This apprenticeship has options. This document is currently showing the following option:
Making sure food and drink products are of the right quality and safe to eat and drink.
This occupation is found in a wide range of settings across the food and drink manufacturing industry. The role could typically be carried out in a factory or product development environment. Food Industry Technologists may be employed in a large or small food manufacturer, or in a wider supply chain, such as producers or retailers. Food Industry Technologists may be employed within a food quality specialist or product development role.
The broad purpose of the occupation is to ensure the smooth transition of food and drink products from concept to consumption. Food Industry Technologists are the guardians of food quality and safety and ensure that products are of the highest standard, meet legislation and are safe to eat and drink. They maintain documentation in line with product specifications and company policies. They ensure that technical and quality standards are consistently met whilst optimising efficiency to meet business needs. They may improve existing products as well as launch new ones whilst ensuring product safety and quality. They are subject matter experts in their field and are likely to work with teams to develop effective manufacturing processes ensuring that technical and quality standards are consistently met. A Food Quality Specialist monitors the quality of the food and drink product. A Food Development Specialist contributes to the development of new and existing food products.
In their daily work, an employee is likely to report to a technical professional from the food industry. They interact with a range of internal stakeholders, including teams in production, commercial, supply chain, engineering, finance, and health, safety and environment. They may also deal with external stakeholders such as auditors, suppliers and customers.
An employee in this occupation will be responsible for ensuring that food products are safe to consume and of a consistent appearance, taste and texture to comply with company, customer and industry standards. They initiate and complete tasks following standard processes and proactively resolve technical problems within their levels of responsibility. Using insight from a variety of sources including data analysis and observations, they make recommendations and support the implementation of improved ways of working.
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 24 months. The EPA period is typically 4 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:
Short written test
You will complete a test requiring short written answers. It will be closed book, meaning you will not have access to any books or reference materials.
The test paper will be worth 60 marks in total. It will have at least 2 short answer written questions worth 6 marks for each theme (48 marks). The remaining questions will be distributed appropriately (12 marks) (see mapping of KSBs to themes) . You will have 90 minutes to complete it.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 10 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.
Project with report
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 3000 words (with a 10% tolerance).
You will have 12 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 30 minutes. The independent assessor will ask at least 5 questions about the project and presentation.
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 Science Council for The Science Council for Registered Science Technician (RSciTech). Upon successful completion of the apprenticeship and upon receipt of the apprenticeship certificate, individuals are eligible to apply for RSciTech through a shortened application route. Individuals also need to be a member of a professional body that is licensed by the Science Council to be awarded this status. Further information is on the Science Council’s website.
Please contact the professional body for more details.
This occupation is found in a wide range of settings across the food and drink manufacturing industry. The role could typically be carried out in a factory or product development environment. Food Industry Technologists may be employed in a large or small food manufacturer, or in a wider supply chain, such as producers or retailers. Food Industry Technologists may be employed within a food quality specialist or product development role.
The broad purpose of the occupation is to ensure the smooth transition of food and drink products from concept to consumption. Food Industry Technologists are the guardians of food quality and safety and ensure that products are of the highest standard, meet legislation and are safe to eat and drink. They maintain documentation in line with product specifications and company policies. They ensure that technical and quality standards are consistently met whilst optimising efficiency to meet business needs. They may improve existing products as well as launch new ones whilst ensuring product safety and quality. They are subject matter experts in their field and are likely to work with teams to develop effective manufacturing processes ensuring that technical and quality standards are consistently met. A Food Quality Specialist monitors the quality of the food and drink product. A Food Development Specialist contributes to the development of new and existing food products.
In their daily work, an employee is likely to report to a technical professional from the food industry. They interact with a range of internal stakeholders, including teams in production, commercial, supply chain, engineering, finance, and health, safety and environment. They may also deal with external stakeholders such as auditors, suppliers and customers.
An employee in this occupation will be responsible for ensuring that food products are safe to consume and of a consistent appearance, taste and texture to comply with company, customer and industry standards. They initiate and complete tasks following standard processes and proactively resolve technical problems within their levels of responsibility. Using insight from a variety of sources including data analysis and observations, they make recommendations and support the implementation of improved ways of working.
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Duty 1 Ensure the quality of the product at every stage meets specification and legislative requirements. |
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Duty 2 Check manufacturing processing standards and parameters to specification. |
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Duty 3 Check raw material and packaging requirements against the specification. |
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Duty 4 Support the development of processes and systems. |
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Duty 5 Conduct product sampling and interpret the results against the basic principles of food and drink microbiology, chemistry, nutrition and sensory evaluation. |
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Duty 6 Support the development trials of new and existing product samples. |
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Duty 7 Collect, input and analyse process and product data. |
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Duty 8 Investigate non-conforming products and processes and make recommendations to resolve issues. |
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Duty 9 Support continuous improvement of quality control procedures and processes. |
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Duty 10 Communicate and collaborate with technical and non-technical audiences. |
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Duty 11 Comply with legislation and regulations specified within the industry. |
| Duty | KSBs |
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Duty 12 Contribute to the development of new and existing products through innovation, product research and experimentation. |
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Duty 13 Plan and produce samples from concept to launch. |
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Duty 14 Support the development of product specifications and labelling content. |
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Duty 15 Define sensory analysis and including shelf life evaluation parameters. |
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Duty 16 Benchmark against retained and competitor samples. |
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Duty 17 Audit products and processes to ensure compliance with industry standards. |
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Duty 18 Monitor environmental conditions across the end to end manufacturing process. |
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Duty 19 Quality assure raw materials. |
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Duty 20 Monitor quality processing systems and standards. |
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Duty 21 Raise process and product quality issues, oversee corrective action and update processes. |
K1: Food processing technologies, including, energy transfer, size reduction, mixing and forming.
