This is not the latest approved version of this apprenticeship. View the latest version
This revised version of the occupational standard and end-point assessment plan has been agreed and is available for information only pending approval of the funding band. Once a final funding band decision has been made, this revised version will be approved for delivery after a notice period yet to be determined.
This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
This occupation of Animal Training Instructor ATI is found in animal rescue, rehoming and rehabilitation centres, animal and disability charities, public service providers, security and Defence, search and rescue agencies, zoos and safari parks, commercial animal training companies and sole-providers of animal training.
The occupation varies dependent on species. The occupation enables animals to be used in different ways. This could include supporting companionship, assistance, competition, entertainment and security. In some cases, animal training is a critical addition to delivering health and welfare by enabling the animal co-operative care.
The broad purpose of the occupation is to plan, manage and deliver the humane training of animals, with particular emphasis on tailoring training to suit a diverse range of guardians and environments. The term guardian' covers owners, keepers, handlers and related stakeholders..
ATIs plan, teach and manage animal training that incorporates positive, reward based training methods. They work with guardians to help them introduce and reinforce desirable behaviours and avoid or modify undesirable behaviours. This may involve training the animal to undertake specific tasks, or more general training. They develop and adapt training plans to deliver appropriate goals at an appropriate rate. They will often train, mentor or supervise less experienced staff, colleagues or guardians.
Working patterns could involve irregular hours and operating in all weather conditions.
ATIs are required to show empathy, respect, patience, and tolerance in all situations to people and animals.
In their daily work, an ATI interacts with a diverse group of guardians and their animals. Guardians could have specific physical, emotional or medical needs and be working in complex, constrained, high-profile or dangerous environments and situations.
The ATI may be required to work with other professionals such as, behaviourists, veterinary surgeons, healthcare providers, para-professionals and colleagues to assess the animal, develop, deliver and adapt the training plan.
An ATI will be responsible for the safety and welfare of animals, guardians, other colleagues and animals and themselves. They must ensure that all training is carried out appropriately and in a suitable environment.
An ATI is responsible for ensuring the training plan is relevant, effective, fit for purpose and under continuous review.
An ATI must ensure that training complies with relevant animal welfare and veterinary legislation for example, the Animal Welfare Act 2006; Veterinary Surgeons Act 1966; Animal Welfare (Sentience) 2022.
Any entry requirements will be set by individual employers but, typically, they may look for evidence of prior experience of working within the animal care industry. Alternatively, individuals may have completed an animal related qualification at Level 2 or 3. Examples of previous qualifications may include the animal care and management T level, animal care and welfare assistant apprenticeship, animal care and welfare manager apprenticeship or the detection protection working dog specialist apprenticeship.
| Duty | KSBs |
|---|---|
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Duty 1 Gather information and knowledge required and incorporate into training plans for animals and their guardians. |
K1 K4 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K23 K24 K25 K26 K28 |
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Duty 2 Assess and meet the physical, psychological and emotional needs of animals and guardians. |
K1 K2 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K19 K20 K21 K23 K24 K25 |
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Duty 3 Create training plans to deliver desired animal behaviours and effects. |
K1 K2 K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K17 K18 K19 K20 K21 K22 K23 K24 K25 K27 K28 |
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Duty 4 Teach guardians to train, work with and manage their animal(s) in accordance with training plans. |
K1 K2 K4 K7 K8 K9 K10 K11 K13 K14 K15 K18 K19 K20 K21 K22 K23 K24 K25 K26 K27 |
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Duty 5 Assess the progress of animals and guardians against training plans and modify them accordingly. |
K1 K2 K6 K7 K8 K9 K10 K11 K13 K14 K15 K17 K18 K19 K20 K21 K23 K24 K25 |
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Duty 6 Undertake risk assessments and manage health and safety. |
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Duty 7 Maintain records in accordance with organisational policies and procedures. |
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Duty 8 Undertake continuing professional development and keep up to date with current legislation and policies. |
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Duty 9 Manage resources and environment to deliver efficient and effective training plans. |
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Duty 10 Support organisational governance and quality assurance. |
K1: Professional responsibilities and boundaries, accountability, and autonomy in relation to the duty of care of animals.
