Level 2 Intermediate and Level 3 Advanced Apprenticeship in Housing has been designed with the help of employers to attract new people into Housing and to upskill the existing workforce. Advanced apprentices will work as Housing Officers and Intermediate apprentices as Housing Assistants.

6 Contact information Proposer of this framework This framework has been developed on behalf of employers within the sector through consultation with Asset Skills. Industry stakeholders including Incommunities, Sanctuary Housing, New Charter Housing Trust, Wigan and Leigh Housing and the Chartered Institute of Housing (CIH) and its members were involved in the process before the draft framework was circulated to wider contacts for input. Developer of this framework Name: Organisation: Organisation type: Job title: Gill Spatcher Asset Skills Sector Skills Council Skills Development Manager - Apprenticeships Phone: Postal address: Website: gspatcher@assetskills.org Sol House 29 St Katherine's Street Northampton NN1 2QZ Issuing Authority's contact details Issued by: Issuer contact name: Michelle Jay Issuer phone: Issuer mjay@assetskills.org

7 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Gill Spatcher- Apprenticeships Manager Asset Skills gspatcher@assetskills.org Why this framework is being revised To add NOCN qualifications to the Intermediate level (see below) Summary of changes made to this framework To add NOCN qualifications to the Intermediate level (see below) Qualifications removed N/A Qualifications added 600/7910/1 NOCN Level 2 NVQ Certificate in Housing 600/7911/3 NOCN Level 2 Certificate in Housing Practice Qualifications that have been extended N/A

8 Purpose of this framework Summary of the purpose of the framework Definition of Apprenticeships 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 functional and 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 training 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. 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. Housing Apprenticeship Housing professionals directly affect the living conditions of one in four households and therefore play a large role in shaping the quality of life for communities. Housing covers a wide range of activities, from managing properties, community development, supported housing and hostel accommodation to planning new homes. The private and public rented housing sector includes local authorities, housing organisations, small private landlords, voluntary sector landlords, Registered Social Landlords [RSLs], homelessness agencies, tenant managed and campaigning organisations. The housing sector employs 209,100 people in England in over 64,300 organisations. Housing Associations and RSLs, together with Local Authorities currently employ the largest number of housing staff. The recent economic downturn has meant that organisations and staff have been under pressure to provide a high level of service to a growing number of people with limited resources. Thus, organisations are looking to adapt to the new market conditions with 36% planning to move into new areas of activity and 25% of organisations investing more money in training to support these new areas. In terms of skills 5% of organisations stated that vacancies were hard to fill due to the lack of applicants with the required skills and an additional 4% reported skill gaps. Research indicates that the housing sector has a disproportionate shortfall of skills within administrative/clerical, sales, customer services and manager occupations. Although the sector is generally well qualified many qualifications held are not necessarily related to housing. 15% of employees within the sector have below level 2 or no qualifications.

9 Challenges faced by housing organisations include: increased customer demands as evidence suggests that demand is outstripping supply for social housing provision; internal factors such as increasing efficiency, managing budget cuts and keeping costs down; legislation the need to keep up to date with new legislation, particularly around sustainability and health and safety; reduced level of public funding and access to private sector borrowing with the need to source funding from other areas. Future competencies required by the sector include: Management and Leadership identified as being a key issue for the future which covers: coaching and supporting staff, problem solving, engaging and involving staff; frontline customer service skills meeting customer demands involving a more proactive approach; inter-agency working requiring a wide range of communication and influencing skills; IT Skills and understanding relevant legislation. Employers have been involved with the design of the qualifications in this framework which will develop the critical skills required within the sector. Advanced apprentices will work as Housing Officers and Intermediate apprentices will work as Housing Assistants. The framework will also contribute to meeting the wider skills priorities for England by: providing flexible access to a high quality level 2 and 3 Skills programme, which act as a real alternative to GCSEs and A levels for those who prefer this style of learning and achievement; incorporating skills to improve the general literacy numeracy in England; using technical and competence qualifications, valued by employers, to help their businesses grow and remain competitive; developing apprentices personal, learning and thinking skills, to build their confidence and creativity, improving their social and working lives; developing apprentices employability skills, making them more attractive to all employers whichever career they choose; providing a career pathways into jobs and training at technician level and higher, to provide the skills which the economy needs to grow. Aims and objectives of this framework (England) The aim of the is to attract new people into the sector, especially from local

