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This apprenticeship is in revision
Proposal approved
Occupational standard approved
End-point assessment plan approved
Funding approved
Develop, implement, and maintain IT solutions. A solution is a means of solving a problem or a means of improving any existing functionality to gain demonstrable business efficiencies. For the IT Solutions Technician Standard, Solutions will be technical and involve consideration of multiple components and involve interdependencies with other systems. A solution would also seek to determine root cause issues rather than just address symptoms and viable alternatives would always be considered. An understanding of existing infrastructure and the potential impact that solutions can have, is key to this Standard. Appropriate Solutions could involve software, hardware, or a combination to address particular challenges.
This occupation is found in organisations, large and small, in all sectors including public, private, and voluntary organisations. Organisations are increasingly implementing technology to support all functions of business requiring planning and investigation, methodical implementation, and ongoing maintenance to deliver solutions that are suitable, effective and provide value for money.
The broad purpose of an IT Solutions Technician is to develop, implement, and maintain IT solutions. They work as part of a multi-disciplinary team and are required to work across the whole solutions lifecycle including requirements gathering, solutions development, testing, implementation, and ongoing support. The specific tasks undertaken vary depending on what needs to be achieved by the team at any particular time. Some tasks may be very technical, others may be more analytical, business or user focused.
Key to this role will be the need to understand the stakeholders and business needs within the organisation and be confident translating these into designs and solutions. The IT Solutions Technician will apply a structured methodology or framework to gather and analyse requirements. They will liaise with stakeholders and complete in-depth research to support their designs; presenting these to relevant parties in the business and advising how the solution will meet objectives. They will create concept and logical designs of the solutions, evidencing how the objectives can be met.
An IT Solutions Technician will be involved in the development, testing and implementation of designed solutions, including assisting in the management of solutions or projects. As such, they will have a broad understanding of technology areas and the needs of the organisation. This may involve working with other technicians to simplify complex processes and communicating with non-solution stakeholders on the reasons and justification of design choices. IT Solutions Technicians may develop prototype solutions to apply structured testing methodologies. They work within a change management processes during the implementation and are a key member of the problem team. Ongoing maintenance and support will be provided to users and the wider business, ensuring that the solution continues to function as expected and meet business needs.
| Duty | KSBs |
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Duty 1 Works within a defined role within a solutions development lifecycle. |
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Duty 2 Apply prioritisation methodologies to manage workload and tasks in order to support timely completion of projects and solutions whilst working within a defined and structured approach. |
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Duty 3 Apply technical IT knowledge and skills across solution architecture. |
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Duty 4 Investigate existing systems and apply technical research to support the design of new solutions in order to meet project and business requirements. |
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Duty 5 Identify a variety of potential solutions to meet requirements, considering economic impacts. |
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Duty 6 Demonstrate technical contribution to a chosen solution. |
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Duty 7 Safely implement tested solutions whilst considering sustainability factors. |
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Duty 8 Communicate with stakeholders throughout the solution process, managing expectations whilst providing an excellent and inclusive service. |
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Duty 9 Test and manage issues that arise across any stages of the Solutions Life Cycle. |
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Duty 10 Create, and or maintain, professional documentation to ensure a clear audit trail and progression of issues. |
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Duty 11 Create test plans and apply a range of testing tools that allow a solution to be thoroughly tested to ensure it is working as expected. |
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Duty 12 Apply security measures and securely manage data throughout the solution lifecycle, in line with legislation and the organisation’s policies and requirements. |
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Duty 13 Practice guided continuous self-learning to keep up to date with technological developments to enhance relevant skills and take responsibility for own professional development. |
K1: The stages within a solutions lifecycle.
Back to Duty
K2: Stakeholder management techniques and approaches.
Back to Duty
K3: Project management approaches and methodologies.
Back to Duty
K4: Principles of solution architecture.
Back to Duty
K5: Creative and critical thinking principles to aid in solutions suggestions.
