This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has joined the Apprenticeship Provider and Assessment Register (APAR). Once the EPAO has joined the APAR, funding for apprentice starts will be permitted and this message will be removed.
To invent, design and implement new robotic solutions for challenges that have not currently been solved using new scientific advanced engineering methods and techniques.
This occupation is found in a range of sectors, such as manufacturing, transport and logistics, construction, space, automotive, medical, and health. These may include potentially hazardous environments such as defence, off-shore oil and gas and nuclear, and complex environments like sterile manufacturing in pharma, medicines, and clean rooms in electronics manufacturing.
The broad purpose of the occupation is to invent, design and implement new robotic solutions for challenges that have not currently been solved using new scientific advanced engineering methods and techniques. The advanced robotics engineer will operate in a field where robotics is an emerging technology that can advance automation in complex and unstructured environments, which is not possible when using existing solutions. The responsibilities of the advanced robotics engineer include designing prototypes, testing machines and mechanical frameworks, developing algorithms, and building control systems. The engineer will also conduct research in various robotics fields, make recommendations, design processes and prototypes to build robotic solutions, and test robotics systems or solutions.
In their daily work, an employee in this occupation interacts with a range of stakeholders who can be both internal and external, including robot technicians, software engineers, project and product managers, the senior leadership team, management representatives, end users, installation teams, shop floor and warehouse staff, communications and marketing team members and a multi-disciplinary project team. The working locations will vary depending on the nature of application and range from office, warehouse, robot labs, manufacturing sites, outdoor such as construction sites, to remote robotic deployment locations for example off-shore sites or underwater sites.
An employee in this occupation will be responsible for providing technical leadership, design and input in a multi-disciplinary project team. They will have a high degree of skills and experience in robotics, mathematics, systems and software and will be responsible for ensuring the design of sustainable, ethical and safe robotic systems.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 36 months. The EPA period is typically 9 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
For the advanced robotics engineer, the qualification required is:
Masters degree in robotics that fully aligns with the KSBs within the apprenticeship standard
Project with report, presentation and questioning
You will complete a project and write a report. You will be asked to complete a project. The title and scope must be agreed with the EPAO at the gateway. The report should be a maximum of 10000 words (with a 10% tolerance).
You will have 28 weeks to complete the project and submit the report to the EPAO.
You need to prepare and give a presentation to an independent assessor. Your presentation slides and any supporting materials should be submitted at the same time as the project output. The presentation with questions will last at least 60 minutes. The independent assessor will ask at least 5 questions about the project and presentation.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 75 minutes. They will ask you at least 6 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Institution of Mechanical Engineers (IMechE) for Chartered Engineer (CEng)
Please contact the professional body for more details.
This apprenticeship aligns with Institution of Engineering and Technology (IET) for Incorporated Engineer (IEng)
Please contact the professional body for more details.
This occupation is found in a range of sectors, such as manufacturing, transport and logistics, construction, space, automotive, medical, and health. These may include potentially hazardous environments such as defence, off-shore oil and gas and nuclear, and complex environments like sterile manufacturing in pharma, medicines, and clean rooms in electronics manufacturing.
The broad purpose of the occupation is to invent, design and implement new robotic solutions for challenges that have not currently been solved using new scientific advanced engineering methods and techniques. The advanced robotics engineer will operate in a field where robotics is an emerging technology that can advance automation in complex and unstructured environments, which is not possible when using existing solutions. The responsibilities of the advanced robotics engineer include designing prototypes, testing machines and mechanical frameworks, developing algorithms, and building control systems. The engineer will also conduct research in various robotics fields, make recommendations, design processes and prototypes to build robotic solutions, and test robotics systems or solutions.
In their daily work, an employee in this occupation interacts with a range of stakeholders who can be both internal and external, including robot technicians, software engineers, project and product managers, the senior leadership team, management representatives, end users, installation teams, shop floor and warehouse staff, communications and marketing team members and a multi-disciplinary project team. The working locations will vary depending on the nature of application and range from office, warehouse, robot labs, manufacturing sites, outdoor such as construction sites, to remote robotic deployment locations for example off-shore sites or underwater sites.
An employee in this occupation will be responsible for providing technical leadership, design and input in a multi-disciplinary project team. They will have a high degree of skills and experience in robotics, mathematics, systems and software and will be responsible for ensuring the design of sustainable, ethical and safe robotic systems.