10 communities, and to upskill the existing workforce in order that organisations can provide sustainable housing provision and to support vulnerable people within their communities. The objectives are to: 1. Attract new people from under-represented groups into the sector helping to fill current and future skill gaps and hard to fill vacancies 2. Make housing a career of choice for people new to the sector 3. Upskill the existing workforce to Level 2 and Level 3 4. Provide a flexible route into a career in housing at levels 2 and 3 and above, through further and higher education, leading to professional status. Please refer to the Asset Skills website for more information:

11 Entry conditions for this framework Employers are looking to attract applicants from a wide range of backgrounds and experience, some of whom may have had experience, paid or unpaid, within the sector. Applicants will be expected to have basic literacy and numeracy skills on which this will build, be willing to work as part of a team, recognise and appreciate diversity and to communicate with a wide range of customers. Training providers and employers will use initial assessment to ensure that applicants have a fair opportunity to demonstrate their ability and to tailor programmes to meet individual needs, recognising prior qualifications and experience.

12 ... level 2 Level 2 Title for this framework at level 2 Intermediate Apprenticeship in Housing Pathways for this framework at level 2 Pathway 1: Housing

13 ... level 2... Pathway 1 Level 2, Pathway 1: Housing Description of this pathway Housing (Level 2)- a minimum of 46 credits 18 credits for Competence 13 credits minimum for Knowledge 15 credits for English, Mathematics and ICT Functional Skills Entry requirements for this pathway in addition to the framework entry requirements There are no specific entry requirements.

14 ... level 2... Pathway 1 Job title(s) Housing Assistant Housing Maintenance Assistant Job role(s) The job holder could be working in a neighbourhood or head office. They will be the first point of call for a wide range of customer queries and requests which will need to be passed to the correct department. Queries could include housing benefits advice, nuisance neighbours and repairs. The job holder could be working in a call centre dealing with repairs and maintenance related queries. They will organise repair work, liaising with customers and maintenance personnel, and arrange planned and ad-hoc maintenance surveys.

15 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway C1 - Level 2 NVQ Certificate in Housing No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 500/9140/2 City & Guilds N/A C1b 600/1711/9 Edexcel N/A C1c 600/2875/0 Skillsfirst N/A C1d 600/7910/1 NOCN N/A Knowledge qualifications available to this pathway K1 - Level 2 Certificate in Housing Practice No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 501/0810/4 CIH N/A K1b 600/1893/8 Edexcel N/A K1c 600/2876/2 Skillsfirst N/A K1d 600/5506/6 City & Guilds N/A K1e 600/7911/3 NOCN N/A

16 ... level 2... Pathway 1 Knowledge qualifications available to this pathway (cont.) K2 - Level 2 Certificate in Housing Maintenance No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K2a 600/2120/2 Chartered Institute of Housing N/A

17 ... level 2... Pathway 1 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications The Knowledge qualifications in Housing Practice and Housing Maintenance provide the understanding and broader knowledge for the Competency based NVQ Certificate in Housing qualification.

18 ... level 2... 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 values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 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.

19 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 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.

20 ... level 2... Pathway 1 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 values. 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 Credit value Functional Skills qualification in Information and Communications Technology (ICT) 1 5 GCSE qualification in ICT (with enhanced functional content) E 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* E 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) (no information) Progression routes into and from this pathway Progression into this Level 2 Apprenticeship Applicants will come from a variety of routes which may include any of the following: School or college

21 ... level 2... Pathway 1 Previous experience, voluntary or work experience Diploma in Public Services Progression from this Advanced Apprenticeship in Housing Level 3 NVQ or Level 3 Certificate in Housing Practice/ Maintenance Membership of the professional organisation, the Chartered Institute of Housing Advanced Apprenticeship in Business Administration or Customer Service Progression to Housing Officer Further information on careers in the sector can be found at: tskills.org/careersandtraining/careershome.aspx

22 ... level 2... Pathway 1 Employee rights and responsibilities DELIVERY AND ASSESSMENT OF ERR All Apprentices MUST receive an induction to the workplace and to the Apprenticeship programme. ERR will be delivered through a either a QCF unit, part of the competency qualification, or Asset Skills workbook. Both methods will ensure that the Apprentice knows and understands each of the nine national outcomes for ERR. RECOGNITION OF ERR: ERR is covered by completion of the 'Employment Rights and Responsibilities in the Facilities Management, Housing and Property Sectors' unit, contained as a mandatory unit for apprentices within the competency qualification. ERR will automatically be evidenced at certification by the achievement of the qualification. Alternatively, apprentices are to complete the ERR workbook and upload the signed off checklist through ACE.