Back to Duty
K2: Product legislation and regulations in the food and drink industry, including weights and measures, labelling, nutrition and health claims.
Back to Duty
K3: Legislation and regulations specified within the industry including Health and safety, environment, employment, ethical and sustainability.
Back to Duty
K4: Basic principles of microbiology: common food pathogens and toxins and controls including end to end production, spoilage and shelf life.
Back to Duty
K5: Basic principles of food nutrition, to include food chemistry and macro nutrients.
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K6: Methods used in sensory evaluation.
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K7: Food industry standards (for example, British Retail Consortium and other audit bodies).
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K8: Quality Management Systems, Good Manufacturing Processes (GMP), Good Hygiene Practices (GHP), process flow and risk management Standard Operating Processes (SOP).
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K9: The purpose of internal and external audits and how they impact the food industry.
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K10: Methods used to collect, interpret and analyse data.
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K11: Principles of raw materials including sources and factors that affect supply (product authenticity, Threat Assessment and Critical Control (TACCP) and Vulnerability Assessment Critical Control Point (VACCP), sustainable sourcing, ethical issues, supply chain).
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K12: Raw material and product specifications including quality and legal requirements
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K13: Problem solving investigation techniques used to resolve non-conforming product and processes issues and how to identify and implement Continuous Improvements (CI).
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K14: How to cost a product including cost drivers.
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K15: Food safety management systems, including methods of pest control and pest prevention, food hygiene and allergen control.
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K16: The new and existing product development (NPD and EPD) process and the involvement of all business functions.
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K17: Different methods used to communicate and collaborate with technical and non-technical audiences and their advantages and disadvantages.
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K18: Methods used to conduct product research and experimentation and how this can be applied to inform innovation of new and existing products against a product brief.
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K19: Requirements when producing product samples throughout different stages of development.
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K20: The structure and content of a finished product specification, including cost, quality, shelf life and sustainability.
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K21: The importance of evidence based sensory analysis in the food evaluation process.
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K22: Setting valid and reliable sensory analysis and shelf life test parameters.
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K23: Methods used to define, conduct and carry out realistic shelf life tests.
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K24: How to set benchmarking parameters for comparison and evaluation of samples.
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K25: Techniques, methods and standards to be considered when auditing food products and processes.
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K26: How to utilise equipment and techniques to monitor environmental conditions and their impact on food safety, quality and production.
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K27: The techniques and equipment used to monitor the quality of raw materials and their impact on the safety and quality of the final product.
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K28: Cost and production implications that can occur through defective raw materials.
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K29: Monitoring methods and techniques required to check the quality processing systems and standards and their wider impact on the business.
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K30: How to identify, prioritise and escalate process and product quality issues and make recommendations to address them.
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K31: How to prioritise and implement corrective action to update processes.
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S1: Implement and maintain risk management systems (for example, Hazard Analysis and Critical Control Points).
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S2: Review and maintain technical procedures for food businesses.
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S3: Use a range of IT systems to analyse and interpret data to identify trends and drive Continuous Improvement (CI).
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S4: Provide and interpret management data and information (reports and presentations).
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S5: Conduct sensory evaluation activities.
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S6: Contribute to Continuous Improvement (CI).
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S7: Develop and maintain effective relationships with customers, suppliers and colleagues.
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S8: Use problem solving techniques and investigation methods, including root cause analysis.
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S9: Influence and negotiate with colleagues and stakeholders.
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S10: Communicate with colleagues and stakeholders using technical language and methods appropriate to the audience.
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S11: Check raw materials, packaging and finished product quality against legislative requirements and specification.
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S12: Monitor and review manufacturing standards and parameters.
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S13: Support trials on new and existing products.
Back to Duty
S14: Investigate product non-conformance and recommend corrective action.
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S15: Contribute to the development and innovation of new and existing products.
Back to Duty
S16: Plan and produce samples suitable for all stages of the new and existing development process.
Back to Duty
S17: Contribute to the creation of product specifications and label content.
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S18: Contribute to the identification and selection of parameters for sensory analysis and shelf life evaluation.
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S19: Apply agreed standards to compare and evaluate against samples.
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S20: Compile product costings.
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S21: Conduct food product audits against standards and recommend areas for improvement.
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S22: Conduct food process audits against standards and identify non-conformities and recommendations for improvement.
