Enterprise (England) Latest framework version? Instructus. Issued by IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 22 AUGUST 2017

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1 Enterprise (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=fr02983 Issue date: 29 August 2014 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 Enterprise (England)

4 Framework summary Enterprise Advanced Apprenticeship in Enterprise This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 3 include: Pathway 1: Enterprise Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Level 3 Diploma in Enterprising Skills in a Business Environment (QCF) B2 - Level 3 Diploma in Enterprising Skills in a Business Environment (QCF) This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 2: Social enterprise Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - L3 Diploma in Developing and Implementing Socially Enterprising Ideas in Organisations (QCF) This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 3: Social media Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - L3 Diploma in Business Innovation and Growth through Social Media and Entrepreneurial Skills (QCF) 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, 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: 4 Framework ID: FR02983 This framework includes: Level 3 Date this framework is to be reviewed by: 31/07/2017 This framework is for use in: England Short description This Enterprise framework is designed to meet the skill needs of a diverse range of businesses and organisations, in the public, private and third sectors, of varying sizes and across different sectors. It will support the development of enterprising skills amongst new and/or existing members of staff to address the challenges and opportunities of helping to develop and grow a business in an economy with increasing levels of ambiguity and uncertainty. Given the focus on the development of enterprising skills, Advanced Enterprise apprentices will work in a variety of job roles in smaller businesses, or in more specific projects or defined roles within larger organisations. The Advanced Apprenticeship is a minimum of 74 credits.

6 Contact information Proposer of this framework (no information) Developer of this framework Name: Organisation: Organisation type: Job title: Leigh Sear SFEDI Solutions Standard Setting Body Chief Executive Phone: Postal address: Website: Enterprise House 18 Parsons Court Welbury Way Aycliffe Business Park Aycliffe County Durham DL5 6ZE Issuing Authority's contact details Issued by: Instructus Issuer contact name: Kelly Saliba Issuer phone: Issuer

7 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Leigh Sear SFEDI leigh.sear@sfedi.co.uk Why this framework is being revised To respond to comments from NAS around the wording of the duration of the, in light of the recent change in the minimum employment of apprentices to at least 12 months. To update the details of the qualification from SFEDI Awards The framework is being updated by SFEDI in August 2014 to include new pathways related to social enterprise and social media and update the review date for the framework to create alignment with changes in the system Summary of changes made to this framework Two changes have been made to the framework: - Clarification of the wording around the duration of the - Changes to the unit numbers of the qualification from SFEDI Awards The framework is being updated by SFEDI in August 2014 to: - Include new pathways related to social enterprise and social media - Update the review date for the framework to create alignment with changes in the system Qualifications removed Not appropriate Qualifications added

8 Not appropriate The framework is being updated by SFEDI in August 2014 to include new pathway related to: - Social enterprise which will include a new qualification developed by the Real Ideas Organisation (RIO) - Social media which will include a new qualification developed by SFEDI Awards Qualifications that have been extended Not appropriate

9 Purpose of this framework Summary of the purpose of the framework There is widespread agreement around the contribution of enterprise development to productivity and economic competitiveness in the United Kingdom, as within the majority of other developed market economies. It is not only a source of jobs and wealth, but also stimulates innovation, competition, market diversification and is the seedbed of future business activity. Therefore, enterprise development has a key role in stimulating economic growth. Enterprise can take many forms, but is often commonly associated with owning and managing your own business. There are 4.9 million businesses in the United Kingdom, of which approximately 99 per cent employ fewer than 50 employees. These businesses employ 38 per cent of the UK workforce. The development of enterprising skills, such as taking decisions in uncertain conditions, negotiating and networking, are critical to the development of small businesses, as they often provide a source of competitive advantage. However, in today s fast moving competitive environment, there is a need for larger organisations to adopt such skills in being able to compete with organisations from other economies, particularly the BRIC (Brazil, Russia, India China) countries. Indeed, there is a growing recognition that the application of enterprising skills within an organisation, i.e. intrapreneurship, is essential if businesses are to survive and grow. Within this context, the development of enterprising skills assists in driving up performance of the best and addressing weaknesses in staff which are holding back productivity and performance. Available evidence demonstrates a difference between the requirements of businesses and the available skills within the labour market, particularly amongst young people and graduates. For example, recent reports by the Council for Industry and Higher Education (CIHE) and Confederation of British Industries (CBI) and Education Development International (EDI) identify a mismatch between the skills ranked as important to the performance of businesses, such as persuasion, negotiation and networking, and those possessed by recent university graduates. Therefore, there are calls for the existing workforce to be up-skilled and new people attracted into these jobs to meet the increasing demand for enterprising ways of working and a range of skills including: Decision-taking under uncertainty Problem-solving Taking initiative Making things happen Being resourceful (e.g. acquiring resources from others) Being innovative (e.g. turning an opportunity into a business idea) Persuading (e.g. others to do things) Negotiating (e.g. with internal and external stakeholders)