23 ... level 3 Level 3 Title for this framework at level 3 Advanced Apprenticeship in Housing Pathways for this framework at level 3 Pathway 1: Housing

24 ... level 3... Pathway 1 Level 3, Pathway 1: Housing Description of this pathway Housing (Level 3)- a minimum 66 credits 29 credits for Competency 27 credits minimum for Knowledge 10 credits English and Mathematics Functional Skills Entry requirements for this pathway in addition to the framework entry requirements There are no specific entry requirements for this pathway.

25 ... level 3... Pathway 1 Job title(s) Housing Officer Housing Support Officer Community Support Officer Job role(s) The job holder could be responsible for inspecting the condition of property, organising repairs, allocating accommodation, collecting rent and dealing with rent arrears, and handling complaints such as anti-social behaviour. They may well have to arrange temporary accommodation for those in need. The job holder could work in a homeless or probation hostel, where they would support the client in finding permanent accommodation, or, a sheltered housing scheme supporting the needs of clients. They would also visit clients in the community to check on personal and physical wellbeing. The job holder would set up initiatives, in conjunction with community representatives, to encourage tenants to participate in their local community. Examples could be training courses, activities in school holidays, awareness raising events, participation in local clubs and societies.

26 ... level 3... Pathway 1 Qualifications Competence qualifications available to this pathway C1 - Level 3 NVQ Certificate in Housing No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 500/6690/0 City & Guilds C1b 600/1712/0 Edexcel C1c 600/2877/4 Skillsfirst Knowledge qualifications available to this pathway K1 - Level 3 Certificate in Housing Practice No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 501/1549/2 Chartered Institute of Housing K1b 600/2504/9 Edexcel K1c 600/6988/0 City & Guilds

27 ... level 3... Pathway 1 Knowledge qualifications available to this pathway (cont.) K2 - Level 3 Certificate in Housing Maintenance No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K2a 600/4727/6 Chartered Institute of Housing

28 ... level 3... Pathway 1 Combined qualifications available to this pathway N/A Relationship between competence and knowledge qualifications The chosen Level 3 Certificates in Housing Practice and Housing Maintenance provide the underpinning knowledge and understanding for the Level 3 NVQ Certificate in Housing.

29 ... level 3... 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 values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value 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.

30 ... level 3... Pathway 1 Mathematics Minimum level or grade Credit value 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 work roles have varying levels of ICT requirements and the generic ICT Functional Skills are too broad to accommodate this. Training will be given to apprentices to use specialist in-house software systems and therefore there is no requirement to undertake ICT Functional Skills at Level 3. Progression routes into and from this pathway

31 ... level 3... Pathway 1 Progression into this Level 3 Apprenticeship Intermediate in Housing, Business Administration or Customer Service Previous experience or voluntary work in the Housing sector Diploma in Public Services Progression from this Level 4 CIH Certificate/Diploma in Housing Practice Professional status through the Chartered Institute of Housing (CIH) Progression to Management roles within the sector HND and Foundation Degrees in Housing On completion of this, apprentices can become a practitioner member of the CIH. For information about foundation degrees and HNDs in the sector please refer to the Asset Skills website: UCAS points for this pathway: (no information)

32 ... level 3... Pathway 1 Employee rights and responsibilities DELIVERY AND ASSESSMENT OF ERR All Apprentices MUST receive an induction to the workplace and to the Apprenticeship programme. ERR will be delivered through either a QCF unit, part of the competency qualification or through the Asset Skills worbook. Either method will ensure that the Apprentice knows and understands each of the nine national outcomes for ERR. RECOGNITION OF ERR: ERR is covered by completion of the Employment Rights and Responsibilities unit contained as a mandatory unit for apprentices within the competency qualification. ERR will automatically be evidenced at certification by the achievement of the qualification. Alternatively, there is an ERR workbook which is evidenced through the completed sign off sheet being uploaded to ACE.