Back to Duty
S23: Measure environmental conditions throughout the food manufacturing process and escalate non-conformities that could impact food safety and product quality.
Back to Duty
S24: Evaluate raw materials against agreed parameters and report non-conformities.
Back to Duty
S25: Measure and evaluate adherence to quality processing systems and standards.
Back to Duty
S26: Identify and communicate products and process issues and make recommendations for corrective action.
Back to Duty
S27: Oversee the implementation of corrective action to address product and process issues.
Back to Duty
S28: Carry out internal audits and participate in external audits.
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S29: Investigate and resolve problems, including customer complaints or quality issues.
Back to Duty
B1: Take personal responsibility for and promote food safety and health and safety.
Back to Duty
B2: Committed to sustainable working practices.
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B3: Take pride in work and strive to achieve operational excellence.
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B4: Take accountability for planning and progressing work to achieve timelines and quality standards.
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B5: Respond and adapt to work demands and situations.
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B6: Recognise importance of escalating issues when required.
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B7: Builds professional relationships across multi-functional teams, works collaboratively, contributes ideas and challenges appropriately.
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B8: Committed to maintaining and enhancing personal competence through Continued Professional Development (CPD).
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 standard aligns with the following professional recognition:
V1.1
This document explains the requirements for end-point assessment (EPA) for the food industry technologist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Food industry technologist apprentices, their employers and training providers should read this document.
This is a core and options apprenticeship. An apprentice must be trained and assessed against the core and one option. The options are:
A full-time food industry technologist 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 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 - knowledge test:
Assessment method 2 - professional discussion underpinned by a portfolio:
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 has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the professional discussion underpinned by a portfolio, the apprentice must submit a portfolio of evidence.
For the project, presentation and questions, the apprentice must submit a project proposal including the 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. 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.
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 4 months
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The grades available for each assessment method are below
Knowledge test:
Professional discussion underpinned by a portfolio:
Project, presentation and questions:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This 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 4 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 has attained sufficient KSBs to complete the apprenticeship. 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 this assessment method. It will typically contain 10-12 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.
The 10-12 discrete pieces of evidence are expected to relate to 10-12 jobs that demonstrate the breadth of knowledge gained.
For each job the following evidence 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.
Project brief
The apprentice must prepare a brief project proposal which includes the title and its scope. This needs to show that the project will provide the opportunity to cover the KSBs mapped to this assessment method and should be a maximum of 500 words. It is not assessed.
The apprentice must submit the gateway evidence to their EPAO, including 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 knowledge test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
Short answer questions (SAQs) are open-ended questions used to assess knowledge in an examination. SAQs require either a brief factual (testing knowledge recall) and (or) interpretive (ability to apply learned concepts or knowledge) answer.
This assessment method is being used because:
The knowledge test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method to the highest available grade.
The test can be computer or paper based.
The apprentice must be given at least 14 days’ notice of the date and time of the test.
The test must consist of 16 Short Answer Questions (SAQs) and must always total 60 marks.
To support comparability, the distribution of marks will be allocated at theme level (see mapping of KSBs to themes), with each theme containing the following:
• 1 SAQ worth 1 mark
• 1 SAQ worth 2 marks
• 2 SAQs worth 6 marks each
This means for each theme, 15 marks are allocated across 4 questions, to generate the 60 marks total.
Responses to SAQs may be one word, a phrase, a sentence or a paragraph and should be reflective of the mark allocation in terms of expected demand. For example, a 1 mark SAQ will typically require either a one word or single sentence response. A 2 mark SAQ will typically require a phrase or a few sentences, whereas a 6 mark SAQ will typically require several sentences, forming a longer paragraph.
The grading table shows both the numerical grade boundaries and written descriptors for the knowledge test. The grade boundaries and written descriptors must be used by EPAOs to create valid and reliable mark schemes for the knowledge test.
The mark scheme design and approach can be determined by the EPAO (e.g. either levels based-banded, points based or a mixture). EPAOs should ensure that the questions within the knowledge test mirror the level of demand set by the wording within the supporting written descriptors. This should be done by using the same command verb where possible (or a comparable verb, in terms of demand, where not). The grading table should inform the question writing whilst also providing EPAOs with the numerical outcomes required for each level of attainment. Questions may be written that target part of the KSB statement, as long as, the full statement is assessed within the paper overall. However, EPAOs must ensure that the level of demand is not altered as per the supporting written descriptors.
Employers have determined the levels of performance required by apprentices on the knowledge test. The minimum level of performance required to demonstrate competency at a pass standard is set at 50% (or 30 marks) of the 60 marks available. To demonstrate a distinction, the standard is set at 70% (or 42 marks) of the 60 marks available. EPAOs must ensure that their mark scheme approach supports these required standards in a reliable way. Specifically, if a levels-based, banded mark scheme design is used for the 6 mark SAQs then the quality of performance described within each band descriptor should be set in an appropriate way to safeguard standards.
The apprentice must have 90 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO is responsible for the security of the test including the arrangements for on-line testing. The EPAO must ensure that their security arrangements maintain the validity and reliability of the test.