10 Proposing (e.g. new and different ways of doing things) Adding value (e.g. to existing activities in a business). Unlike a number of other occupations, such as in Business Administration and Retail, there have been no formal Apprenticeship programmes to develop the enterprising skills of new or existing members of staff in businesses. However, research undertaken by the National Enterprise Academy and SFEDI in 2010 highlighted a latent demand amongst young people and different groups of businesses for an enterprise Apprenticeship programme to assist in developing the skills required to meet the challenges and opportunities associated with the economy in the near to mid-term. In addition, the research has identified that an enterprise Apprenticeship would play a key role in addressing the mis-match between the needs of employers and the skills possessed by potential employees. The tasks undertaken by apprentices will vary depending upon the age/maturity of the apprentice and the size and stage of development of the business. Smaller businesses noted that apprentices could be involved in a variety of aspects of running and managing the business, if they showed certain personal attributes including enthusiasm, energy, passion, sharpness and a desire to learn and contribute. In comparison, larger organisations noted that apprentices could be allocated to specific projects within a department, where they would be involved in planning, supporting team members, monitoring work of the team, presenting ideas to internal members of staff and giving feedback. It is distinct from other frameworks within business administration and management and leadership by its focus on the development of enterprising, as opposed to more functional management knowledge and skills. For example, within this framework, individuals will be supported to develop a set of skills which enables them to create and implement solutions to challenges and opportunities through gaining resources from other internal (e.g. the owner-manager in a small business or a senior manager) or external stakeholders (e.g. suppliers, professionals). Similarly, individuals will be exposed to situations where there is a need to be innovative and creative, to support turning opportunities into a business idea that can be taken to market by others within the organisation such as managers. Therefore, the development of these enterprising skills is distinct from management frameworks where there is a focus on developing skills related to: allocating and monitoring the work of the team, giving feedback, briefing teams, supporting team members, managing conflict, resolving problems, procuring supplies, and managing and improving customer service. Aims and objectives of this framework (England) The overall aim of this framework is: To provide employers in the private, public and third sectors with a workforce that has the enterprising skills required to compete in the future business environment. By developing the knowledge and competencies required, Enterprise apprentices will be able

11 to enhance the productivity, profitability and competitiveness of the organisations in which they are working. The key objectives are: Develop the enterprising skills of new and existing members of staff so they can contribute to the productivity, profitability and competitiveness of the business Tap into the skills and talents of a diverse population by providing flexible entry routes into the world of work Equip individuals with the skills, knowledge and experience needed to assist businesses in addressing internal and external challenges and opportunities which enable business and organisational development Provide apprentices with an opportunity to develop the skills, knowledge and experience they can apply in different contexts, whether progressing to higher level roles with additional responsibilities, starting their own business or moving on to further or higher education.