Duty | KSBs |
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Duty 1 Initiate, design, plan and lead research activities to determine feasibility and applicability of complex robotic solutions including the use of AI (Artificial Intelligence) and ML (Machine Learning). |
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Duty 2 Use appropriate evaluation methodologies, benchmarking and acceptance criteria to capture technical, user and environmental requirements and identify constraints. Identify and design suitable architectures for robotic systems to meet the target requirements, performance and sustainability criteria. |
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Duty 3 Design, simulate and optimise robotic processes and parts using appropriate methodologies and tools (such as Computer Aided Engineering Design and simulation tools) and evaluate using appropriate means. Analyse and account for any limitations in the tools being used. |
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Duty 4 Design and implement sustainable robotic solutions to fulfil customer and technical requirements and relevant standards. Build condition based monitoring into the robotic system for continuous monitoring of performance. Consider the whole product lifecycle and environmental impact in the course of system and component design. |
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Duty 5 Establish categories of target end-users, apply design thinking, User Experience (UX) and product design skills in developing and integrating intuitive or collaborative human-robot interfaces, taking into account the ethical and human experience such as safety, trust, fear and acceptance. |
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Duty 6 Collect and analyse data from robot sensors and cameras using advanced techniques. Formulate actions and recommendations based on the patterns identified. |
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Duty 7 Apply engineering and scientific knowledge and problem-solving skills in investigating the root cause of faults and exercise broad autonomy, judgement and leadership in implementing appropriate solutions. |
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Duty 8 Initiate and undertake hazard identification and risk assessment considering the impact on users and the environment. Critically evaluate the results and their short-term and long-term implications to recommend and implement effective mitigation strategies as an ongoing vigilance throughout the product life cycle. |
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Duty 9 Identify interacting factors contributing to system safety compliance and liaise with accredited safety engineers in complex compliance verification procedures. Ensure compliance with relevant standards and quality processes during design and development. |
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Duty 10 Develop software and algorithms in collaboration with other contributors. Use, share and manage access control, version control, software feature requests, tasks, continuous integration and wikis for projects. |
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Duty 11 Build, integrate and test functional robots or robotic systems (multiple robots working in coordination) taking into account hazards and risks in complex and unstructured environments. Take a leading role in demonstrating prototypes and finished products to customers or stakeholders and explain operating procedures. |
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Duty 12 Develop technical reports, presentations and system documents such as tracking project progress, assessing sustainability and technical performance, deployment and maintenance manuals, architecture description, system and user manuals, requirements specification, risks and issue logging. |
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Duty 13 Maintain an active approach to continuous technical and personal development. Provide technical leadership and guidance to colleagues in the relevant areas of expertise. |
K1: Robot and computer hardware design: structure, concepts, and systems architecture for complex robotics applications.
Back to Duty
K2: Mathematical principles for modelling complex robotic systems and their embedded multiple subsystems. Concepts of mathematics to establish algorithmic connection between the perception and action of the robotic systems.
Back to Duty
K3: Artificial intelligence: algorithms and techniques for symbolic programming and task planning for robotics applications. Programming concepts to train Artificial Intelligence (AI) models, also considering ethical aspects, for robotics applications.
Back to Duty
K4: Machine Learning (ML): algorithms and techniques for embedding decision-making capabilities, also considering the ethical aspects, in robotic applications.
Back to Duty
K5: Robotic system architecture and integration principles to design, plan and execute the complex interactions of the robot system within the subsystems of the robot system, with the complex, unstructured and dynamic environment and with other robot systems.
Back to Duty
K6: Principles of sustainability and product lifecycle engineering to design systems, products and processes that maximise energy and material efficiency and minimise the environmental impact.
Back to Duty
K7: Requirements analysis techniques to capture technical, user and environmental system requirements.
Back to Duty
K8: Data engineering principles for data sourcing, transformation and analysis techniques.
Back to Duty
K9: System performance monitoring technologies needed for identifying and continuously monitoring the performance-based metrics of the robotic system.
Back to Duty
K10: Collaborative human-robot interface design principles needed for designing intuitive, user-friendly, safe and ethical systems.
Back to Duty
K11: Reliability engineering principles to design and build reliable, robust, trustworthy and maintainable robotics systems.
Back to Duty
K12: Machine vision (2D and 3D) principles for image processing techniques for scene evaluation, path planning and obstacle avoidance in dynamic and unstructured environments.
Back to Duty
K13: Sensor fusion principles for acquiring and combining data from multiple sensors in different components of the robotic system. Sensor Signal Processing (SSP) and Digital Signal Processing (DSP) techniques for analysing sensor data.
Back to Duty
K14: Critical thinking and problem-solving techniques.
Back to Duty
K15: Systems engineering principles for root cause and fault analysis.
Back to Duty
K16: Hazard identification: principles for defining the risks, their probability, ethical implications, frequency, and severity. Risk assessment principles for evaluating the consequences of risks, their impact and mitigation strategies as required by health and safety documentation.
Back to Duty
K17: Autonomous systems principles for motion and path planning in complex, unstructured and dynamic environments for multi-robot systems.
Back to Duty
K18: Systems engineering principles for designing safety compliant systems considering health and safety requirements for the operating environment.
Back to Duty
K19: Robotics control: kinematics, dynamic systems modelling, and design of control algorithms for trajectory, force, impedance and admittance control.
Back to Duty
K20: Principles of robotic manipulation required for designing end-effectors to handle challenging objects.
Back to Duty
K21: Verification and validation engineering principles for quality control, testing and performance evaluation of the robotic systems.
Back to Duty
K22: Robot programming frameworks, simulation tools, benchmarking methodologies, and proprietary robot programming languages.