The EPAO must develop a marking scheme based on the grading descriptors for this assessment method. The test must be marked by an independent assessor or marker employed by the EPAO. They must follow the marking scheme produced by the EPAO.
Individual marks can be awarded for partial responses. Half marks are not permitted. Where there is insufficient evidence to award any marks in a response, a zero mark must be given. Marks will be awarded in line with the EPAOs mark scheme. The grading descriptors must inform the mark scheme.
Any incorrect or missing answers get zero marks.
The EPAO is responsible for overseeing the marking of the test. The EPAO must ensure standardisation and moderation of tests with written answers.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.
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
should 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 test:
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 following as part of the professional discussion.
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 10 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:
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 project can be based on either:
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:
a work based food industry project that allows the apprentice to demonstrate how the associated skills have been applied in the field in which the apprentice is employed.
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 any presentation materials must be submitted to the independent assessor on the day of the presentation with questions (after they have taken place).
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 30 minutes. This will typically include a presentation of 15 minutes and questioning lasting 15 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 12 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 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 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.
Fail - does not meet pass criteria
|
Theme
KSBs
|
Pass
30 to 41 marks
|
Distinction
42 to 60 marks
|
|---|---|---|
|
(Core) Legislation, regulations and standards. Total marks for the theme = 15.
K2 K3 K7 |
The written descriptors that support the grade boundaries are: Describes the product legislation and regulations relevant to weights and measures, labelling, nutrition and health claims. (K2) Describes the Health and safety, environment, employment, ethical and sustainability legislation and regulations relevant to the food industry. (K3) Explains food industry standards for example, the British Retail Consortium and other audit bodies. (K7)
|
See grade boundaries for distinction. |
|
(Core) Food science. Total marks for the theme = 15.
K4 K5 |
Explains the basic principles of microbiology, including common food pathogens, toxins and controls on the end to end production, spoilage and shelf life. (K4) Describes basic principles of food chemistry and food nutrition including macro nutrients. (K5) |
See grade boundaries for distinction. |
|
(Core) Quality systems and food safety. Total marks for the theme = 15.
K8 K15 |
Describes Quality Management Systems, Good Manufacturing Processes (GMP), Good Hygiene Practices (GHP), process flow and risk management Standard Operating Processes (SOP) used in the food industry. (K8) Explains food safety management systems used, including methods of pest control and prevention, food hygiene and allergen control. (K15) |
See grade boundaries for distinction. |
|
(Core) Audits and continuous improvement. Total marks for the theme = 15.
K9 K13 |
Describes the purpose of internal and external audits and how they impact the food industry. (K9) Explains the problem solving investigation techniques used to resolve non-conforming product and processes issues and how to identify and implement continuous improvements. (K13)
|
See grade boundaries for distinction. |
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
|
|---|---|---|
|
(Core) Sensory evaluation
K6 S5 B3 |
Describes how they have conducted sensory evaluation activities and the methods used. (K6, S5) Describes how they have taken pride in their work and strived to achieve operational excellence. (B3)
|
None |
|
(Core) Raw material checks
K11 K12 S11 |
Explains the principles of raw materials and how they impact supply including product authenticity, Threat Assessment and Critical Control (TACCP) and Vulnerability Assessment Critical Control Point (VACCP), sustainable sourcing, ethical issues and supply chain. (K11) Describes how they check raw materials, packaging and finished product against legislative requirements and specification to ensure quality. (K12, S11)
|
Evaluates the impact of ethics and sustainability on the raw material specification, the supply chain and on product authenticity. (K11, K12) |
|
(Core) Product non conformance
S7 S14 B5 B6 B7 B8 |
Describes how they investigate product non-conformance and recommend corrective action, showing the ability to respond and adapt to different situations and recognising the importance of escalating issues as required. (S14, B5, B6) Explains how they develop and maintain effective and collaborative relationships with multi-functional teams, customers, suppliers and colleagues to challenge appropriately and contribute ideas. (S7, B7) Describes how they have demonstrated their commitment to maintaining and enhancing personal competence through Continued Professional Development (CPD). (B8)
|
Justifies their recommended approach to corrective action, recognising the impact of failure to deal with product non-conformance effectively. (S14, B5, B6) |
|
(Core) Processes, trials and costings
K1 K14 K16 S2 S13 B1 |
Describes the food processing technologies, including, energy transfer, size reduction, mixing and forming. Articulates the new and existing product development (NPD and EPD) process and the involvement of all business functions. (K1, K16) Explains how they have reviewed and maintained technical procedures and taken personal responsibility for and promoted food safety and health and safety. (S2, B1) Describes how they have supported trials on new and existing products, what cost drivers are and how to produce product costings. (K14, S13)
|
None |
|
(Food Development Specialist) Product specification
K20 S17 |
Describes how they have contributed to the creation of product specifications and label content including cost, quality, shelf life and sustainability. (K20, S17)
|
Evaluates the impact of cost, quality, shelf life and sustainability on the final product specification. (K20, S17) |
|