Back to Duty
K6: The main components within an IT solution including how hardware and or software components may work together.
Back to Duty
K7: The main components of a computer system and their purpose.
Back to Duty
K8: The purpose of an Operating System OS.
Back to Duty
K9: Concepts of cloud, cloud services and cloud storage, including cloud enablement and application e.g. SaaS, PaaS, IaaS.
Back to Duty
K10: Different types of network devices and components.
Back to Duty
K11: The requirements of systems hosting and access.
Back to Duty
K12: Relative merits of different types of configurations for example default and custom.
Back to Duty
K13: The data lifecycle including creation, processing and storage, usage archiving and destruction.
Back to Duty
K14: Emerging technologies, such as Artificial Intelligence and machine learning, the ethical usage of AI tooling and the potential implication for digital activities and solutions.
Back to Duty
K15: Principles of the types of testing, such as functional and non-functional testing, user testing and performance testing, including where testing can be automated where possible.
Back to Duty
K16: Significance of test plans.
Back to Duty
K17: Principles and importance of change management for example version control.
Back to Duty
K18: Organisation and industry legislation, policies and Standards.
Back to Duty
K19: Principles of cyber security and the implication on IT solutions.
Back to Duty
K20: Fundamentals and application of health and safety legislation and policies.
Back to Duty
K21: How their work contributes to Carbon emissions and what steps can be taken to reduce emissions.
Back to Duty
K22: Communication techniques: verbal and written.
Back to Duty
K23: Principles of cultural awareness and how diversity impacts on solutions.
Back to Duty
S1: Work at any stage of the solution lifecycle.
Back to Duty
S2: Interpret client requirements.
Back to Duty
S3: Prioritise tasks to work within agreed project plans.
Back to Duty
S4: Ensure resources are used efficiently and responsibly.
Back to Duty
S5: Design solutions to meet client and business requirements.
Back to Duty
S6: Identify technical solutions using creative and critical thinking.
Back to Duty
S7: Install hardware or software, either physically or virtually.
Back to Duty
S8: Search and use different types of data or information sources.
Back to Duty
S9: Test and evaluate performance, functionality, and usability of solutions to ensure compliance with customer and project requirements.
Back to Duty
S10: Deploy and implement solutions, supporting change management practices.
Back to Duty
S11: Create and maintain documentation in accordance with best practice and organisational requirements.
Back to Duty
S12: Support multiple contemporary or legacy solutions to required levels of service.
Back to Duty
S13: Apply organisational policies and legislation in relation to security requirements, privacy, and confidentiality.
Back to Duty
S14: Communicate using a variety of tools and approaches, adapting language for technical and non-technical stakeholders.
Back to Duty
S15: Apply continuous professional development CPD to support their own learning, business needs and technical developments.
Back to Duty
B1: Work independently, taking responsibility and initiative as necessary.
Back to Duty
B2: Demonstrate standard business courtesies and professional ethics.
Back to Duty
B3: Demonstrate a productive and organised approach to their work.
Back to Duty
B4: Work with stakeholders whilst contributing to a supportive and inclusive workplace.
Back to Duty
B5: Take an environmentally sustainable mindset towards solution design and implementation activities ensuring climate change and the move to net carbon zero is a consideration.
Back to Duty
B6: Demonstrate due diligence in all working practices.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
This standard aligns with the following professional recognition:
This document explains the requirements for end-point assessment (EPA) for the it solutions technician apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
IT solutions technician apprentices, their employers and training providers should read this document.
A full-time it solutions technician apprentice typically spends 18 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 4 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 work with the training provider to select an approved EPAO from the apprenticeship providers and assessment register (APAR).
This EPA has 2 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - project with presentation, and questioning:
Assessment method 2 - profession discussion underpinned by portfolio:
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 18 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 profession discussion underpinned by portfolio, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 4 months
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The grades available for each assessment method are below
Project with presentation, and questioning:
Profession discussion underpinned by portfolio:
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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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 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 8 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance, for example, witness statements, rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.