Back to Duty
K23: Software engineering, software architecture, compilers, programming languages and networking principles, object-oriented programming, version control, protocols and interface methods for software systems integration in robotic systems.
Back to Duty
K24: Written communication techniques. Plain English principles. Engineering terminology. Report writing.
Back to Duty
K25: Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and ways to overcome them.
Back to Duty
K26: Technical documentation. User, system, deployment, data logging, risk register and maintenance manuals. Content and usage.
Back to Duty
K27: Project management principles: planning, scheduling, budgeting, risk management and resource management.
Back to Duty
K28: Personal and professional development techniques to keep up to date with advances in robotics and related technologies.
Back to Duty
K29: Data governance principles: transparency, accountability, privacy, fairness, ethics, GDPR and cybersecurity.
Back to Duty
K30: Research techniques required for system and solution design and development.
Back to Duty
K31: Industry trends in robotics engineering to keep track of technology advancements, standards and market trends.
Back to Duty
K32: Design thinking, product and user-centred methodology used when developing user interfaces for targeted end-users.
Back to Duty
S1: Plan and lead research and development activities.
Back to Duty
S2: Determine feasibility and applicability of complex robotic solutions.
Back to Duty
S3: Complete requirements gathering, such as, user, technical and environmental and prioritise key areas.
Back to Duty
S4: Design, simulate and optimise processes and parts using tools and methodologies such as Computer Aided Design (CAD) and simulation tools.
Back to Duty
S5: Identify tools and evaluate them using benchmarking methodologies to identify their limitations and capabilities for carrying out the design and simulation of robotic processes.
Back to Duty
S6: Build condition based continuous performance monitoring into robotic systems considering interacting factors.
Back to Duty
S7: Design and implement robotic systems, and architecture considering technical requirements and standards.
Back to Duty
S8: Design and implement robotic systems and components with consideration to the whole product lifecycle including sustainability and environmental impact for both short-term and long-term.
Back to Duty
S9: Design and develop intuitive and collaborative human-robot interfaces considering design thinking, product and user-centred methodology, ethical, safety, trust, fear and acceptance criteria.
Back to Duty
S10: Apply design thinking, product and user-centred methodology in developing user interfaces for targeted end-users.
Back to Duty
S11: Use advanced techniques such as Sensor Signal Processing (SSP), Digital Signal Processing (DSP), intelligent signal classification and interpretation, to collect, process and analyse data from sensors and cameras.
Back to Duty
S12: Analyse data and use outcomes to make recommendations and formulate action plans.
Back to Duty
S13: Communicate verbally to stakeholders through mechanisms such as presentations, digital media and discussions.
Back to Duty
S14: Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation.
Back to Duty
S15: Design and implement robotic software according to software engineering principles and practices with the aid of software integration tools.
Back to Duty
S16: Collaborate with colleagues and stakeholders both internal and external to the organisation. Strategically manage differing and competing interests with stakeholders.
Back to Duty
S17: Manage projects with consideration for various interacting factors such as people and resources, budget, risks, organisational, time and task management, legal, contractual and statutory requirements.
Back to Duty
S18: Demonstrate prototypes and finished products to end-users and stakeholders.
Back to Duty
S19: Select and use tools for tasks such as integration, fabrication, construction, and manufacturing.
Back to Duty
S20: Written communication using design models, drawings, specifications, reports and technical documentation such as data logging and risk registers.
Back to Duty
S21: Identify and complete opportunities for personal and professional development. Mentor and guide colleagues on the technical aspects of robotics and related technologies.
Back to Duty
S22: Apply current state-of-the-art technologies in solution design and development.
Back to Duty
S23: Apply structured problem-solving, critical thinking and analytical skills.
Back to Duty
S24: Use advanced technologies to carry out regular system inspection, critical evaluation, quality control, testing and maintenance procedures.
Back to Duty
S25: Apply and promote policies and practices to support equity, diversity and inclusion.
Back to Duty
B1: Act as a role model and advocate for health and safety across the team.
Back to Duty
B2: Act in a professional and ethical manner.
Back to Duty
B3: Collaborate and promote teamwork across disciplines.
Back to Duty
B4: Commit to their own and support others’ professional development.
Back to Duty
B5: Lead by example to promote innovation.
Back to Duty
B6: Lead by example to promote accessibility, equality, diversity and inclusion.
Back to Duty
B7: Adapt to challenging or changing situations.
Back to Duty
B8: Act as a role model and advocate environmental and sustainable practices.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Level: 7 (integrated degree)
This standard partially aligns with the following professional recognition:
Institution of Mechanical Engineers (IMechE) for Chartered Engineer (CEng)
This programme has been designed to align with the requirements of the engineering profession. This does not guarantee recognition by either the Engineering Council or the professional engineering institutions (PEIs) it licenses, unless the programme has been formally recognised (approved or accredited) by one or more PEIs and listed on the Engineering Council’s recognised course search database which can be found on their website. Anyone seeking professional registration or further advice is advised to contact the appropriate PEI to discuss their application.