(Food Development Specialist) Sensory and shelf life evaluation
K21 K22 K23 S18 |
Explains how they have contributed to the identification and selection of valid and reliable parameters when carrying out evidence based sensory analysis and shelf life evaluation tests including why these are important and the methods used to define, conduct and carry out realistic shelf life tests. (K21, K22, K23, S18)
|
Justifies how the selection of parameters for sensory analysis and shelf life evaluation tests ensure reliable results. (K22, S18) |
|
(Food Quality Specialist) Evaluate raw materials
K27 K28 S24 |
Describes how they evaluates raw materials using specialist techniques and equipment, monitoring quality against agreed parameters and reporting non-compliance to minimise cost and production implications and any impact on the safety and quality of the final product. (K27, K28, S24)
|
Justifies their selection of techniques and equipment, explaining how these are the best fit for carrying out successful evaluation against agreed parameters and reducing production impacts. (K27, K28, S24) |
|
(Food Quality Specialist) Auditing and resolving problems
K30 S28 S29 |
Describes how they have carried out internal audits and participated in external audits. (S28) Explains how they have investigated customer complaints and quality issues and how to identify, prioritise and escalate process and product quality issues and make recommendations to address them. (K30, S29)
|
Evaluates the successful resolution of a customer complaint, explaining their actions and reasons for not selecting other available options. (S28, S29) |
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
|
|---|---|---|
|
(Core) Data collection and analysis
K10 S1 S3 S6 S8 S12 B2 B4 |
Monitor and review manufacturing standards and parameters and demonstrate the methodology they use to collect data. (K10, S12) Applies IT systems to analyse and interpret data to identify trends and uses this to drive sustainable Continuous Improvement (CI) to working practices. (S3, S6, B2) Implements and maintains risk management systems (for example, Hazard Analysis and Critical Control Points) and uses problem solving techniques and investigation methods, including root cause analysis to plan and progress work to achieve timelines and quality standards. (S1, S8, B4)
|
Justifies the selection of IT systems used to analyse and interpret data to identify trends and evaluate the benefits of data analysis on Continuous Improvement (CI). (K10, S3, S6) |
|
(Core) Communication
K17 S4 S9 S10 |
Communicates, influences, and negotiates with colleagues and stakeholders, including technical and non-technical audiences, using a variety of communication methods and showing a good understanding of their advantages and disadvantages. (K17, S9, S10) Demonstrates the interpretation of management data and information in report and presentation formats. (S4)
|
Evaluates ways in which their communication method and technique influenced stakeholders. (K17, S9, S10) |
|
(Food Development Specialist) New product development and samples
K18 K19 K24 S15 S16 S19 S20 |
Applies industry relevant methods to conduct research and contribute to the development and innovation of new and existing products by planning and producing samples suitable for all stages of the development process. (K18, K19, S15, S16) Sets benchmarking parameters to compare and evaluate samples against agreed standards and produces product costings. (K24, S19, S20)
|
Evaluates the benefits of product sampling throughout the development process on the innovation of new and existing products. Justifies the benchmarking parameters used when comparing and evaluating samples. (K19, S15)
|
|
(Food Quality Specialist) Auditing products and processes
K25 K26 K29 K31 S21 S22 S23 S25 S26 S27 |
Conducts food product audits against standards using appropriate methods and techniques and recommends areas for improvement. (K25, S21) Applies appropriate methods, techniques, and equipment to conduct food process audits against standards and processes, monitor and evaluate quality processing systems for adherence and identify non-conformities and make recommendations for improvement. (K25, K29, S22, S25) Measures environmental conditions throughout the manufacturing process to monitor food safety and quality using relevant techniques and equipment and escalates non-conformities. (K26, S23) Identifies and implements recommended corrective action to address product and process issues, prioritising according to business need. (K31, S26, S27)
|
Evaluates the methods, techniques and equipment used to conduct food process audits and the impact this had on audit outcomes. (K25, S22) |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the knowledge test, professional discussion underpinned by a portfolio, 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. A fail in any method will result in the overall grade of a fail. A pass in 3 methods will lead to an overall grading of a pass. A pass in 2 methods and a distinction in 1 method will equate to an overall grade of a pass. A distinction in 2 methods and a pass in the remaining method will equal an overall merit grade. A distinction is required in each of the 3 methods in order to achieve an overall distinction.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Knowledge test | Professional discussion underpinned by a portfolio | 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 |
| Pass | Distinction | Distinction | Merit |
| Distinction | Pass | 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 6 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 merit for a re-sit or re-take, 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:
|
|
Marker |
As a minimum, the marker must:
|
|
Invigilator |
As a minimum, the invigilator 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.
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:
there are requirements to hold additional specialist training as required by the food and drink sector, which are detailed below:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1: Core.
Food processing technologies, including, energy transfer, size reduction, mixing and forming. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K2: Core.
Product legislation and regulations in the food and drink industry, including weights and measures, labelling, nutrition and health claims. Back to Grading |
Knowledge test |
|
K3: Core.
Legislation and regulations specified within the industry including Health and safety, environment, employment, ethical and sustainability. Back to Grading |
Knowledge test |
|
K4: Core.