Back to Duty
K2: Legislation and its implications for the ATI, guardians and others, including health and safety and animal welfare, data protection, employment and animal transportation.
Back to Duty
K3: How to carry out risk assessments and use them to manage risk.
Back to Duty
K4: The benefit and value of difference in a diverse and inclusive environment.
Back to Duty
K5: The environmental impact of the occupation, wider organisation and industry.
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K6: The selection and application of digital tools to enable record keeping and collaboration with colleagues and customers.
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K7: The five animal welfare needs and how to assess and address welfare impact across the five welfare domains.
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K8: How training impacts on animal welfare, how to assess whether training is in the best interests of the animal involved and when training is inappropriate.
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K9: The suitability, action, welfare and ethical considerations when selecting training equipment and techniques and the implications of individual animals’ physical and mental capabilities.
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K10: Signs of poor animal health and the actions that should be taken to address health concerns.
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K11: The importance of, and approaches to, routine healthcare, preventative veterinary medicine and biosecurity.
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K12: Anatomy, physiology, health (particularly pain) and the impact on training and behaviour outcomes.
Back to Duty
K13: Natural behaviour patterns, body language and communication methods of animals.
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K14: Ethology, animal behaviour, the human-animal bond and related terminology.
Back to Duty
K15: Socialisation effects on animal learning and behaviour.
Back to Duty
K16: How to take a 'case history' to determine factors which may affect the progress and success of training.
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K17: The process of establishing measurable goals and objectives when developing training plans.
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K18: How to formulate, review and revise training plans based on the available resources and the objectives agreed between the ATI, guardians, and other.
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K19: The importance of, and how to establish and maintain training records in accordance with data protection regulations.
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K20: Classical and operant conditioning and their uses, effects and practical application, including the differences between positive and negative reinforcement and positive and negative punishment.
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K21: Schedules of reinforcement and how they can be used to establish and maintain desired behaviour, including the need to guard against unintentional classical and operant conditioning creating undesirable behaviour.
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K22: How behaviour can be reduced or extinguished by the removal of reinforcement and the principle of spontaneous recovery.
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K23: Principles of learning theory and human behaviour change, including lesson plans, learning styles, feedback and coaching as they apply to the ATI occupation.
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K24: How to identify the information that guardians and others need and why.
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K25: Instructional techniques and how to adapt exercises and communication styles to meet the needs and abilities of guardians.
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K26: The importance of confirming that people have received and understood the information and knowledge you have communicated, and how to do so.
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K27: The importance of reflective practice and checking the currency, accuracy and completeness of the information and knowledge you are communicating, and how to do so.
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K28: Levels of academic evidence and how to access peer reviewed literature and reference them into reports.
Back to Duty
S1: Assess and maintain the health and welfare needs of animals, including physical, psychological, and emotional needs.
Back to Duty
S2: Assess and maintain the working environment to ensure it is safe and in accordance with relevant legislation, workplace policies and procedures.
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S3: Assess and maintain working practices to ensure they are safe and in accordance with relevant legislation, workplace policies and procedures.
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S4: Assess the risk of disease transmission and implement bio-security controls.
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S5: Complete a dynamic risk assessment and implement control measures.
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S6: Evaluate, manage, and make balanced decisions to address potentially conflicting demands of guardians, animal welfare and societal expectation.
Back to Duty
S7: Create and implement an evidence-based, accessible and individually tailored training plan that meet the needs of animals and their guardians and achieve desired outcomes.
Back to Duty
S8: Take 'case history' to determine the factors which may affect the progress and success of training.
Back to Duty
S9: Prepare the animal, resources, and environment for the training session to aid the achievement of agreed learning outcomes.
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S10: Monitor progress and modify training to meet required outcomes.
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S11: Reinforce desirable animal behaviours and avoid creating undesirable behaviours.