Institution of Engineering and Technology (IET) for Incorporated Engineer (IEng)
This programme has been designed to align with the requirements of the engineering profession. This does not guarantee recognition by either the Engineering Council or the professional engineering institutions (PEIs) it licenses, unless the programme has been formally recognised (approved or accredited) by one or more PEIs and listed on the Engineering Council’s recognised course search database which can be found on their website. Anyone seeking professional registration or further advice is advised to contact the appropriate PEI to discuss their application.
V1.0
This document explains the requirements for end-point assessment (EPA) for the advanced robotics engineer degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Advanced robotics engineer apprentices, their employers and training provider should read this document.
A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the advanced robotics engineer degree-apprenticeship.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.
If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 10% of the total credit value.
A full-time advanced robotics engineer apprentice typically spends 36 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
This EPA should then be completed within an EPA period lasting typically 9 months.
Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.
This EPA has 2 assessment methods.
Assessment method 1 - project with report, presentation and questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:
On-programme - typically 36 months
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The apprentice must:
The qualification required is: Masters degree in robotics that fully aligns with the KSBs within the apprenticeship standard
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the project with report, presentation and questioning, the apprentice must submit a project brief. To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable. A brief project summary must be submitted to the EPAO. It should be no more than 500 words. This needs to show that the project will provide the opportunity for the apprentice to cover the KSBs mapped to this assessment method. It is not assessed.
For the professional discussion underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
End-point assessment - typically 9 months
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The grades available for each assessment method are below
Project with report, presentation and questioning:
Professional discussion underpinned by a portfolio of evidence:
Overall EPA and degree-apprenticeship can be graded:
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Professional recognition
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This degree-apprenticeship aligns with:
This degree-apprenticeship aligns with:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 9 months.
The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.
The apprentice’s employer must be content that the apprentice is occupationally competent. That is, they are deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.
The apprentice must meet the gateway requirements before starting their EPA.
They must:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by the professional discussion. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
project with a project output
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This assessment method is being used because:
The apprentice must complete a project based on any of the following:
The project should be based on a substantial robotics project that has the opportunity to evidence the mapped knowledge, skills and behaviours. Some example projects include:
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
The project output must be in the form of a report and presentation.
The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.
The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report and any presentation materials are submitted.
The report must include at least:
The project report must have a word count of 10000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 28 of the EPA period.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.
The purpose of the independent assessor's questions is:
The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 28 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.
During the presentation, the apprentice must have access to:
The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the presentation with questions.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice's competence against the following themes:
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 75 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 6 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Research
K30 S1 |
Plans and leads research and development activities that gather the required information or data to meet the project brief. (K30, S1) |
Requirements analysis and feasibility
K5 K7 S2 S3 |
Completes requirements gathering to achieve the project brief and prioritises key areas. (K7, S3) Determines feasibility and applicability of complex robotic solutions that meet the project brief. (K5, S2) |
Tool identification and evaluation
K17 K22 S5 S19 |
Identifies and evaluates tools, frameworks and programming languages, using benchmarking methodologies to identify their limitations and capabilities for carrying out the design and simulation of robotic processes in line with the project brief. (K22, S5) Selects and uses tools for tasks in autonomous systems to meet the project brief. (K17, S19) |
Monitoring technologies and techniques
K9 S6 |
Builds condition based continuous performance monitoring into robotic systems considering interacting factors to achieve the project brief. (K9, S6) |
Designing and implementing robotic systems and solutions
K1 K2 K3 K4 K19 K20 K23 S7 S15 S22 B5 |
Designs and implements robotic systems and architecture considering technical requirements, standards, hardware design, mathematical principles, robotics control and manipulation to achieve the project brief. (K1, K2, K19, K20, S7) Designs and implements robotic software according to software engineering principles and practices with the aid of software integration tools to meet the project brief. (K23, S15) Leads by example to promote innovation and applies current state-of-the-art technologies within artificial intelligence and machine learning in solution design and development to meet the project brief. (K3, K4, S22, B5)