Basic principles of microbiology: common food pathogens and toxins and controls including end to end production, spoilage and shelf life. Back to Grading |
Knowledge test |
|
K5: Core.
Basic principles of food nutrition, to include food chemistry and macro nutrients. Back to Grading |
Knowledge test |
|
K6: Core.
Methods used in sensory evaluation. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K7: Core.
Food industry standards (for example, British Retail Consortium and other audit bodies). Back to Grading |
Knowledge test |
|
K8: Core.
Quality Management Systems, Good Manufacturing Processes (GMP), Good Hygiene Practices (GHP), process flow and risk management Standard Operating Processes (SOP). Back to Grading |
Knowledge test |
|
K9: Core.
The purpose of internal and external audits and how they impact the food industry. Back to Grading |
Knowledge test |
|
K10: Core.
Methods used to collect, interpret and analyse data. Back to Grading |
Project, presentation and questions |
|
K11: Core.
Principles of raw materials including sources and factors that affect supply (product authenticity, Threat Assessment and Critical Control (TACCP) and Vulnerability Assessment Critical Control Point (VACCP), sustainable sourcing, ethical issues, supply chain). Back to Grading |
Professional discussion underpinned by a portfolio |
|
K12: Core.
Raw material and product specifications including quality and legal requirements Back to Grading |
Professional discussion underpinned by a portfolio |
|
K13: Core.
Problem solving investigation techniques used to resolve non-conforming product and processes issues and how to identify and implement Continuous Improvements (CI). Back to Grading |
Knowledge test |
|
K14: Core.
How to cost a product including cost drivers. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K15: Core.
Food safety management systems, including methods of pest control and pest prevention, food hygiene and allergen control. Back to Grading |
Knowledge test |
|
K16: Core.
The new and existing product development (NPD and EPD) process and the involvement of all business functions. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K17: Core.
Different methods used to communicate and collaborate with technical and non-technical audiences and their advantages and disadvantages. Back to Grading |
Project, presentation and questions |
|
K18: Food development specialist.
Methods used to conduct product research and experimentation and how this can be applied to inform innovation of new and existing products against a product brief. Back to Grading |
Project, presentation and questions |
|
K19: Food development specialist.
Requirements when producing product samples throughout different stages of development. Back to Grading |
Project, presentation and questions |
|
K20: Food development specialist.
The structure and content of a finished product specification, including cost, quality, shelf life and sustainability. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K21: Food development specialist.
The importance of evidence based sensory analysis in the food evaluation process. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K22: Food development specialist.
Setting valid and reliable sensory analysis and shelf life test parameters. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K23: Food development specialist.
Methods used to define, conduct and carry out realistic shelf life tests. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K24: Food development specialist.
How to set benchmarking parameters for comparison and evaluation of samples. Back to Grading |
Project, presentation and questions |
|
K25: Food quality specialist.
Techniques, methods and standards to be considered when auditing food products and processes. Back to Grading |
Project, presentation and questions |
|
K26: Food quality specialist.
How to utilise equipment and techniques to monitor environmental conditions and their impact on food safety, quality and production. Back to Grading |
Project, presentation and questions |
|
K27: Food quality specialist.
The techniques and equipment used to monitor the quality of raw materials and their impact on the safety and quality of the final product. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K28: Food quality specialist.
Cost and production implications that can occur through defective raw materials. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K29: Food quality specialist.
Monitoring methods and techniques required to check the quality processing systems and standards and their wider impact on the business. Back to Grading |
Project, presentation and questions |
|
K30: Food quality specialist.
How to identify, prioritise and escalate process and product quality issues and make recommendations to address them. Back to Grading |
Professional discussion underpinned by a portfolio |
|
K31: Food quality specialist.
How to prioritise and implement corrective action to update processes. Back to Grading |
Project, presentation and questions |
| Skill | Assessment methods |
|---|---|
|
S1: Core.
Implement and maintain risk management systems (for example, Hazard Analysis and Critical Control Points). Back to Grading |
Project, presentation and questions |
|
S2: Core.
Review and maintain technical procedures for food businesses. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S3: Core.
Use a range of IT systems to analyse and interpret data to identify trends and drive Continuous Improvement (CI). Back to Grading |
Project, presentation and questions |
|
S4: Core.
Provide and interpret management data and information (reports and presentations). Back to Grading |
Project, presentation and questions |
|
S5: Core.
Conduct sensory evaluation activities. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S6: Core.
Contribute to Continuous Improvement (CI). Back to Grading |
Project, presentation and questions |
|
S7: Core.
Develop and maintain effective relationships with customers, suppliers and colleagues. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S8: Core.
Use problem solving techniques and investigation methods, including root cause analysis. Back to Grading |
Project, presentation and questions |
|
S9: Core.
Influence and negotiate with colleagues and stakeholders. Back to Grading |
Project, presentation and questions |
|
S10: Core.
Communicate with colleagues and stakeholders using technical language and methods appropriate to the audience. Back to Grading |
Project, presentation and questions |
|
S11: Core.