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S12: Create and maintain training records and reports in accordance with organisational policies and procedures.
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S13: Communicate with animal guardians, colleagues, and professionals.
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S14: Apply the principles of learning theory, human behaviour change, instructional techniques, teaching and coaching to deliver training that meets the needs of guardians and achieves required training outcomes.
Back to Duty
S15: Support guardians to implement training.
Back to Duty
S16: Apply digital tools to assist in the ATI function.
Back to Duty
S17: Contribute to the development of sustainable organisational processes and practices.
Back to Duty
S18: Identify and evaluate advances in animal science, working practices and technology and incorporate into operational practice and reference into written reports.
Back to Duty
S19: Recognise when referral to another professional is required or desirable.
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S20: Reflect on personal practice and use this to inform continuous performance improvement.
Back to Duty
B1: Committed to delivering good animal health and welfare, whilst also meeting the needs of the organisation, the guardian and any societal expectations.
Back to Duty
B2: Acts in a professional, moral and ethical manner, and shows empathy and respect to both animals and people.
Back to Duty
B3: Passionate and committed to sharing their knowledge to support guardians and their animals.
Back to Duty
B4: Committed to the adoption and promotion of safe working practices.
Back to Duty
B5: Acts in a way that builds and maintains positive working relationships.
Back to Duty
B6: Committed to self-reflective practice and keeping up to date with industry best practice.
Back to Duty
B7: Supports an inclusive culture, treating colleagues and external stakeholders fairly and with respect.
Back to Duty
B8: Committed to the adoption and promotion of environmentally sustainable practices.
Back to Duty
B9: Able to work independently and with autonomy within their scope of practice.
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.
This document explains the requirements for end-point assessment (EPA) for the animal training instructor apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Animal training instructor apprentices, their employers and training providers should read this document.
A full-time animal training instructor apprentice typically spends 24 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.
The EPA should be completed within an EPA period lasting typically 6 months.
The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship provider and assessment register (APAR).
This EPA has 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - professional discussion, underpinned by a portfolio of evidence:
Assessment method 2 - work-based observation:
Assessment method 3 - project, presentation and questions:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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The apprentice must:
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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 professional discussion, underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
For the project, presentation and questions, the apprentice must submit a project title and scope. 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.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 6 months
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The grades available for each assessment method are below
Professional discussion, underpinned by a portfolio of evidence:
Work-based observation:
Project, presentation and questions:
Overall EPA and apprenticeship can be graded:
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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 6 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 10 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.
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 following themes will be covered:
The EPAO must give an apprentice 14 days' 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 60 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 12 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
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.
In the observation with questions, an independent assessor typically observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because:
The work-based observation 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 work-based observation.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 14 days' notice of the observation with questions.
The observation must take 1 hour.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
The apprentice must ensure that they have prepared a training plan prior to the observation and should make this available to the assessor. The training plan is not directly assessed in this method and should be a different plan to the one used in the project, presentation and questions. .
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. Questioning can occur both during and after the observation.
The purpose of the questions is:
The time for questioning is included in the overall assessment time. The independent assessor must ask at least 5 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank. Follow-up questions are allowed where clarification is required.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the above set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The work-based observation must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation should take place in a suitable environment, for example 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 produce the following materials to support the work-based observation:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
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 the following:
The creation and implementation of an evidence based tailored training plan meeting the needs of an animal and guardian. This should consider:.
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 report must also include:
The project report must have a word count of 3000 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 to the EPAO by the end of week 12 of the EPA period. A copy of the presentation materials should be made available to the independent assessor on the day of the presentation.
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 45 minutes. This will typically include a presentation of 15 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 copies of any presentation materials to the independent assessor on the day of the presentation taking place. The apprentice must notify the EPAO, when they submit their project report, 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 14 days’ 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early (unless in an emergency). The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
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.