12 Entry conditions for this framework There are no mandatory entry requirements for this Apprenticeship framework. However, consultations undertaken with employers in developing this framework highlighted that they are looking for apprentices with enthusiasm, energy, passion, sharpness and a can do attitude. They expect applicants to demonstrate a basic understanding of how business works and the ways of doing business, as well as having basic numeracy, literacy and communication skills on which to build their enterprising skills. It is likely that entrants will come from a diverse range of backgrounds and will vary in terms of age, experience, personal achievements, and personal experiences. In some cases, apprentices may have prior qualifications and awards which may count towards achievement of an Apprenticeship. Examples may include having: Held a position of responsibility at school or college (e.g. run a club or society) Organised and undertaken work experience, a work placement or voluntary work Engaged with some form of enterprise education (e.g. Young Enterprise, Students in Free Enterprise, tailored enterprise development programme) Undertaken an enterprising task or venture (e.g. run a business whilst at school or in employment) Achieved GCSEs or A levels Achieved QCF Awards, Certificates or Diplomas Undertaken learning in the Foundation Learning Curriculum Undertaken a Young Apprenticeship Achieved a Foundation or Higher Diploma, within an appropriate sector. Initial assessment must be used to ensure that applicants have a fair opportunity to demonstrate their ability and skills. Learning programmes can then be tailored to meet a range of abilities and skills and to recognise prior knowledge and experience.

13 Level 3 Title for this framework at level 3 Advanced Apprenticeship in Enterprise Pathways for this framework at level 3 Pathway 1: Enterprise Pathway 2: Social enterprise Pathway 3: Social media

14 ... Pathway 1 Level 3, Pathway 1: Enterprise Description of this pathway Enterprise - Minimum of 74 credits Entry requirements for this pathway in addition to the framework entry requirements There are no entry requirements for this pathway in addition to the general framework entry requirements.

15 ... Pathway 1 Job title(s) Trainee business development consultant/junior enterprise consultant/team member Business development assistant/business development executive/enterprise consultant Job role(s) In smaller businesses, this role will encompass the variety of activities that would be undertaken across the business including: researching markets and products, marketing, dealing with customers, procuring supplies and reviewing approaches to undertaking business activities In larger organisations, the role would map on to either project-based activity in one or several departments or more functional activities: planning, supporting team members, monitoring work of the team, presenting ideas to internal members of staff and giving feedback

16 ... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

17 ... Pathway 1 Combined qualifications available to this pathway B1 - Level 3 Diploma in Enterprising Skills in a Business Environment (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/2964/X Edexcel B2 - Level 3 Diploma in Enterprising Skills in a Business Environment (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B2a 600/4554/1 SFEDI Awards Relationship between competence and knowledge qualifications Apprentices must complete the Level 3 Diploma in Enterprising Skills in a Business Environment which provides the competence and knowledge elements needed by apprentices. For qualification B1a (Edexcel), a number of units within the Level 3 Diploma have learning outcomes that separately assess the knowledge and competence elements including: A/503/ Developing the Mindset and Skills Required for Enterprise (5 credits knowledge) F/503/ Developing the Innovative Intrapreneur (1 credit knowledge, 4 credits competence) J/503/ Planning and Pitching a New Business Opportunity (2 credits knowledge, 13 credits competence) L/503/ Business Organisation, Behaviour and Communication (1 credit knowledge, 4 credits competence) Y/501/ Project Management (1 credit knowledge, 3 credits competence) R/503/ Using Enterprise Skills in the Workplace (1 credit knowledge, 9 credits competence) A/600/ Leadership and Teamwork (3 credits knowledge, 7 credits competence) Y/503/ The Business Environment (2 credits knowledge, 3 credits competence) For qualification B2a (SFEDI Awards), a number of units within the Level 3 Diploma have

18 ... Pathway 1 learning outcomes that separately assess the knowledge and competence elements including: F/503/ Developing the Mindset and Skills Required for Enterprise (5 credits knowledge) J/503/ Developing the Innovative Intrapreneur (1 credit knowledge, 4 credits competence) D/503/ Planning and Pitching a New Business Opportunity (2 credits knowledge, 13 credits competence) L/503/ Business Organisation, Behaviour and Communication (1 credit knowledge, 4 credits competence) R/503/ Using Enterprise Skills in the Workplace (1 credit knowledge, 9 credits competence) H/503/ Leadership and Teamwork (3 credits knowledge, 7 credits competence) Y/503/ The Business Environment (2 credits knowledge, 3 credits competence) A/503/ Achieve Work Objectives and Personal Needs (1 credit knowledge, 3 credits competence)

19 ... 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.