Check raw materials, packaging and finished product quality against legislative requirements and specification. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S12: Core.
Monitor and review manufacturing standards and parameters. Back to Grading |
Project, presentation and questions |
|
S13: Core.
Support trials on new and existing products. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S14: Core.
Investigate product non-conformance and recommend corrective action. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S15: Food development specialist.
Contribute to the development and innovation of new and existing products. Back to Grading |
Project, presentation and questions |
|
S16: Food development specialist.
Plan and produce samples suitable for all stages of the new and existing development process. Back to Grading |
Project, presentation and questions |
|
S17: Food development specialist.
Contribute to the creation of product specifications and label content. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S18: Food development specialist.
Contribute to the identification and selection of parameters for sensory analysis and shelf life evaluation. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S19: Food development specialist.
Apply agreed standards to compare and evaluate against samples. Back to Grading |
Project, presentation and questions |
|
S20: Food development specialist.
Compile product costings. Back to Grading |
Project, presentation and questions |
|
S21: Food quality specialist.
Conduct food product audits against standards and recommend areas for improvement. Back to Grading |
Project, presentation and questions |
|
S22: Food quality specialist.
Conduct food process audits against standards and identify non-conformities and recommendations for improvement. Back to Grading |
Project, presentation and questions |
|
S23: Food quality specialist.
Measure environmental conditions throughout the food manufacturing process and escalate non-conformities that could impact food safety and product quality. Back to Grading |
Project, presentation and questions |
|
S24: Food quality specialist.
Evaluate raw materials against agreed parameters and report non-conformities. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S25: Food quality specialist.
Measure and evaluate adherence to quality processing systems and standards. Back to Grading |
Project, presentation and questions |
|
S26: Food quality specialist.
Identify and communicate products and process issues and make recommendations for corrective action. Back to Grading |
Project, presentation and questions |
|
S27: Food quality specialist.
Oversee the implementation of corrective action to address product and process issues. Back to Grading |
Project, presentation and questions |
|
S28: Food quality specialist.
Carry out internal audits and participate in external audits. Back to Grading |
Professional discussion underpinned by a portfolio |
|
S29: Food quality specialist.
Investigate and resolve problems, including customer complaints or quality issues. Back to Grading |
Professional discussion underpinned by a portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1: Core.
Take personal responsibility for and promote food safety and health and safety. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B2: Core.
Committed to sustainable working practices. Back to Grading |
Project, presentation and questions |
|
B3: Core.
Take pride in work and strive to achieve operational excellence. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B4: Core.
Take accountability for planning and progressing work to achieve timelines and quality standards. Back to Grading |
Project, presentation and questions |
|
B5: Core.
Respond and adapt to work demands and situations. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B6: Core.
Recognise importance of escalating issues when required. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B7: Core.
Builds professional relationships across multi-functional teams, works collaboratively, contributes ideas and challenges appropriately. Back to Grading |
Professional discussion underpinned by a portfolio |
|
B8: Core.
Committed to maintaining and enhancing personal competence through Continued Professional Development (CPD). Back to Grading |
Professional discussion underpinned by a portfolio |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
(Core) Legislation, regulations and standards. Total marks for the theme = 15.
K2 K3 K7 |
Product legislation and regulations in the food and drink industry, including weights and measures, labelling, nutrition and health claims. (K2) Legislation and regulations specified within the industry including Health and safety, environment, employment, ethical and sustainability. (K3) Food industry standards (for example, British Retail Consortium and other audit bodies). (K7) |
None |
None |
|
(Core) Food science. Total marks for the theme = 15.
K4 K5 |
Basic principles of microbiology: common food pathogens and toxins and controls including end to end production, spoilage and shelf life. (K4) Basic principles of food nutrition, to include food chemistry and macro nutrients. (K5) |
None |
None |
|
(Core) Quality systems and food safety. Total marks for the theme = 15.
K8 K15 |
Quality Management Systems, Good Manufacturing Processes (GMP), Good Hygiene Practices (GHP), process flow and risk management Standard Operating Processes (SOP). (K8) Food safety management systems, including methods of pest control and pest prevention, food hygiene and allergen control. (K15) |
None |
None |
|
(Core) Audits and continuous improvement. Total marks for the theme = 15.