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Animal health and welfare
K10 K11 K12 S4 |
Describes how animal health and welfare and signs of poor animal health are factored into routine healthcare, preventative treatment, training and behavioural outcomes and the assessment and implementation of biosecurity and disease transmission controls. (K10, K11, K12, S4). |
Explains the importance of recognising poor animal health, ensuring the impacts on routine healthcare, preventative treatment, training, biosecurity and behavioural outcomes are fully explored. (K10, K11, K12). |
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Applied animal behaviour
K15 K20 |
Describes how animal behaviour is impacted by the practical applications of classical and operant conditioning, highlighting the differences between positive and negative reinforcement and positive and negative punishment. (K20) Explains how learning and behaviour can be impacted by socialisation. (K15).
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Evaluates the positive and negative impacts of classical and operant conditioning on animal behaviour, explaining the practical applications of both. (K20). |
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Working with people
K4 B7 |
Explains how they support an inclusive culture and treat colleagues and external stakeholders fairly and with respect, showing an understanding of the benefit and value of difference in a diverse and inclusive environment. (K4, B7). |
None |
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Professional standards and responsibilities
K1 K5 K27 S6 S17 S19 S20 B6 B8 B9 |
Explains the importance of reflective practice and their own continuous improvement in line with industry standards, considering how this impacts the currency, accuracy and completeness of the information and knowledge they can communicate. (K27, S20, B6). Describes how they contribute to the development of sustainable organisational processes and practices, considering the environmental impact of both their role and the wider organisation. (K5, S17, B8). Explains how they exercise their professional responsibilities to evaluate, manage, and make balanced decisions when addressing the demands of guardians, animal welfare and societal expectations within the boundaries of their own role, referring to another professional as required. (K1, S6, S19, B9).
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Evaluates the success of decisions made when addressing the demands of guardians, animal welfare and societal expectations within the boundaries of their own role, establishing where improvements could be made. (K1, S6). |
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Information management
K6 S12 S16 |
Explains how they select and apply digital tools to assist ATI functions, and create (and maintain) training records and reports in accordance with organisational polices and procedures. (K6, S12, S16). |
None |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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Animal training, theory and practice
S9 S10 S11 B1 B2 |
Prepares the animal, resources, and environment and conducts a training session to achieve agreed outcomes and meet the needs of all stakeholders, showing due care for the health and welfare of the animal, reinforcing desirable behaviours, and monitoring and modifying the training as required. (S9, S10, S11, B1, B2). |
Demonstrates a dynamic and creative approach to training, making full use of their resources, and environment, justifying any actions taken when the need to deviate from their plan arises. (S9, S10). |
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Working with people
K23 K24 K25 K26 S13 S14 S15 B3 B5 |
Applies the principles of learning theory, human behaviour change, instructional techniques and teaching and coaching to deliver training against a lesson plan and agreed outcomes in an adaptable and positive manner, building positive and supportive relationships and meeting the needs and abilities of guardians. (K23, K25, S13, S14, S15, B5). Demonstrates passion and commitment for sharing knowledge to support guardians and their animals, showing they understand the importance of gaining confirmation that received information has been understood by relevant parties. (K24, K26, B3).
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Demonstrates a dynamic and agile approach to training that is responsive to the animals’ progress and abilities of the guardian (and required outcomes) and is fully effective in helping to reinforce desirable animal behaviours while avoiding any undesirable behaviours (K25, S14)
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Legislation, health and safety and risk management
S2 S5 B4 |
Implements safe working practices through the completion of a dynamic risk assessment and the maintenance of the working environment in line with current legislation and workplace policies and procedures. (S2, S5, B4). |
None |
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Theme
KSBs
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Pass
Apprentices must demonstrate all of the pass descriptors
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Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
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|---|---|---|
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Animal health and welfare
K7 K8 S1 |
Assesses and maintains the health and five welfare needs of animals, considering how to address welfare impact across the five welfare domains and how an animal’s welfare may determine their training needs. (K7, K8, S1). |
Justifies steps taken to address welfare impact across the five welfare domains including decisions taken about the training approach with the animal. (K7, K8). |
|
Animal training, theory and practice
K9 K16 K17 K18 S7 S8 |
Creates, implements, and reviews an evidence-based, and individually tailored training plan based on the available resources, to meet the needs of animals and guardians and achieve desired outcomes, considering prior case history and suitability and welfare considerations that may affect the progress and success of training. (K9, K16, K17, K18, S7, S8). |
Justifies the decisions made during the creation of their training plan including the evidence used and how individual aspects of the plan were formulated based on the available resources and the presented animal welfare factors. (K9, K18, S7). |
|
Applied animal behaviour
K13 K14 K21 K22 |
Discusses animal behaviour including ethology, natural behaviour patterns, the human-animal bond, body language and communication methods using industry specific terminology. (K13, K14). Explains how schedules of reinforcement are used to establish and maintain desired behaviour, including the need to guard against unintentional classical and operant conditioning creating undesirable behaviour. (K21, K22).