20 ... 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.

21 ... 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) 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* 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) ICT is included within the Advanced Apprenticeship. Progression routes into and from this pathway Progression into the Enterprise Advanced Apprenticeship Progression into this Advanced Apprenticeship may be from a wide number of routes due to the varying backgrounds and past academic and work related experiences of apprentices. Such

22 ... Pathway 1 routes will include having: Achieved a Level 2 Intermediate Apprenticeship in sector-specific areas (e.g. Engineering, IT, Retail) or Team Leading Achieved QCF Awards, Certificates and Diplomas in enterprise-related areas or in sector-specific areas Achieved a (14-19) Foundation or Higher Diploma within an appropriate sector Achieved GCSEs or A levels. Learners may also progress into the Advanced Apprenticeship without prior qualifications, although they would need show evidence of engagement with prior enterprising activity. Progression from the Enterprise Advanced Apprenticeship Advanced apprentices, with support and opportunities in the workplace, can progress on to: Other Higher Level Apprenticeships such as in Business and Professional Administration or Leadership and Management Further or higher education to undertake enterprise or other related business and management degrees, including Foundation degrees in Business and Business Management A range of enterprise and entrepreneurial management undergraduate programmes A range of relevant professional qualifications at level 4 and above. With additional training, apprentices may be able to progress their careers into a variety of roles, which will be influenced by the size of business (e.g. as a successor to the owner-manager in a small business or a wide range of managerial roles within larger organisations such as a middle manager or departmental manager) or starting their own business. UCAS points for this pathway: (no information)

23 ... Pathway 1 Employee rights and responsibilities Delivery and assessment of ERR Employee rights and responsibilities must be delivered through use of an appropriate ERR resource. For this Advanced Apprenticeship, the CfA ERR workbook should be used which is available from the CfA website ( The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring the ERR to life, making the learning more meaningful and long lasting, and enhancing the employability skills of the apprentice. The ERR workbook covers the following learning outcomes: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health and Safety, 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 and Safety and Equality and Diversity training must be 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. Details of Access to Work and Additional Learning Support must be included in the programme 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 industry and organisation, 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 and codes of practice Recognises and can form a view on issues of public concern that affect their organisation and industry. Evidence of achievement of ERR On completion of the workbook, the apprentice will sign a completion statement to confirm the ERR outcomes have been completed as it is required as evidence at the certification stage. This declaration statement is included at the back of the ERR workbook. The time spent on ERR will contribute 20 hours towards meeting the on and off-the-job learning requirement.

24 ... Pathway 1

25 ... Pathway 2 Level 3, Pathway 2: Social enterprise Description of this pathway Social enterprise - the development of socially enterprising ideas in organisations. Minimum of 74 credits Entry requirements for this pathway in addition to the framework entry requirements There are no entry requirements for this pathway in addition to the general framework entry requirements.

26 ... Pathway 2 Job title(s) Trainee business development consultant/junior enterprise consultant/team member Business development assistant/business development executive/engagement officer Job role(s) In smaller businesses, this role will encompass the variety of activities that would be undertaken across the business including: researching markets and products, marketing, dealing with customers, procuring supplies and reviewing approaches to undertaking business activities In larger organisations, the role would map on to either project-based activity in one or several departments or more functional activities: planning, supporting team members, monitoring work of the team, presenting ideas to internal members of staff and giving feedback