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Data analysis and project management
K8 K27 K29 S12 S17 B7 |
Analyses data in line with data governance principles and uses outcomes to make recommendations and to formulate action plans to meet the project brief. (K8, K29, S12) Manages the project with consideration for various interacting factors and requirements and adapts to challenging or changing situations to achieve the project brief. (K27, S17, B7) |
Communication and demonstration
K24 K25 K26 S13 S18 S20 B2 |
Completes required written communication using design models, drawings, specifications, reports and technical documentation to convey the required information. (K24, K26, S20) Acts in a professional and ethical manner when communicating verbally and demonstrating prototypes and finished products to stakeholders and end-users. (K25, S13, S18, B2)
|
Fail - does not meet pass criteria
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
---|---|---|
Robot safety
K16 K18 S14 B1 |
Explains how they act as a role model and advocate for health and safety across the team and how they assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation in line with organisational procedures and regulations. (K16, K18, S14, B1)
|
Critically evaluates the approach that they take to robot system safety compliance and the impact that this has on their organisation and stakeholders. (K18, S14) |
Collaboration and teamwork
S16 B3 |
Articulates how they collaborate and work with colleagues and stakeholders both internal and external to the organisation to ensure that work targets are achieved. Explains how they strategically manage differing and competing interests with stakeholders to ensure that work targets are met. (S16, B3)
|
Critically evaluates the techniques that they use to manage differing and competing interests with stakeholders. (S16) |
Robotics design and engineering
K10 K11 K32 S4 S9 S10 |
Explains how they use reliability engineering principles to design, simulate and optimise processes and parts using tools and methodologies in line with organisational requirements. (K11, S4) Explains how they design and develop intuitive and collaborative human-robot interfaces considering design thinking, product and user-centred methodology, ethical, safety, trust, fear and acceptance criteria in line with organisational and professional requirements. (K10, S9) Explains how they apply design thinking, product and user-centred methodology in developing user interfaces for targeted end-users in line with customer requirements. (K32, S10) |
Critically evaluates their design, simulation and optimisation outcomes. (K11, S4) Critically evaluates the approach taken to consider ethical issues when developing human-robot interfaces. (K10, S9) Critically evaluates their completed user interface in line with the customer requirements. (S10) |
Data collection and analysis
K12 K13 S11 |
Explains how they use advanced techniques to collect, process and analyse data from sensors and cameras in dynamic and unstructured environments in line with organisational and manufacturer guidelines. (K12, K13, S11) |
None. |
Robot sustainability
K6 S8 B8 |
Articulates how they act as a role model and advocate environmental and sustainable practices in their work. Articulates how they design and implement robotic systems and components with consideration to the whole product lifecycle including sustainability and environmental impact for both short-term and long-term in line with organisational requirements. (K6, S8, B8)
|
Critically evaluates the impact of robotics design, development and integration work on the environment. (K6, S8) |
Critical thinking and problem solving
K14 S23 |
Articulates how they apply structured problem-solving, critical thinking and analytical skills in line with organisational requirements. (K14, S23) |
Critically evaluates the effectiveness of the problem-solving, critical thinking and analytical techniques. (K14, S23) |
Validation, testing and maintenance
K15 K21 S24 |
Articulates how they use advanced technologies to carry out regular system inspection, critical evaluation, quality control, testing and maintenance procedures in line with organisational and customer requirements. (K15, K21, S24) |
Evaluates the efficacy of system inspection, critical evaluation, quality control, testing and maintenance procedures. (K15, K21, S24)
|
Professional development
K28 K31 S21 B4 |
Articulates how they commit to their own and how they support others’ professional development by keeping up to date with advances in robotics technology, standards and market trends. Articulates how they identify and complete opportunities for professional development and how they mentor and guide colleagues on robotics technology in line with organisational requirements. (K28, K31, S21, B4)
|
None.
|
Equality, diversity and inclusion
S25 B6 |
Articulates how they lead by example to apply and promote accessibility, equality, diversity and inclusion. (S25, B6) |
None. |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the project with report, presentation and questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To gain an overall distinction, the apprentice must gain a pass in the project assessment method and a distinction in the professional discussion.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Additional assessors can contribute to grading decisions in line with this EPA plan, on the following end-point assessment methods:
Project with report, presentation and questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
---|---|---|
Any grade | Fail | Fail |
Fail | Any grade | Fail |
Pass | Pass | Pass |
Pass | Distinction | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given 4 weeks to rework and submit the amended report.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
Roles | Responsibilities |
---|---|
Apprentice |
As a minimum, the apprentice should:
|
Employer |
As a minimum, the apprentice's employer must:
|
EPAO - HEP |
As a minimum, the EPAO (HEP) must:
|
Training provider - HEP |
As a minimum, the training provider (HEP) must:
|
Independent assessor |
As a minimum, an independent assessor must:
|
External examiner |
As a minimum, the external examiner must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Special considerations
The EPAO must have special consideration arrangements for the EPA.
This should include:
Special considerations must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.
EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:
Affordability of the EPA will be aided by using at least some of the following:
This degree-apprenticeship aligns with:
This degree-apprenticeship aligns with:
Knowledge | Assessment methods |
---|---|
K1
Robot and computer hardware design: structure, concepts, and systems architecture for complex robotics applications. Back to Grading |
Project with report, presentation and questioning |
K2
Mathematical principles for modelling complex robotic systems and their embedded multiple subsystems. Concepts of mathematics to establish algorithmic connection between the perception and action of the robotic systems. Back to Grading |
Project with report, presentation and questioning |
K3
Artificial intelligence: algorithms and techniques for symbolic programming and task planning for robotics applications. Programming concepts to train Artificial Intelligence (AI) models, also considering ethical aspects, for robotics applications. Back to Grading |
Project with report, presentation and questioning |
K4
Machine Learning (ML): algorithms and techniques for embedding decision-making capabilities, also considering the ethical aspects, in robotic applications. Back to Grading |
Project with report, presentation and questioning |
K5
Robotic system architecture and integration principles to design, plan and execute the complex interactions of the robot system within the subsystems of the robot system, with the complex, unstructured and dynamic environment and with other robot systems. Back to Grading |
Project with report, presentation and questioning |
K6
Principles of sustainability and product lifecycle engineering to design systems, products and processes that maximise energy and material efficiency and minimise the environmental impact. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K7
Requirements analysis techniques to capture technical, user and environmental system requirements. Back to Grading |
Project with report, presentation and questioning |
K8
Data engineering principles for data sourcing, transformation and analysis techniques. Back to Grading |
Project with report, presentation and questioning |
K9
System performance monitoring technologies needed for identifying and continuously monitoring the performance-based metrics of the robotic system. Back to Grading |
Project with report, presentation and questioning |
K10
Collaborative human-robot interface design principles needed for designing intuitive, user-friendly, safe and ethical systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K11
Reliability engineering principles to design and build reliable, robust, trustworthy and maintainable robotics systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K12
Machine vision (2D and 3D) principles for image processing techniques for scene evaluation, path planning and obstacle avoidance in dynamic and unstructured environments. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K13
Sensor fusion principles for acquiring and combining data from multiple sensors in different components of the robotic system. Sensor Signal Processing (SSP) and Digital Signal Processing (DSP) techniques for analysing sensor data. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K14
Critical thinking and problem-solving techniques. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K15
Systems engineering principles for root cause and fault analysis. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K16
Hazard identification: principles for defining the risks, their probability, ethical implications, frequency, and severity. Risk assessment principles for evaluating the consequences of risks, their impact and mitigation strategies as required by health and safety documentation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K17
Autonomous systems principles for motion and path planning in complex, unstructured and dynamic environments for multi-robot systems. Back to Grading |
Project with report, presentation and questioning |
K18
Systems engineering principles for designing safety compliant systems considering health and safety requirements for the operating environment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K19
Robotics control: kinematics, dynamic systems modelling, and design of control algorithms for trajectory, force, impedance and admittance control. Back to Grading |
Project with report, presentation and questioning |
K20
Principles of robotic manipulation required for designing end-effectors to handle challenging objects. Back to Grading |
Project with report, presentation and questioning |
K21
Verification and validation engineering principles for quality control, testing and performance evaluation of the robotic systems. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K22
Robot programming frameworks, simulation tools, benchmarking methodologies, and proprietary robot programming languages. Back to Grading |
Project with report, presentation and questioning |
K23
Software engineering, software architecture, compilers, programming languages and networking principles, object-oriented programming, version control, protocols and interface methods for software systems integration in robotic systems. Back to Grading |
Project with report, presentation and questioning |
K24
Written communication techniques. Plain English principles. Engineering terminology. Report writing. Back to Grading |
Project with report, presentation and questioning |
K25
Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and ways to overcome them. Back to Grading |
Project with report, presentation and questioning |
K26
Technical documentation. User, system, deployment, data logging, risk register and maintenance manuals. Content and usage. Back to Grading |
Project with report, presentation and questioning |
K27
Project management principles: planning, scheduling, budgeting, risk management and resource management. Back to Grading |
Project with report, presentation and questioning |
K28
Personal and professional development techniques to keep up to date with advances in robotics and related technologies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K29
Data governance principles: transparency, accountability, privacy, fairness, ethics, GDPR and cybersecurity. Back to Grading |
Project with report, presentation and questioning |
K30
Research techniques required for system and solution design and development. Back to Grading |
Project with report, presentation and questioning |
K31
Industry trends in robotics engineering to keep track of technology advancements, standards and market trends. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
K32
Design thinking, product and user-centred methodology used when developing user interfaces for targeted end-users. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Skill | Assessment methods |
---|---|
S1
Plan and lead research and development activities. Back to Grading |
Project with report, presentation and questioning |
S2
Determine feasibility and applicability of complex robotic solutions. Back to Grading |
Project with report, presentation and questioning |
S3
Complete requirements gathering, such as, user, technical and environmental and prioritise key areas. Back to Grading |
Project with report, presentation and questioning |
S4