K9 K13 |
The purpose of internal and external audits and how they impact the food industry. (K9) Problem solving investigation techniques used to resolve non-conforming product and processes issues and how to identify and implement Continuous Improvements (CI). (K13) |
None |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
(Core) Sensory evaluation
K6 S5 B3 |
Methods used in sensory evaluation. (K6) |
Conduct sensory evaluation activities. (S5) |
Take pride in work and strive to achieve operational excellence. (B3) |
|
(Core) Raw material checks
K11 K12 S11 |
Principles of raw materials including sources and factors that affect supply (product authenticity, Threat Assessment and Critical Control (TACCP) and Vulnerability Assessment Critical Control Point (VACCP), sustainable sourcing, ethical issues, supply chain). (K11) Raw material and product specifications including quality and legal requirements (K12) |
Check raw materials, packaging and finished product quality against legislative requirements and specification. (S11) |
None |
|
(Core) Product non conformance
S7 S14 B5 B6 B7 B8 |
None |
Develop and maintain effective relationships with customers, suppliers and colleagues. (S7) Investigate product non-conformance and recommend corrective action. (S14) |
Respond and adapt to work demands and situations. (B5) Recognise importance of escalating issues when required. (B6) Builds professional relationships across multi-functional teams, works collaboratively, contributes ideas and challenges appropriately. (B7) Committed to maintaining and enhancing personal competence through Continued Professional Development (CPD). (B8) |
|
(Core) Processes, trials and costings
K1 K14 K16 S2 S13 B1 |
Food processing technologies, including, energy transfer, size reduction, mixing and forming. (K1) How to cost a product including cost drivers. (K14) The new and existing product development (NPD and EPD) process and the involvement of all business functions. (K16) |
Review and maintain technical procedures for food businesses. (S2) Support trials on new and existing products. (S13) |
Take personal responsibility for and promote food safety and health and safety. (B1) |
|
(Food Development Specialist) Product specification
K20 S17 |
The structure and content of a finished product specification, including cost, quality, shelf life and sustainability. (K20) |
Contribute to the creation of product specifications and label content. (S17) |
None |
|
(Food Development Specialist) Sensory and shelf life evaluation
K21 K22 K23 S18 |
The importance of evidence based sensory analysis in the food evaluation process. (K21) Setting valid and reliable sensory analysis and shelf life test parameters. (K22) Methods used to define, conduct and carry out realistic shelf life tests. (K23) |
Contribute to the identification and selection of parameters for sensory analysis and shelf life evaluation. (S18) |
None |
|
(Food Quality Specialist) Evaluate raw materials
K27 K28 S24 |
The techniques and equipment used to monitor the quality of raw materials and their impact on the safety and quality of the final product. (K27) Cost and production implications that can occur through defective raw materials. (K28) |
Evaluate raw materials against agreed parameters and report non-conformities. (S24) |
None |
|
(Food Quality Specialist) Auditing and resolving problems
K30 S28 S29 |
How to identify, prioritise and escalate process and product quality issues and make recommendations to address them. (K30) |
Carry out internal audits and participate in external audits. (S28) Investigate and resolve problems, including customer complaints or quality issues. (S29) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
(Core) Data collection and analysis
K10 S1 S3 S6 S8 S12 B2 B4 |
Methods used to collect, interpret and analyse data. (K10) |
Implement and maintain risk management systems (for example, Hazard Analysis and Critical Control Points). (S1) Use a range of IT systems to analyse and interpret data to identify trends and drive Continuous Improvement (CI). (S3) Contribute to Continuous Improvement (CI). (S6) Use problem solving techniques and investigation methods, including root cause analysis. (S8) Monitor and review manufacturing standards and parameters. (S12) |
Committed to sustainable working practices. (B2) Take accountability for planning and progressing work to achieve timelines and quality standards. (B4) |
|
(Core) Communication
K17 S4 S9 S10 |
Different methods used to communicate and collaborate with technical and non-technical audiences and their advantages and disadvantages. (K17) |
Provide and interpret management data and information (reports and presentations). (S4) Influence and negotiate with colleagues and stakeholders. (S9) Communicate with colleagues and stakeholders using technical language and methods appropriate to the audience. (S10) |
None |
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(Food Development Specialist) New product development and samples
K18 K19 K24 S15 S16 S19 S20 |
Methods used to conduct product research and experimentation and how this can be applied to inform innovation of new and existing products against a product brief. (K18) Requirements when producing product samples throughout different stages of development. (K19) How to set benchmarking parameters for comparison and evaluation of samples. (K24) |
Contribute to the development and innovation of new and existing products. (S15) Plan and produce samples suitable for all stages of the new and existing development process. (S16) Apply agreed standards to compare and evaluate against samples. (S19) Compile product costings. (S20) |
None |
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(Food Quality Specialist) Auditing products and processes
K25 K26 K29 K31 S21 S22 S23 S25 S26 S27 |
Techniques, methods and standards to be considered when auditing food products and processes. (K25) How to utilise equipment and techniques to monitor environmental conditions and their impact on food safety, quality and production. (K26) Monitoring methods and techniques required to check the quality processing systems and standards and their wider impact on the business. (K29) How to prioritise and implement corrective action to update processes. (K31) |
Conduct food product audits against standards and recommend areas for improvement. (S21) Conduct food process audits against standards and identify non-conformities and recommendations for improvement. (S22) Measure environmental conditions throughout the food manufacturing process and escalate non-conformities that could impact food safety and product quality. (S23) Measure and evaluate adherence to quality processing systems and standards. (S25) Identify and communicate products and process issues and make recommendations for corrective action. (S26) Oversee the implementation of corrective action to address product and process issues. (S27) |
None |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | End-point assessment plan, funding and standard revised. | 01/05/2024 | Not set | Not set |
| 1.0 | Approved for delivery | 25/08/2016 | 30/04/2024 | Not set |
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