33 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met The Housing sector workforce is predominately female (62%), full-time (82%) and white (88%). Across the UK, over half of the housing sector workforce is aged 35 to 54 and a smaller proportion (8%) is aged 16 to % of the workforce has a disability which is higher than the average for England of 12.8%. The sector would like to encourage more young people and males to apply for jobs within the sector. Likely reasons for these imbalances include: Young people are not aware of careers within the sector. Many people do not plan a career in housing but tend to stumble into the sector Males and BMEs are not aware of the variety of careers within the sector and the recognition of professional status A perception that there are limited career opportunities Asset Skills is taking the following steps to address diversity issues in the workforce: Raising awareness in schools about Housing as a career through work with careers advisors Working with professional organisations to promote the sector Use of non stereotypical images on the careers website and materials Case studies of apprentices which reflect males and those from BME groups Apprenticeships are seen as a vital route to encourage, and facilitate a greater diversity of individuals into the industry. Housing employers intend to recruit apprentices from their local communities thereby enhancing social inclusion. Employers and training providers are encouraged to offer additional support and mentoring to ensure that apprentices complete their training. Training providers and employers MUST comply with the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to and promotion within, the Industry, using the 9 protected characteristics of : 1. Age 2. Disability

34 3. Gender 4. Gender reassignment 5. Marriage and civil partnership 6. Pregnancy and maternity 7. Race 8. Religion and Belief 9. Sexual orientation Asset Skills will monitor take up and achievement of all Apprenticeships through the Housing Employer group and continue to take steps to address any barriers to take up and achievement as part of our Sector Qualifications Strategy.

35 On and off the job guided learning (England) Total GLH for each pathway Intermediate (Level 2) Apprenticeship The total amount of on and off-the-job guided learning hours (GLH) for this is a minimum of 353 hours made up as follows: 100 GLH for the Level 2 NVQ Certificate in Housing 102 GLH minimum for the Knowledge based qualifications 135 GLH for the 3 Functional Skills 16 GLH for ERR/PLTS induction and recording, mentoring and progress reviews. The minimum duration for apprentices aged to complete this will be 12 months. For those apprentices aged 19 or over, the should also last at least 12 months unless relevant prior learning is recorded. Advanced (Level 3) Apprenticeship The total amount of on and off the job guided learning hours (GLH) for this is a minimum of 461 hours made up as follows: 145 GLH for the Level 3 NVQ Certificate in Housing 200 GLH minimum for the Knowledge based qualifications 90 GLH for the 2 Functional Skills 26 GLH for mentoring/progress reviews, ERR and PLTS induction and recording. The minimum duration to complete this Advanced Apprenticeship is 18 months. GLH relating to the Functional Skills qualifications can be delivered on or off-the-job depending on the providers delivery model and the learning needs of the apprentice. GLH relating to mentoring, ERR and PLTS induction and recording can be delivered on or off-the-job depending on the providers delivery model. Minimum off-the-job guided learning hours

36 Intermediate Level 2 Apprenticeship Providers must ensure that a minimum of 106 GLH are completed off the job. This figure represents a minimum of 102 GLH for the chosen Knowledge qualification and 4 hours of GLH for the Functional Skills. Advanced Level 3 Apprenticeship The total minimum number of off-the-job GLH is 150. Providers must ensure that a minimum of 100 GLH are completed off-the-job in the first year, with a minimum of 50 off-the-job GLH taking place in the following 6 months. This figure represents the minimum GLH for a Knowledge qualification component. The remaining (minimum of 50) GLH for the chosen Knowledge qualification can be delivered on-the-job as part of evidence collection and research. If Functional Skills are delivered as off-the-job the 90 GLH should be pro-rata so that 60 GLH are completed in the first year and 30 in the following six months. If mentoring reviews, ERR and PLTS induction and recording are delivered off-the-job the 26 GLH should be pro-rata so that 18 GLH are completed in the first year and the remaining 8 in the following six months. How this requirement will be met Off-the-job GLH should: achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; recording will be via a log sheet, timesheets and registers. Off-the-job GLH can be delivered through the following: Group teaching Individual teaching E-learning Coaching Mentoring