|
None |
|
Legislation, health and safety and risk management
K2 K3 S3 |
Assesses and maintains safe working practices in accordance with relevant legislation, workplace policies and procedures considering the implications for the ATI, guardians, and others. (K2, S3). Explains how risk assessments are carried out and used to manage risk. (K3).
|
None |
|
Professional standards and responsibilities
K28 S18 |
Uses academic evidence and peer reviewed literature when identifying and evaluating advances in animal science, working practices and technology, incorporating them into operational practice and written reports as appropriate. (K28, S18). |
Evaluates a range of academic evidence and peer reviewed literature, selecting the strongest sources at the exclusion of others to incorporate into operational practice and written reports. (K28, S18). |
|
Information management
K19 |
Explains how to establish and maintain training records in accordance with data protection regulations. (K19). |
None |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the professional discussion, underpinned by a portfolio of evidence, work-based observation, project and presentation and questions 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. The apprentice will be required to achieve a distinction in all three assessment methods to achieve an overall distinction grade. The apprentice will be required to achieve a distinction in two methods and a pass in the remaining method in order to achieve an overall merit grade. The achievement of a pass in three methods or two passes and a distinction will result in an overall grade of pass. A fail in any method will result in an overall grade of fail.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Professional discussion, underpinned by a portfolio of evidence | Work-based observation | Project, presentation and questions | Overall Grading |
|---|---|---|---|
| Fail | Any grade | Any grade | Fail |
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Distinction | Pass | Pass |
| Distinction | Pass | Pass | Pass |
| Pass | Pass | Distinction | Pass |
| Distinction | Distinction | Pass | Merit |
| Distinction | Pass | Distinction | Merit |
| Pass | Distinction | Distinction | Merit |
| Distinction | Distinction | 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 2 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 4 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 2 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 merit 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 |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider 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 an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
occupationally competent. this may be demonstrated by:
i. work experience in the animal sector
and
ii. having trained animals to conduct several tasks with evidence of current cpd in the animal training sector
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
Professional responsibilities and boundaries, accountability, and autonomy in relation to the duty of care of animals. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K2
Legislation and its implications for the ATI, guardians and others, including health and safety and animal welfare, data protection, employment and animal transportation. Back to Grading |
Project, presentation and questions |
|
K3
How to carry out risk assessments and use them to manage risk. Back to Grading |
Project, presentation and questions |
|
K4
The benefit and value of difference in a diverse and inclusive environment. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K5
The environmental impact of the occupation, wider organisation and industry. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K6
The selection and application of digital tools to enable record keeping and collaboration with colleagues and customers. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K7
The five animal welfare needs and how to assess and address welfare impact across the five welfare domains. Back to Grading |
Project, presentation and questions |
|
K8
How training impacts on animal welfare, how to assess whether training is in the best interests of the animal involved and when training is inappropriate. Back to Grading |
Project, presentation and questions |
|
K9
The suitability, action, welfare and ethical considerations when selecting training equipment and techniques and the implications of individual animals’ physical and mental capabilities. Back to Grading |
Project, presentation and questions |
|
K10
Signs of poor animal health and the actions that should be taken to address health concerns. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K11
The importance of, and approaches to, routine healthcare, preventative veterinary medicine and biosecurity. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K12
Anatomy, physiology, health (particularly pain) and the impact on training and behaviour outcomes. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K13