This assessment method has 2 components:
Project with report
presentation with questions and answers
Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.
This assessment method is being used because:
The apprentice must complete a project based on any of the following:
The agreed project will present a typical business task, appropriate for demonstrating the skills and knowledge on the standard. The agreed project will be comparable in terms of content and complexity for all apprentices - it is the context within which the knowledge, and skills must be demonstrated that will vary. The project is undertaken and completed on programme and pre-gateway to the EPA. The project will typically be undertaken on the employer’s premises.
The project output must be in the form of a report and presentation.
The apprentice must start the project report after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project report.
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:
A written report. The report must cover the following themes:
It is recommended that the report follows the S.T.A.R.R. format.
The report can cover up to two projects, either equally wieghted or any combination of total word count. The project report must have a total word count of 2,000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion.
Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.
The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 4 of the EPA period.
The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.
The presentation should cover:
The presentation with questions must last 60 minutes. This will typically include a presentation of 20 minutes and questioning lasting 40 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 apprentice may choose to end any 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 any assessment methods early. 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 any assessment early.
The independent assessor must ask at least 6 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 4 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:
Overall presentation is typically 20 minutes, this can be one presentation of 20 minutes or two separate presentations totalling 20 minutes overall.
The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.
The apprentice must be given at least 2 weeks’ notice of the presentation with questions.
The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.
The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice, where appropriate, has a different set of questions in the case of re-sits or re-takes.
EPAO must produce the following materials to support the project:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because:
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose is to assess the apprentice’s competence against the following themes:
The EPAO must give an apprentice 2 weeks' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 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 apprentice may choose to end any 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 any assessment methods early. 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 any assessment early.
The independent assessor must ask at least 8 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 profession discussion underpinned by portfolio:
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 3 out of 6 distinction descriptors
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Plan
K3 S2 S3 B3 |
Outlines the approaches and methodologies used when interpreting client requirements, demonstrating a productive and organised approach within agreed project plans. K3, S2, S3, B3
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Critically evaluates the approaches and methodologies used when interpreting client requirements. K3, S2, S3, B3
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Design
K4 K5 S5 S6 B1 |
Explains how they work independently to design solutions that meet client and business needs whilst adhering to the principles of solution architecture. K4, S5, B1 Describes how they identify technical solutions by using creative and critical thinking principles which aid in solutions suggestions. K5, S6
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Critically evaluates the design solution produced and the extent to which they meet client and business needs and considered feedback from others K4 S5 B1 |
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Build
K6 S7 |
Explains how they install hardware or software components physically or virtually within an IT solution and how the components work together. K6, S7 |
Critically analyses their choice of tools, techniques and approaches in the installation of components within IT solutions. K6, S7 |
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Test
K15 K16 S9 |
Explains how they test and evaluate performance, functionality and usability of solutions, including user testing and performance testing, as well as the significance of test plans when ensuring compliance with customer and project requirements, including where testing can be automated, whilst explaining the principles and the types of testing. K15, K16, S9 |
Critically analyses their choice of tools, techniques and approaches to testing, whilst considering the project outcomes and feedback from others. K15, K16, S9 |
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Deploy
K17 S10 |
Explains how they deploy and implement solutions and the importance of change management practices. K17, S10 |
Critically analyses the methods used for deploying the solution and the methods used to validate the success of said solution. K17, S10 |