27 ... Pathway 2 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

28 ... Pathway 2 Combined qualifications available to this pathway B1 - L3 Diploma in Developing and Implementing Socially Enterprising Ideas in Organisations (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 601/4464/6 SFEDI Awards N/A Relationship between competence and knowledge qualifications Apprentices must complete the Level 3 Diploma in Developing and Implementing Socially Enterprising Ideas in Organisations which provides the competence and knowledge elements needed by apprentices. For qualification B1a (SFEDI Awards), a number of units within the Level 3 Diploma have learning outcomes that separately assess knowledge and competence elements including: L/503/ Business Organisation, Behaviour and Communication (1 credit knowledge, 4 credits competence) J/503/ Developing the Innovative Intrapreneur (1 credit knowledge, 4 credits competence) Y/506/ Developing a Socially Enterprising Idea (5 credits knowledge, 5 credits competence) A/503/ Achieving Work Objectives and Personal Needs (1 credit knowledge, 3 credits competence) D/503/ Planning and Pitching a New Business Opportunity (2 credits knowledge, 13 credits competence) H/506/ Delivering a Socially Enterprising Idea (15 credits competence) D/506/ Measuring the Impact of a Socially Enterprising Activity (5 credits competence)

29 ... 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 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 ... Pathway 2 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.

31 ... Pathway 2 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) 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* 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) ICT is included in the Advanced Apprenticeship. Progression routes into and from this pathway Progression into the Enterprise Advanced Apprenticeship Progression into this Advanced Apprenticeship may be from a wide number of routes due to the varying backgrounds and past academic and work related experiences of apprentices. Such

32 ... Pathway 2 routes will include having: Achieved a Level 2 Intermediate Apprenticeship in sector-specific areas (e.g. Engineering, IT, Retail) or Team Leading Achieved QCF Awards, Certificates and Diplomas in enterprise-related areas or in sector-specific areas Achieved a (14-19) Foundation or Higher Diploma within an appropriate sector Achieved GCSEs or A levels. Learners may also progress into the Advanced Apprenticeship without prior qualifications, although they would need show evidence of engagement with prior enterprising activity. Progression from the Enterprise Advanced Apprenticeship Advanced apprentices, with support and opportunities in the workplace, can progress on to: Other Higher Level Apprenticeships such as in Business and Professional Administration or Leadership and Management Further or higher education to undertake enterprise or other related business and management degrees, including Foundation degrees in Business and Business Management A range of enterprise and entrepreneurial management undergraduate programmes A range of relevant professional qualifications at level 4 and above. With additional training, apprentices may be able to progress their careers into a variety of roles, which will be influenced by the size of business (e.g. as a successor to the owner-manager in a small business or a wide range of managerial roles within larger organisations such as a middle manager or departmental manager) or starting their own business. UCAS points for this pathway: (no information)

33 ... Pathway 2 Employee rights and responsibilities Delivery and assessment of ERR Employee rights and responsibilities must be delivered through use of an appropriate ERR resource. For this Advanced Apprenticeship, the CfA ERR workbook should be used which is available from the CfA website ( The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring the ERR to life, making the learning more meaningful and long lasting, and enhancing the employability skills of the apprentice. The ERR workbook covers the following learning outcomes: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health and Safety, 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 and Safety and Equality and Diversity training must be 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. Details of Access to Work and Additional Learning Support must be included in the programme 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 industry and organisation, 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 and codes of practice Recognises and can form a view on issues of public concern that affect their organisation and industry. Evidence of achievement of ERR On completion of the workbook, the apprentice will sign a completion statement to confirm the ERR outcomes have been completed as it is required as evidence at the certification stage. This declaration statement is included at the back of the ERR workbook. The time spent on ERR will contribute 20 hours towards meeting the on and off-the-job learning requirement.

34 ... Pathway 3 Level 3, Pathway 3: Social media Description of this pathway Social media - to support enterprise and innovation in organisations through the use of social media strategies. Minimum of 60 credits. Entry requirements for this pathway in addition to the framework entry requirements There are no entry requirements for this pathway in addition to the general framework entry requirements.