Natural behaviour patterns, body language and communication methods of animals. Back to Grading |
Project, presentation and questions |
|
K14
Ethology, animal behaviour, the human-animal bond and related terminology. Back to Grading |
Project, presentation and questions |
|
K15
Socialisation effects on animal learning and behaviour. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K16
How to take a 'case history' to determine factors which may affect the progress and success of training. Back to Grading |
Project, presentation and questions |
|
K17
The process of establishing measurable goals and objectives when developing training plans. Back to Grading |
Project, presentation and questions |
|
K18
How to formulate, review and revise training plans based on the available resources and the objectives agreed between the ATI, guardians, and other. Back to Grading |
Project, presentation and questions |
|
K19
The importance of, and how to establish and maintain training records in accordance with data protection regulations. Back to Grading |
Project, presentation and questions |
|
K20
Classical and operant conditioning and their uses, effects and practical application, including the differences between positive and negative reinforcement and positive and negative punishment. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K21
Schedules of reinforcement and how they can be used to establish and maintain desired behaviour, including the need to guard against unintentional classical and operant conditioning creating undesirable behaviour. Back to Grading |
Project, presentation and questions |
|
K22
How behaviour can be reduced or extinguished by the removal of reinforcement and the principle of spontaneous recovery. Back to Grading |
Project, presentation and questions |
|
K23
Principles of learning theory and human behaviour change, including lesson plans, learning styles, feedback and coaching as they apply to the ATI occupation. Back to Grading |
Work-based observation |
|
K24
How to identify the information that guardians and others need and why. Back to Grading |
Work-based observation |
|
K25
Instructional techniques and how to adapt exercises and communication styles to meet the needs and abilities of guardians. Back to Grading |
Work-based observation |
|
K26
The importance of confirming that people have received and understood the information and knowledge you have communicated, and how to do so. Back to Grading |
Work-based observation |
|
K27
The importance of reflective practice and checking the currency, accuracy and completeness of the information and knowledge you are communicating, and how to do so. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
K28
Levels of academic evidence and how to access peer reviewed literature and reference them into reports. Back to Grading |
Project, presentation and questions |
| Skill | Assessment methods |
|---|---|
|
S1
Assess and maintain the health and welfare needs of animals, including physical, psychological, and emotional needs. Back to Grading |
Project, presentation and questions |
|
S2
Assess and maintain the working environment to ensure it is safe and in accordance with relevant legislation, workplace policies and procedures. Back to Grading |
Work-based observation |
|
S3
Assess and maintain working practices to ensure they are safe and in accordance with relevant legislation, workplace policies and procedures. Back to Grading |
Project, presentation and questions |
|
S4
Assess the risk of disease transmission and implement bio-security controls. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S5
Complete a dynamic risk assessment and implement control measures. Back to Grading |
Work-based observation |
|
S6
Evaluate, manage, and make balanced decisions to address potentially conflicting demands of guardians, animal welfare and societal expectation. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S7
Create and implement an evidence-based, accessible and individually tailored training plan that meet the needs of animals and their guardians and achieve desired outcomes. Back to Grading |
Project, presentation and questions |
|
S8
Take 'case history' to determine the factors which may affect the progress and success of training. Back to Grading |
Project, presentation and questions |
|
S9
Prepare the animal, resources, and environment for the training session to aid the achievement of agreed learning outcomes. Back to Grading |
Work-based observation |
|
S10
Monitor progress and modify training to meet required outcomes. Back to Grading |
Work-based observation |
|
S11
Reinforce desirable animal behaviours and avoid creating undesirable behaviours. Back to Grading |
Work-based observation |
|
S12
Create and maintain training records and reports in accordance with organisational policies and procedures. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S13
Communicate with animal guardians, colleagues, and professionals. Back to Grading |
Work-based observation |
|
S14