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Maintain
K22 S14 B2 |
Outlines the communication tools, techniques and approaches used when dealing with technical and non-technical stakeholders and adhering to professional ethics. K22, S14, B2 |
Critically analyses the choice of communication tools, techniques and approaches used within the project or projects. K22, S14, B2 |
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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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Lifecycle
K1 S1 |
Explains the stages of a solutions lifecycle and the work that they have undertaken at any of these stages. K1, S1 |
Critically evaluates the impact of the work that they have undertaken at any stage of the solutions lifecycle K1, S1 |
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Legislation and policies
K18 K19 K20 S13 |
Explains how they have applied organisational and industry policies, legislation and standards relating to security (including privacy and confidentiality), and health and safety. K18, K20, S13 Describes how the principles of cyber security impact on the IT solutions. K19
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Evaluates current and evolving security threats and the impacts this has on maintaining IT solutions. K19, S13 |
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Sustainability
K21 S4 B5 |
Explains the environmental considerations they make in their work to ensure resources are used efficiently and responsibly and carbon emissions are reduced. K21, S4, B5
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None |
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Continuous professional development
K14 S15 B6 |
Explains the potential implications that emerging technologies such as artificial intelligence, machine learning and ethical usage of AI tooling have on digital activities and solutions K14 Explains how they have shown due diligence when applying continuous professional development to support their own learning, the business needs and technical developments. S15, B6
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None |
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Core IT
K7 K8 K9 K10 K11 K12 S12 |
Describes the main components of a computer system and their purpose K7 Explains the concepts of cloud services and cloud storage, including cloud enablement and application and the requirements of systems in relation to hosting and access K9, K11 Explains the different types of configurations and their relative merits K12 Explains how they support multiple solutions using their knowledge of connectivity principles K8, K10, S12
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Critically evaluates the success of their choice of hardware, components or software within an IT solution. S12 |
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Stakeholder engagement
K2 K23 B4 |
Explains how they worked with stakeholders to manage approaches and contribute to a supportive and inclusive workplace. K2, B4 Explains how diversity impacts on solutions and the principles involved in cultural awareness K23 |
Critically evaluate their approaches to stakeholder management and the impact this had on supporting an inclusive workplace. K2, B4 |
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Data
K13 S8 S11 |
Explains how they search and use different types of data or information sources during the data lifecycle K13, S8 Outlines how they work in accordance with best practice and organisational requirements when creating and maintaining documentation. S11 |
None |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the project with presentation, and questioning and profession discussion underpinned by portfolio in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To gain a merit overall a pass must be achieved in one assessment method and a distinction in the other. To gain a distinction overall a distinction must be achieved in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Project with presentation, and questioning | Profession discussion underpinned by portfolio | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Pass | Distinction | Merit |
| Distinction | Pass | Merit |
| 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 3 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 retake and re-sit assessment method only is capped not the overall EPA grade
| Roles | Responsibilities |
|---|---|
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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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:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
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K1
The stages within a solutions lifecycle. Back to Grading |
Profession discussion underpinned by portfolio |
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K2
Stakeholder management techniques and approaches. Back to Grading |
Profession discussion underpinned by portfolio |
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K3
Project management approaches and methodologies. Back to Grading |
Project with presentation, and questioning |
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K4
Principles of solution architecture. Back to Grading |
Project with presentation, and questioning |
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K5
Creative and critical thinking principles to aid in solutions suggestions. Back to Grading |
Project with presentation, and questioning |
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K6