35 ... Pathway 3 Job title(s) Trainee business development consultant/junior marketing consultant/team member Business development assistant/business development executive/marketing executive/marketing consultant Job role(s) In smaller businesses, this role will encompass the variety of activities that would be undertaken across the business including: researching markets and products, marketing, dealing with customers, procuring supplies and reviewing approaches to undertaking business activities In larger organisations, the role would map on to either project-based activity in one or several departments or more functional activities: planning, supporting team members, monitoring work of the team, presenting ideas to internal members of staff and giving feedback

36 ... Pathway 3 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

37 ... Pathway 3 Combined qualifications available to this pathway B1 - L3 Diploma in Business Innovation and Growth through Social Media and Entrepreneurial Skills (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 601/4463/4 SFEDI Awards N/A Relationship between competence and knowledge qualifications Apprentices must complete the Level 3 Diploma in Business Innovation and Growth through Social Media and Entrepreneurial Skills which provides the competence and knowledge elements needed by apprentices. For qualification B1a (SFEDI Awards), a number of units within the Level 3 Diploma have learning outcomes that separately assess the knowledge and competence elements including: T/506/ The Business Environment (3 credits knowledge, 3 credits competence) A/506/ The Entrepreneurial Mindset (2 credits knowledge, 3 credits competence) F/506/ The Role of an Intrapreneur in an Enterprising Culture (3 credits knowledge, 2 credits competence) J/506/ The Role of Innovation and Creativity to Growth Within Business (3 credits knowledge, 4 credits competence) L/506/ Business Innovation and Growth Through Social Media (6 credits knowledge, 21 credits competence) H/503/ Leadership and Teamwork (3 credits knowledge, 7 credits competence)

38 ... 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 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.

39 ... Pathway 3 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.

40 ... Pathway 3 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) 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* 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) ICT is included within the Advanced Apprenticeship. Progression routes into and from this pathway Progression into the Enterprise Advanced Apprenticeship Progression into this Advanced Apprenticeship may be from a wide number of routes due to the varying backgrounds and past academic and work related experiences of apprentices. Such

41 ... Pathway 3 routes will include having: Achieved a Level 2 Intermediate Apprenticeship in sector-specific areas (e.g. Engineering, IT, Retail) or Team Leading Achieved QCF Awards, Certificates and Diplomas in enterprise-related areas or in sector-specific areas Achieved a (14-19) Foundation or Higher Diploma within an appropriate sector Achieved GCSEs or A levels. Learners may also progress into the Advanced Apprenticeship without prior qualifications, although they would need show evidence of engagement with prior enterprising activity. Progression from the Enterprise Advanced Apprenticeship Advanced apprentices, with support and opportunities in the workplace, can progress on to: Other Higher Level Apprenticeships such as in Business and Professional Administration or Leadership and Management Further or higher education to undertake enterprise or other related business and management degrees, including Foundation degrees in Business and Business Management A range of enterprise and entrepreneurial management undergraduate programmes A range of relevant professional qualifications at level 4 and above. With additional training, apprentices may be able to progress their careers into a variety of roles, which will be influenced by the size of business (e.g. as a successor to the owner-manager in a small business or a wide range of managerial roles within larger organisations such as a middle manager or departmental manager) or starting their own business. UCAS points for this pathway: (no information)

42 ... Pathway 3 Employee rights and responsibilities Delivery and assessment of ERR Employee rights and responsibilities must be delivered through use of an appropriate ERR resource. For this Advanced Apprenticeship, the CfA ERR workbook should be used which is available from the CfA website ( The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring the ERR to life, making the learning more meaningful and long lasting, and enhancing the employability skills of the apprentice. The ERR workbook covers the following learning outcomes: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health and Safety, 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 and Safety and Equality and Diversity training must be 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. Details of Access to Work and Additional Learning Support must be included in the programme 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 industry and organisation, 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 and codes of practice Recognises and can form a view on issues of public concern that affect their organisation and industry. Evidence of achievement of ERR On completion of the workbook, the apprentice will sign a completion statement to confirm the ERR outcomes have been completed as it is required as evidence at the certification stage. This declaration statement is included at the back of the ERR workbook. The time spent on ERR will contribute 20 hours towards meeting the on and off-the-job learning requirement.