Design, simulate and optimise processes and parts using tools and methodologies such as Computer Aided Design (CAD) and simulation tools. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S5
Identify tools and evaluate them using benchmarking methodologies to identify their limitations and capabilities for carrying out the design and simulation of robotic processes. Back to Grading |
Project with report, presentation and questioning |
S6
Build condition based continuous performance monitoring into robotic systems considering interacting factors. Back to Grading |
Project with report, presentation and questioning |
S7
Design and implement robotic systems, and architecture considering technical requirements and standards. Back to Grading |
Project with report, presentation and questioning |
S8
Design and implement robotic systems and components with consideration to the whole product lifecycle including sustainability and environmental impact for both short-term and long-term. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S9
Design and develop intuitive and collaborative human-robot interfaces considering design thinking, product and user-centred methodology, ethical, safety, trust, fear and acceptance criteria. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S10
Apply design thinking, product and user-centred methodology in developing user interfaces for targeted end-users. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S11
Use advanced techniques such as Sensor Signal Processing (SSP), Digital Signal Processing (DSP), intelligent signal classification and interpretation, to collect, process and analyse data from sensors and cameras. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S12
Analyse data and use outcomes to make recommendations and formulate action plans. Back to Grading |
Project with report, presentation and questioning |
S13
Communicate verbally to stakeholders through mechanisms such as presentations, digital media and discussions. Back to Grading |
Project with report, presentation and questioning |
S14
Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S15
Design and implement robotic software according to software engineering principles and practices with the aid of software integration tools. Back to Grading |
Project with report, presentation and questioning |
S16
Collaborate with colleagues and stakeholders both internal and external to the organisation. Strategically manage differing and competing interests with stakeholders. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S17
Manage projects with consideration for various interacting factors such as people and resources, budget, risks, organisational, time and task management, legal, contractual and statutory requirements. Back to Grading |
Project with report, presentation and questioning |
S18
Demonstrate prototypes and finished products to end-users and stakeholders. Back to Grading |
Project with report, presentation and questioning |
S19
Select and use tools for tasks such as integration, fabrication, construction, and manufacturing. Back to Grading |
Project with report, presentation and questioning |
S20
Written communication using design models, drawings, specifications, reports and technical documentation such as data logging and risk registers. Back to Grading |
Project with report, presentation and questioning |
S21
Identify and complete opportunities for personal and professional development. Mentor and guide colleagues on the technical aspects of robotics and related technologies. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S22
Apply current state-of-the-art technologies in solution design and development. Back to Grading |
Project with report, presentation and questioning |
S23
Apply structured problem-solving, critical thinking and analytical skills. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S24
Use advanced technologies to carry out regular system inspection, critical evaluation, quality control, testing and maintenance procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
S25
Apply and promote policies and practices to support equity, diversity and inclusion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Act as a role model and advocate for health and safety across the team. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B2
Act in a professional and ethical manner. Back to Grading |
Project with report, presentation and questioning |
B3
Collaborate and promote teamwork across disciplines. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B4
Commit to their own and support others’ professional development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B5
Lead by example to promote innovation. Back to Grading |
Project with report, presentation and questioning |
B6
Lead by example to promote accessibility, equality, diversity and inclusion. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
B7
Adapt to challenging or changing situations. Back to Grading |
Project with report, presentation and questioning |
B8
Act as a role model and advocate environmental and sustainable practices. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Research
K30 S1 |
Research techniques required for system and solution design and development. (K30) |
Plan and lead research and development activities. (S1) |
None |
Requirements analysis and feasibility
K5 K7 S2 S3 |
Robotic system architecture and integration principles to design, plan and execute the complex interactions of the robot system within the subsystems of the robot system, with the complex, unstructured and dynamic environment and with other robot systems. (K5) Requirements analysis techniques to capture technical, user and environmental system requirements. (K7) |
Determine feasibility and applicability of complex robotic solutions. (S2) Complete requirements gathering, such as, user, technical and environmental and prioritise key areas. (S3) |
None |
Tool identification and evaluation
K17 K22 S5 S19 |
Autonomous systems principles for motion and path planning in complex, unstructured and dynamic environments for multi-robot systems. (K17) Robot programming frameworks, simulation tools, benchmarking methodologies, and proprietary robot programming languages. (K22) |
Identify tools and evaluate them using benchmarking methodologies to identify their limitations and capabilities for carrying out the design and simulation of robotic processes. (S5) Select and use tools for tasks such as integration, fabrication, construction, and manufacturing. (S19) |
None |
Monitoring technologies and techniques
K9 S6 |
System performance monitoring technologies needed for identifying and continuously monitoring the performance-based metrics of the robotic system. (K9) |
Build condition based continuous performance monitoring into robotic systems considering interacting factors. (S6) |
None |
Designing and implementing robotic systems and solutions
K1 K2 K3 K4 K19 K20 K23 S7 S15 S22 B5 |