The main components within an IT solution including how hardware and or software components may work together. Back to Grading |
Project with presentation, and questioning |
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K7
The main components of a computer system and their purpose. Back to Grading |
Profession discussion underpinned by portfolio |
|
K8
The purpose of an Operating System OS. Back to Grading |
Profession discussion underpinned by portfolio |
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K9
Concepts of cloud, cloud services and cloud storage, including cloud enablement and application e.g. SaaS, PaaS, IaaS. Back to Grading |
Profession discussion underpinned by portfolio |
|
K10
Different types of network devices and components. Back to Grading |
Profession discussion underpinned by portfolio |
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K11
The requirements of systems hosting and access. Back to Grading |
Profession discussion underpinned by portfolio |
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K12
Relative merits of different types of configurations for example default and custom. Back to Grading |
Profession discussion underpinned by portfolio |
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K13
The data lifecycle including creation, processing and storage, usage archiving and destruction. Back to Grading |
Profession discussion underpinned by portfolio |
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K14
Emerging technologies, such as Artificial Intelligence and machine learning, the ethical usage of AI tooling and the potential implication for digital activities and solutions. Back to Grading |
Profession discussion underpinned by portfolio |
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K15
Principles of the types of testing, such as functional and non-functional testing, user testing and performance testing, including where testing can be automated where possible. Back to Grading |
Project with presentation, and questioning |
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K16
Significance of test plans. Back to Grading |
Project with presentation, and questioning |
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K17
Principles and importance of change management for example version control. Back to Grading |
Project with presentation, and questioning |
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K18
Organisation and industry legislation, policies and Standards. Back to Grading |
Profession discussion underpinned by portfolio |
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K19
Principles of cyber security and the implication on IT solutions. Back to Grading |
Profession discussion underpinned by portfolio |
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K20
Fundamentals and application of health and safety legislation and policies. Back to Grading |
Profession discussion underpinned by portfolio |
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K21
How their work contributes to Carbon emissions and what steps can be taken to reduce emissions. Back to Grading |
Profession discussion underpinned by portfolio |
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K22
Communication techniques: verbal and written. Back to Grading |
Project with presentation, and questioning |
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K23
Principles of cultural awareness and how diversity impacts on solutions. Back to Grading |
Profession discussion underpinned by portfolio |
| Skill | Assessment methods |
|---|---|
|
S1
Work at any stage of the solution lifecycle. Back to Grading |
Profession discussion underpinned by portfolio |
|
S2
Interpret client requirements. Back to Grading |
Project with presentation, and questioning |
|
S3
Prioritise tasks to work within agreed project plans. Back to Grading |
Project with presentation, and questioning |
|
S4
Ensure resources are used efficiently and responsibly. Back to Grading |
Profession discussion underpinned by portfolio |
|
S5
Design solutions to meet client and business requirements. Back to Grading |
Project with presentation, and questioning |
|
S6
Identify technical solutions using creative and critical thinking. Back to Grading |
Project with presentation, and questioning |
|
S7
Install hardware or software, either physically or virtually. Back to Grading |
Project with presentation, and questioning |
|
S8
Search and use different types of data or information sources. Back to Grading |
Profession discussion underpinned by portfolio |
|
S9
Test and evaluate performance, functionality, and usability of solutions to ensure compliance with customer and project requirements. Back to Grading |
Project with presentation, and questioning |
|
S10
Deploy and implement solutions, supporting change management practices. Back to Grading |
Project with presentation, and questioning |
|
S11
Create and maintain documentation in accordance with best practice and organisational requirements. Back to Grading |
Profession discussion underpinned by portfolio |
|
S12
Support multiple contemporary or legacy solutions to required levels of service. Back to Grading |
Profession discussion underpinned by portfolio |
|
S13
Apply organisational policies and legislation in relation to security requirements, privacy, and confidentiality. Back to Grading |
Profession discussion underpinned by portfolio |
|
S14
Communicate using a variety of tools and approaches, adapting language for technical and non-technical stakeholders. Back to Grading |
Project with presentation, and questioning |
|
S15