43 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met A review of publicly-available data highlights that enterprise is becoming increasingly diverse with a number of recent developments reflecting changes in the economy, including an increase in the number of women-owned businesses, an increase in people over 50 starting their own business, and individuals from minority backgrounds exploring business start-up as a way of engaging with the labour market. Whilst there is evidence of differences in the development and use of enterprise skills amongst different groups of individuals and communities, reflecting a number of factors, there are opportunities to use enterprising skills to effectively harness the increasing diversity of the population within the UK. This requires not only sensitivity to issues such as ethnicity, culture, gender and disability, but also an awareness of the potential for different and more creative approaches that diversity in general brings. Apprenticeships are perceived as a vital route to encouraging and facilitating a diverse set of individuals to pursue enterprising opportunities/outcomes. Entry conditions to this framework do not discriminate against any individuals, with the framework being open and accessible to all potential apprentices, regardless of age, gender, ethnicity, disability or sexual orientation. Mentoring is also promoted within the Apprenticeship programme to provide additional support and increase the retention of apprentices within the business. Training providers and employers must also 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 protected characteristics of: Age Disability Gender Marriage and civil partnership Pregnancy and maternity Race Religion or belief Gender reassignment Sexual orientation. As this is the first time that the Enterprise Apprenticeship is being offered, there are no previous statistics on the uptake of Enterprise Apprenticeships across different groups of individuals. However, data for management and team leading Apprenticeships in England shows that starts are dominated by women, with an over-representation of learners from Asian backgrounds and apprentices having a disability in comparison to the population as a whole.

44 SFEDI, in partnership with CfA, will monitor take-up and achievement of all Apprenticeships through its Advisory Groups and Awarding Body Forums, to assist in generating any responses required to address emergent barriers in the take-up and achievement as part of its Qualification Strategy.

45 On and off the job guided learning (England) Total GLH for each pathway The minimum Guided Learning Hours for the Advanced Apprenticeship in Enterprise is 605 hours. It is expected that the Apprenticeship will last between 18 and 24 months, but a flexible approach to learning is encouraged for learners who have prior learning or experience. To comply with SFA requirements, from August 2012, learners aged between 16 and 18 must spend a minimum of 12 months on this Apprenticeship programme. Please note that to comply with the Apprenticeship, Skills, Children and Learning Act, a minimum of 280 Guided Learning Hours within the first year of the Apprenticeship and at least 280 Guided Learning Hours (pro rata) in each subsequent year must be completed. Regardless of how long the Apprenticeship takes, the minimum 605 hours of Guided Learning must be met. Guided Learning Hours can be attached to both the accredited and non-accredited parts of the Apprenticeship, and will include, for example, inductions, the ERR workbook, reviews, training, the qualification, career discussions, Personal Learning and Thinking Skills (PLTS), Functional Skills or Key Skills and any other activities which help the apprentice gather the required skills and underpinning knowledge needed within their job role. It is recommended that a plan is developed at the outset of the Apprenticeship programme to determine how the Guided Learning Hours requirements will be met. Minimum off-the-job guided learning hours The total off-the-job guided learning hours for the Advanced Apprenticeship in Enterprise is 224 hours (37 per cent of the total GLH), which is made up as follows: 45 hours for Functional/Key Skills (15 hours per Functional/Key Skill) 123 hours (minimum) for the knowledge-based elements of the qualification 20 hours for activities including inductions, ERR workbook and Personal Learning and Thinking Skills 36 hours of off-the job coaching and mentoring to support the Apprenticeship. How this requirement will be met