Robot and computer hardware design: structure, concepts, and systems architecture for complex robotics applications. (K1) Mathematical principles for modelling complex robotic systems and their embedded multiple subsystems. Concepts of mathematics to establish algorithmic connection between the perception and action of the robotic systems. (K2) Artificial intelligence: algorithms and techniques for symbolic programming and task planning for robotics applications. Programming concepts to train Artificial Intelligence (AI) models, also considering ethical aspects, for robotics applications. (K3) Machine Learning (ML): algorithms and techniques for embedding decision-making capabilities, also considering the ethical aspects, in robotic applications. (K4) Robotics control: kinematics, dynamic systems modelling, and design of control algorithms for trajectory, force, impedance and admittance control. (K19) Principles of robotic manipulation required for designing end-effectors to handle challenging objects. (K20) Software engineering, software architecture, compilers, programming languages and networking principles, object-oriented programming, version control, protocols and interface methods for software systems integration in robotic systems. (K23) |
Design and implement robotic systems, and architecture considering technical requirements and standards. (S7) Design and implement robotic software according to software engineering principles and practices with the aid of software integration tools. (S15) Apply current state-of-the-art technologies in solution design and development. (S22) |
Lead by example to promote innovation. (B5) |
Data analysis and project management
K8 K27 K29 S12 S17 B7 |
Data engineering principles for data sourcing, transformation and analysis techniques. (K8) Project management principles: planning, scheduling, budgeting, risk management and resource management. (K27) Data governance principles: transparency, accountability, privacy, fairness, ethics, GDPR and cybersecurity. (K29) |
Analyse data and use outcomes to make recommendations and formulate action plans. (S12) Manage projects with consideration for various interacting factors such as people and resources, budget, risks, organisational, time and task management, legal, contractual and statutory requirements. (S17) |
Adapt to challenging or changing situations. (B7) |
Communication and demonstration
K24 K25 K26 S13 S18 S20 B2 |
Written communication techniques. Plain English principles. Engineering terminology. Report writing. (K24) Verbal communication techniques. Giving and receiving information. Matching style to audience. Barriers in communication and ways to overcome them. (K25) Technical documentation. User, system, deployment, data logging, risk register and maintenance manuals. Content and usage. (K26) |
Communicate verbally to stakeholders through mechanisms such as presentations, digital media and discussions. (S13) Demonstrate prototypes and finished products to end-users and stakeholders. (S18) Written communication using design models, drawings, specifications, reports and technical documentation such as data logging and risk registers. (S20) |
Act in a professional and ethical manner. (B2) |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Robot safety
K16 K18 S14 B1 |
Hazard identification: principles for defining the risks, their probability, ethical implications, frequency, and severity. Risk assessment principles for evaluating the consequences of risks, their impact and mitigation strategies as required by health and safety documentation. (K16) Systems engineering principles for designing safety compliant systems considering health and safety requirements for the operating environment. (K18) |
Assess robot system safety compliance through hazard identification, safety risk assessment and risk mitigation. (S14) |
Act as a role model and advocate for health and safety across the team. (B1) |
Collaboration and teamwork
S16 B3 |
None |
Collaborate with colleagues and stakeholders both internal and external to the organisation. Strategically manage differing and competing interests with stakeholders. (S16) |
Collaborate and promote teamwork across disciplines. (B3) |
Robotics design and engineering
K10 K11 K32 S4 S9 S10 |
Collaborative human-robot interface design principles needed for designing intuitive, user-friendly, safe and ethical systems. (K10) Reliability engineering principles to design and build reliable, robust, trustworthy and maintainable robotics systems. (K11) Design thinking, product and user-centred methodology used when developing user interfaces for targeted end-users. (K32) |
Design, simulate and optimise processes and parts using tools and methodologies such as Computer Aided Design (CAD) and simulation tools. (S4) Design and develop intuitive and collaborative human-robot interfaces considering design thinking, product and user-centred methodology, ethical, safety, trust, fear and acceptance criteria. (S9) Apply design thinking, product and user-centred methodology in developing user interfaces for targeted end-users. (S10) |
None |
Data collection and analysis
K12 K13 S11 |
Machine vision (2D and 3D) principles for image processing techniques for scene evaluation, path planning and obstacle avoidance in dynamic and unstructured environments. (K12) Sensor fusion principles for acquiring and combining data from multiple sensors in different components of the robotic system. Sensor Signal Processing (SSP) and Digital Signal Processing (DSP) techniques for analysing sensor data. (K13) |
Use advanced techniques such as Sensor Signal Processing (SSP), Digital Signal Processing (DSP), intelligent signal classification and interpretation, to collect, process and analyse data from sensors and cameras. (S11) |
None |
Robot sustainability
K6 S8 B8 |
Principles of sustainability and product lifecycle engineering to design systems, products and processes that maximise energy and material efficiency and minimise the environmental impact. (K6) |
Design and implement robotic systems and components with consideration to the whole product lifecycle including sustainability and environmental impact for both short-term and long-term. (S8) |
Act as a role model and advocate environmental and sustainable practices. (B8) |
Critical thinking and problem solving
K14 S23 |
Critical thinking and problem-solving techniques. (K14) |
Apply structured problem-solving, critical thinking and analytical skills. (S23) |
None |
Validation, testing and maintenance
K15 K21 S24 |
Systems engineering principles for root cause and fault analysis. (K15) Verification and validation engineering principles for quality control, testing and performance evaluation of the robotic systems. (K21) |
Use advanced technologies to carry out regular system inspection, critical evaluation, quality control, testing and maintenance procedures. (S24) |
None |
Professional development
K28 K31 S21 B4 |
Personal and professional development techniques to keep up to date with advances in robotics and related technologies. (K28) Industry trends in robotics engineering to keep track of technology advancements, standards and market trends. (K31) |
Identify and complete opportunities for personal and professional development. Mentor and guide colleagues on the technical aspects of robotics and related technologies. (S21) |
Commit to their own and support others’ professional development. (B4) |
Equality, diversity and inclusion
S25 B6 |
None |
Apply and promote policies and practices to support equity, diversity and inclusion. (S25) |
Lead by example to promote accessibility, equality, diversity and inclusion. (B6) |
Contact us about this apprenticeship
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.0 | Approved for delivery | 26/04/2024 | Not set | Not set |
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