Apply the principles of learning theory, human behaviour change, instructional techniques, teaching and coaching to deliver training that meets the needs of guardians and achieves required training outcomes. Back to Grading |
Work-based observation |
|
S15
Support guardians to implement training. Back to Grading |
Work-based observation |
|
S16
Apply digital tools to assist in the ATI function. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S17
Contribute to the development of sustainable organisational processes and practices. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S18
Identify and evaluate advances in animal science, working practices and technology and incorporate into operational practice and reference into written reports. Back to Grading |
Project, presentation and questions |
|
S19
Recognise when referral to another professional is required or desirable. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
S20
Reflect on personal practice and use this to inform continuous performance improvement. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Committed to delivering good animal health and welfare, whilst also meeting the needs of the organisation, the guardian and any societal expectations. Back to Grading |
Work-based observation |
|
B2
Acts in a professional, moral and ethical manner, and shows empathy and respect to both animals and people. Back to Grading |
Work-based observation |
|
B3
Passionate and committed to sharing their knowledge to support guardians and their animals. Back to Grading |
Work-based observation |
|
B4
Committed to the adoption and promotion of safe working practices. Back to Grading |
Work-based observation |
|
B5
Acts in a way that builds and maintains positive working relationships. Back to Grading |
Work-based observation |
|
B6
Committed to self-reflective practice and keeping up to date with industry best practice. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B7
Supports an inclusive culture, treating colleagues and external stakeholders fairly and with respect. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B8
Committed to the adoption and promotion of environmentally sustainable practices. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
|
B9
Able to work independently and with autonomy within their scope of practice. Back to Grading |
Professional discussion, underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Animal health and welfare
K10 K11 K12 S4 |
Signs of poor animal health and the actions that should be taken to address health concerns. (K10) The importance of, and approaches to, routine healthcare, preventative veterinary medicine and biosecurity. (K11) Anatomy, physiology, health (particularly pain) and the impact on training and behaviour outcomes. (K12) |
Assess the risk of disease transmission and implement bio-security controls. (S4) |
None |
|
Applied animal behaviour
K15 K20 |
Socialisation effects on animal learning and behaviour. (K15) Classical and operant conditioning and their uses, effects and practical application, including the differences between positive and negative reinforcement and positive and negative punishment. (K20) |
None |
None |
|
Working with people
K4 B7 |
The benefit and value of difference in a diverse and inclusive environment. (K4) |
None |
Supports an inclusive culture, treating colleagues and external stakeholders fairly and with respect. (B7) |
|
Professional standards and responsibilities
K1 K5 K27 S6 S17 S19 S20 B6 B8 B9 |
Professional responsibilities and boundaries, accountability, and autonomy in relation to the duty of care of animals. (K1) The environmental impact of the occupation, wider organisation and industry. (K5) The importance of reflective practice and checking the currency, accuracy and completeness of the information and knowledge you are communicating, and how to do so. (K27) |
Evaluate, manage, and make balanced decisions to address potentially conflicting demands of guardians, animal welfare and societal expectation. (S6) Contribute to the development of sustainable organisational processes and practices. (S17) Recognise when referral to another professional is required or desirable. (S19) Reflect on personal practice and use this to inform continuous performance improvement. (S20) |
Committed to self-reflective practice and keeping up to date with industry best practice. (B6) Committed to the adoption and promotion of environmentally sustainable practices. (B8) Able to work independently and with autonomy within their scope of practice. (B9) |
|
Information management
K6 S12 S16 |
The selection and application of digital tools to enable record keeping and collaboration with colleagues and customers. (K6) |
Create and maintain training records and reports in accordance with organisational policies and procedures. (S12) Apply digital tools to assist in the ATI function. (S16) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Animal training, theory and practice
S9 S10 S11 B1 B2 |
None |
Prepare the animal, resources, and environment for the training session to aid the achievement of agreed learning outcomes. (S9) Monitor progress and modify training to meet required outcomes. (S10) Reinforce desirable animal behaviours and avoid creating undesirable behaviours. (S11) |