37 Feedback and assessment Private study Appraisals Company training such as health and safety, ERR induction Evidence for off-the-job will include: Level 2/3 Knowledge certificates Functional Skills certificates PLTS Workbook signed by apprentice and tutor/assessor ERR Workbook signed by apprentice and tutor/assessor A declaration form signed by the provider stating that off-the-job GLH has been met Minimum on-the-job guided learning hours Intermediate (Level 2) Apprenticeship On-the job GLH over a period of 12 months is 100 and represents GLH for the NVQ. Advanced (Level 3) Apprenticeship The total number of on-the-job GLH is a minimum of 195 over an 18 month period. This figure represents GLH for the NVQ plus a minimum of 50 GLH from the Knowledge qualification. The 195 GLH must be pro-rata and providers must ensure that 130 hours are completed in the first year and 65 hours during the following six months. If Functional Skills are delivered as on-the-job the 90 GLH should be pro-rata so that 60 GLH are completed in the first year and 30 in the following six months. If mentoring reviews, ERR and PLTS induction and recording are delivered on the job the 26 GLH should be pro-rata so that 18 GLH are completed in the first year and the remaining 8 in the following six months. How this requirement will be met On-the-job GLH consists of learning which encourages and enables apprentices to demonstrate practical job related skills and to practise and apply these skills in the context of a job. On-the-job should: achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited

38 elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching associated with the competency or Functional Skills qualifications, e-learning, distance learning, coaching, mentoring, feedback and assessment, collaborative/networked learning with peers, guided study, portfolio building, job shadowing; company training/briefings; recording will be via a simple log of hours completed, timesheet or diary. Evidence for on-the-job GLH will include: Level 2/3 NVQ Certificate in Housing Functional Skills certificates PLTS Workbook signed by apprentice and tutor/assessor ERR Workbook signed by apprentice and tutor/assessor A simple declaration form signed by the provider stating that on-the-job GLH has been met.

39 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills All of the six Personal, Learning and Thinking Skills (PLTS) have been mapped to the mandatory units of the competency qualification. Mapping has also taken place against the Level 2 CIH knowledge qualification mandatory units. The apprentice will need to complete the Asset Skills PLTS Workbook in order to evidence PLTS and to help them recognise the skills they have developed. The workbook will need to be placed in the apprentices portfolio for quality assurance purposes and the sign off sheet at the back of the workbook uploaded to the certifying authority through ACE for final certification. The mapping documentation and the workbook including sign off sheet can be found on the Asset Skills website: pprenticeships/housingapprenticeshipinformation.aspx Creative thinking Creative Thinking involves: generating ideas and exploring possibilities asking questions to extend thinking connecting own and others ideas and experiences in inventive ways questioning own and others assumptions trying out alternatives or new solutions and following ideas through adapting ideas as circumstances change Apprentices must be introduced to Creative Thinking during induction so that they learn to recognise for themselves when and where they are practicing these skills. Independent enquiry Independent Enquiry involves:

40 identifying questions to answer and problems to resolve planning and carrying out research, appreciating the consequences of decisions exploring issues, events or problems from different perspectives analysing and evaluating information, judging its relevance and value considering the influence of circumstances, beliefs and feelings on decisions and events supporting conclusions, using reasoned arguments and evidence Apprentices must be introduced to Independent Enquiry during induction so that they learn to recognise for themselves when and where they are practicing these skills. Reflective learning Reflective Learning involves: assessing yourself and others, identifying opportunities and achievements setting goals with success criteria for your personal development and work reviewing progress, acting on the outcomes inviting feedback and dealing positively with praise, setbacks and criticism evaluating experiences and learning to inform your future progress communicating your learning in relevant ways for different audiences Apprentices must be introduced to Reflective Learning during induction so that they learn to recognise for themselves when and where they are practicing these skills. Team working Team Working involves: collaborating with others to work towards common goals reaching agreements, managing discussions to achieve results adapting behaviour to suit different roles and situations, including leadership roles showing fairness and consideration to others taking responsibility, showing confidence in yourself and your contribution providing constructive support and feedback to others Apprentices must be introduced to Team Working during induction so that they learn to recognise for themselves when and where they are practicing these skills. Self management Self Management involves:

41 seeking out challenges or new responsibilities and showing flexibility when priorities change working towards goals, showing initiative, commitment and perseverance organising time and resources, prioritising actions anticipating, taking and managing risks dealing with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed managing your emotions and building and maintaining relationships Apprentices must be introduced to Self Management during induction so that they learn to recognise for themselves when and where they are practicing these skills. Effective participation Effective Participation involves: discussing issues of concern, seeking resolution where needed presenting a persuasive case for action proposing practical ways forward, breaking these down into manageable steps identifying improvements that would benefit others as well yourself trying to influence others, negotiating and balancing diverse views to reach workable solutions acting as an advocate for views and beliefs that may differ from your own Apprentices must be introduced to Effective Participation during induction so that they learn to recognise for themselves when and where they are practicing these skills.

42 Additional employer requirements There are no additional employer requirements for this.

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