Apply continuous professional development CPD to support their own learning, business needs and technical developments. Back to Grading |
Profession discussion underpinned by portfolio |
| Behaviour | Assessment methods |
|---|---|
|
B1
Work independently, taking responsibility and initiative as necessary. Back to Grading |
Project with presentation, and questioning |
|
B2
Demonstrate standard business courtesies and professional ethics. Back to Grading |
Project with presentation, and questioning |
|
B3
Demonstrate a productive and organised approach to their work. Back to Grading |
Project with presentation, and questioning |
|
B4
Work with stakeholders whilst contributing to a supportive and inclusive workplace. Back to Grading |
Profession discussion underpinned by portfolio |
|
B5
Take an environmentally sustainable mindset towards solution design and implementation activities ensuring climate change and the move to net carbon zero is a consideration. Back to Grading |
Profession discussion underpinned by portfolio |
|
B6
Demonstrate due diligence in all working practices. Back to Grading |
Profession discussion underpinned by portfolio |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Plan
K3 S2 S3 B3 |
Project management approaches and methodologies. (K3) |
Interpret client requirements. (S2) Prioritise tasks to work within agreed project plans. (S3) |
Demonstrate a productive and organised approach to their work. (B3) |
|
Design
K4 K5 S5 S6 B1 |
Principles of solution architecture. (K4) Creative and critical thinking principles to aid in solutions suggestions. (K5) |
Design solutions to meet client and business requirements. (S5) Identify technical solutions using creative and critical thinking. (S6) |
Work independently, taking responsibility and initiative as necessary. (B1) |
|
Build
K6 S7 |
The main components within an IT solution including how hardware and or software components may work together. (K6) |
Install hardware or software, either physically or virtually. (S7) |
None |
|
Test
K15 K16 S9 |
Principles of the types of testing, such as functional and non-functional testing, user testing and performance testing, including where testing can be automated where possible. (K15) Significance of test plans. (K16) |
Test and evaluate performance, functionality, and usability of solutions to ensure compliance with customer and project requirements. (S9) |
None |
|
Deploy
K17 S10 |
Principles and importance of change management for example version control. (K17) |
Deploy and implement solutions, supporting change management practices. (S10) |
None |
|
Maintain
K22 S14 B2 |
Communication techniques: verbal and written. (K22) |
Communicate using a variety of tools and approaches, adapting language for technical and non-technical stakeholders. (S14) |
Demonstrate standard business courtesies and professional ethics. (B2) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Lifecycle
K1 S1 |
The stages within a solutions lifecycle. (K1) |
Work at any stage of the solution lifecycle. (S1) |
None |
|
Legislation and policies
K18 K19 K20 S13 |
Organisation and industry legislation, policies and Standards. (K18) Principles of cyber security and the implication on IT solutions. (K19) Fundamentals and application of health and safety legislation and policies. (K20) |
Apply organisational policies and legislation in relation to security requirements, privacy, and confidentiality. (S13) |
None |
|
Sustainability
K21 S4 B5 |
How their work contributes to Carbon emissions and what steps can be taken to reduce emissions. (K21) |
Ensure resources are used efficiently and responsibly. (S4) |
Take an environmentally sustainable mindset towards solution design and implementation activities ensuring climate change and the move to net carbon zero is a consideration. (B5) |
|
Continuous professional development
K14 S15 B6 |
Emerging technologies, such as Artificial Intelligence and machine learning, the ethical usage of AI tooling and the potential implication for digital activities and solutions. (K14) |
Apply continuous professional development CPD to support their own learning, business needs and technical developments. (S15) |
Demonstrate due diligence in all working practices. (B6) |
|
Core IT
K7 K8 K9 K10 K11 K12 S12 |
The main components of a computer system and their purpose. (K7) The purpose of an Operating System OS. (K8) Concepts of cloud, cloud services and cloud storage, including cloud enablement and application e.g. SaaS, PaaS, IaaS. (K9) Different types of network devices and components. (K10) The requirements of systems hosting and access. (K11) Relative merits of different types of configurations for example default and custom. (K12) |
Support multiple contemporary or legacy solutions to required levels of service. (S12) |
None |
|
Stakeholder engagement
K2 K23 B4 |
Stakeholder management techniques and approaches. (K2) Principles of cultural awareness and how diversity impacts on solutions. (K23) |
None |
Work with stakeholders whilst contributing to a supportive and inclusive workplace. (B4) |
|
Data
K13 S8 S11 |
The data lifecycle including creation, processing and storage, usage archiving and destruction. (K13) |
Search and use different types of data or information sources. (S8) Create and maintain documentation in accordance with best practice and organisational requirements. (S11) |
None |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| Revised version awaiting implementation | Occupational standard, end-point assessment and funding band revised | 01/01/2025 | Not set | Not set |
| 1.0 | Approved for delivery | 18/02/2019 | 31/12/2024 | Not set |
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