Committed to delivering good animal health and welfare, whilst also meeting the needs of the organisation, the guardian and any societal expectations. (B1) Acts in a professional, moral and ethical manner, and shows empathy and respect to both animals and people. (B2) |
|
Working with people
K23 K24 K25 K26 S13 S14 S15 B3 B5 |
Principles of learning theory and human behaviour change, including lesson plans, learning styles, feedback and coaching as they apply to the ATI occupation. (K23) How to identify the information that guardians and others need and why. (K24) Instructional techniques and how to adapt exercises and communication styles to meet the needs and abilities of guardians. (K25) The importance of confirming that people have received and understood the information and knowledge you have communicated, and how to do so. (K26) |
Communicate with animal guardians, colleagues, and professionals. (S13) Apply the principles of learning theory, human behaviour change, instructional techniques, teaching and coaching to deliver training that meets the needs of guardians and achieves required training outcomes. (S14) Support guardians to implement training. (S15) |
Passionate and committed to sharing their knowledge to support guardians and their animals. (B3) Acts in a way that builds and maintains positive working relationships. (B5) |
|
Legislation, health and safety and risk management
S2 S5 B4 |
None |
Assess and maintain the working environment to ensure it is safe and in accordance with relevant legislation, workplace policies and procedures. (S2) Complete a dynamic risk assessment and implement control measures. (S5) |
Committed to the adoption and promotion of safe working practices. (B4) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Animal health and welfare
K7 K8 S1 |
The five animal welfare needs and how to assess and address welfare impact across the five welfare domains. (K7) How training impacts on animal welfare, how to assess whether training is in the best interests of the animal involved and when training is inappropriate. (K8) |
Assess and maintain the health and welfare needs of animals, including physical, psychological, and emotional needs. (S1) |
None |
|
Animal training, theory and practice
K9 K16 K17 K18 S7 S8 |
The suitability, action, welfare and ethical considerations when selecting training equipment and techniques and the implications of individual animals’ physical and mental capabilities. (K9) How to take a 'case history' to determine factors which may affect the progress and success of training. (K16) The process of establishing measurable goals and objectives when developing training plans. (K17) How to formulate, review and revise training plans based on the available resources and the objectives agreed between the ATI, guardians, and other. (K18) |
Create and implement an evidence-based, accessible and individually tailored training plan that meet the needs of animals and their guardians and achieve desired outcomes. (S7) Take 'case history' to determine the factors which may affect the progress and success of training. (S8) |
None |
|
Applied animal behaviour
K13 K14 K21 K22 |
Natural behaviour patterns, body language and communication methods of animals. (K13) Ethology, animal behaviour, the human-animal bond and related terminology. (K14) Schedules of reinforcement and how they can be used to establish and maintain desired behaviour, including the need to guard against unintentional classical and operant conditioning creating undesirable behaviour. (K21) How behaviour can be reduced or extinguished by the removal of reinforcement and the principle of spontaneous recovery. (K22) |
None |
None |
|
Legislation, health and safety and risk management
K2 K3 S3 |
Legislation and its implications for the ATI, guardians and others, including health and safety and animal welfare, data protection, employment and animal transportation. (K2) How to carry out risk assessments and use them to manage risk. (K3) |
Assess and maintain working practices to ensure they are safe and in accordance with relevant legislation, workplace policies and procedures. (S3) |
None |
|
Professional standards and responsibilities
K28 S18 |
Levels of academic evidence and how to access peer reviewed literature and reference them into reports. (K28) |
Identify and evaluate advances in animal science, working practices and technology and incorporate into operational practice and reference into written reports. (S18) |
None |
|
Information management
K19 |
The importance of, and how to establish and maintain training records in accordance with data protection regulations. (K19) |
None |
None |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | Occupational standard and end-point assessment plan revised | Not set | Not set | Not set |
| 1.0 | Approved for delivery | 22/11/2018 | Not set | Not set |
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