46 Off-the-job Guided Learning Hours refers to the time taken to develop the technical skills and to develop knowledge of theoretical concepts across a range of contexts. It can be seen as time away from the immediate pressures of the job and may include all of the following (non-exclusive) activities: Individual and group teaching Coaching e-learning Distance learning Feedback and assessment Guided study Learning with peers/networked or collaborative learning Mentoring. Off-the-job Guided Learning Hours must: 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 or mentor or manager Be delivered during contracted working hours. Evidence of off-the-job Guided Learning Hours will include: The completion certificate for the integrated qualification (Level 3 Diploma in Enterprising Skills in a Business Environment) The completion certificates for the Functional/Key Skills The ERR workbook sign-off sheet The Personal Learning and Thinking Skills declaration within the Apprenticeship certificate claim form A declaration from the training provider on the Apprenticeship certification claim form stating that the minimum off-the-job and on-the-job Guided Learning Hours have been met by the learner. Certificate application forms can be downloaded from It should be noted that the Guided Learning Hours attached to the Functional/Key Skills qualifications are split between off-the-job and on-the-job learning hours. The expectation is that apprentices will undertake some learning off-the-job to achieve the underpinning knowledge attached to each Functional/Key Skill, supported by on-the-job learning to embed this knowledge and practice its applications whilst learning on-the-job. Minimum on-the-job guided learning hours

47 The total on-the-job Guided Learning Hours for the Enterprise Advanced Apprenticeship is 381 hours (63 per cent of the total GLH), made up as follows: 90 hours of Functional/Key Skills (30 hours per Functional/Key Skill) 237 hours (minimum) for the competence-based elements of the (integrated) qualification 54 hours of on-the-job coaching and mentoring to support the apprentice, including the development of Personal Learning and Thinking Skills. How this requirement will be met On-the-job guided learning hours refer to the time taken to develop the practical skills applied in the context of a job role. It can be seen as the time the apprentice spends being guided whilst undertaking normal activities as part of the job role, and which provide opportunities to learn, develop and practice skills. On-the-job Guided Learning Hours must: 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. Evidence of on-the-job Guided Learning Hours will include: The completion certificate for the integrated qualification (Level 3 Diploma in Enterprising Skills in a Business Environment) The completion certificates for the Functional/Key Skills The Personal Learning and Thinking Skills declaration within the Apprenticeship certificate claim form. A declaration from the training provider on the Apprenticeship certification claim form stating that the minimum off-the-job and on-the-job Guided Learning Hours have been met by the learner. Certificate application forms can be downloaded from It should be noted that the Guided Learning Hours attached to the Functional/Key Skills qualifications are split between off-the-job and on-the-job learning hours. The expectation is that apprentices will undertake some learning off-the-job to achieve the underpinning knowledge attached to each Functional/Key Skill, supported by on-the-job learning to embed this knowledge and practice its application, whilst learning on-the-job.

48 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills All six Personal Learning and Thinking Skills (PLTS) must be achieved and evidenced by the apprentice as part of the framework requirements. All six PLTS have been mapped to the mandatory units of the integrated qualification (Level 3 Diploma in Enterprising Skills in a Business Environment) to demonstrate where these skills are likely to occur naturally. All six PLTS are fully covered within the integrated qualification as shown in the mapping document which can be downloaded from the CfA website ( Therefore, achievement of the Level 3 Diploma in Enterprising Skills in a Business Environment provides evidence that the apprentice has met the required outcomes within all six PLTS. Creative thinking All six Creative Thinking skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Creative Thinking skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Creative Thinking skills is as follows: People think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. The six Creative Thinking skills cover the following outcomes: 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. Independent enquiry

49 All six Independent Enquiry skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Independent Enquiry skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Independent Enquiry skills is as follows: People process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. The six Independent Enquiry skills cover the following outcomes: 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. Reflective learning All six Reflective Learning skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Reflective Learning skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Reflective Learning skills is as follows: People evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. The six Reflective Learning skills cover the following outcomes: 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.

50 Team working All six Team Working skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Team Working skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Team Working skills is as follows: People work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. The six Team Working skills cover the following outcomes: 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. Self management All seven Self-management skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Self-management skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Self-management skills is as follows: People organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. The seven Self-management skills cover the following outcomes: 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

51 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. Effective participation All six Effective Participation skills listed below must be covered within the Apprenticeship programme. The mapping document provided by CfA can help support delivery of the Effective Participation skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the qualification. The focus of the Effective Participation skills is as follows: People actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. The six Effective Participation skills cover the following outcomes: 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.

52 Additional employer requirements There are no additional employer requirements.

53 For more information visit