This apprenticeship standard has been approved for delivery by the Institute for Apprenticeships and Technical Education. However, starts on the apprenticeship will only be possible once a suitable end-point assessment organisation (EPAO) has obtained Ofqual recognition. Once the EPAO has obtained Ofqual recognition, funding for apprentice starts will be permitted and this message will be removed.
Assemble and repair automated equipment.
This occupation is found in theatres, live entertainment venues, TV and film studios. The broad purpose of the occupation is to programme, operate and maintain automation systems to ensure they meet the requirements of a production by consistently fulfilling the artistic vision for it. The highest standards of safety, efficiency and technical standards must be achieved.
Scenic automation technicians consult and collaborate with other departments to carry out planning and work activities to meet performance requirements including timing and order of all mechanised set movements during a theatrical production or other live performance. They control scenery and other equipment on the stage or set and in the air.
They support the running of shows including fit-ups, rehearsals, set changes, rotations and get-outs in all aspects of a show or production related automation. They work within the parameters which various environments dictate for example working at height or within confined spaces.
They undertake the safe set-up operation, inspection and first line performance maintenance of specialist automation equipment for example electrical and hydraulic drives, winches, hoists, stage elevators, traps, revolves and associated controls ensuring technical staff and where they are present public safety at all times. They ensure that equipment is compliant with industry standards such as Lifting Operations and Lifting Equipment Regulations (LOLER) and Provision and Use of Work Equipment and Regulations (PUWER). They may undertake stage or set rigging requirements.
They have excellent communication skills and a practical approach to problem solving. They are self-motivated as well as being a good team player. In their daily work, an employee in this occupation interacts with the performance artists to make sure they understand their role and the impact of automation on their performance. They work with designers to understand the artistic vision. They work with other departments involved in the technical aspects of a production or performance for example lighting, projection, sound, engineering departments, scenic construction, technical and production managers, stage crew, stage managers, digital design team and the health and safety team. They may work in a team with other scenic automation technicians and may come in to contact with scenic automation suppliers. An employee in this occupation will be responsible for programming and safely operating automation control systems to achieve the artistic vision for the production or performance through automation.
Scenic automation technicians assemble and repair automated equipment for moving scenery or set elements as well as delivering planned maintenance of all stage or set machinery ensuring it is compliant to current regulations. Some scenic automation technicians may undertake emergency repairs and fixes during live performances
They are responsible for performer safety including those who may be flown or who are on a moving scenic item. They must ensure health and safety compliance including keeping up to date with regulations and industry developments
They will adapt their approach as the situation, circumstances or people change whilst achieving personal objectives set by their manager They are trusted to work unsupervised under the brief of their supervisor. They will be required to work during evenings and weekends during fit up and production periods.
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 3 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:
Interview underpinned by a portfolio of evidence
You will have an interview with an independent assessor. It will last at least 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.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 2.5 hours. They will ask you at least 7 questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in theatres, live entertainment venues, TV and film studios. The broad purpose of the occupation is to programme, operate and maintain automation systems to ensure they meet the requirements of a production by consistently fulfilling the artistic vision for it. The highest standards of safety, efficiency and technical standards must be achieved.
Scenic automation technicians consult and collaborate with other departments to carry out planning and work activities to meet performance requirements including timing and order of all mechanised set movements during a theatrical production or other live performance. They control scenery and other equipment on the stage or set and in the air.
They support the running of shows including fit-ups, rehearsals, set changes, rotations and get-outs in all aspects of a show or production related automation. They work within the parameters which various environments dictate for example working at height or within confined spaces.
They undertake the safe set-up operation, inspection and first line performance maintenance of specialist automation equipment for example electrical and hydraulic drives, winches, hoists, stage elevators, traps, revolves and associated controls ensuring technical staff and where they are present public safety at all times. They ensure that equipment is compliant with industry standards such as Lifting Operations and Lifting Equipment Regulations (LOLER) and Provision and Use of Work Equipment and Regulations (PUWER). They may undertake stage or set rigging requirements.
They have excellent communication skills and a practical approach to problem solving. They are self-motivated as well as being a good team player. In their daily work, an employee in this occupation interacts with the performance artists to make sure they understand their role and the impact of automation on their performance. They work with designers to understand the artistic vision. They work with other departments involved in the technical aspects of a production or performance for example lighting, projection, sound, engineering departments, scenic construction, technical and production managers, stage crew, stage managers, digital design team and the health and safety team. They may work in a team with other scenic automation technicians and may come in to contact with scenic automation suppliers. An employee in this occupation will be responsible for programming and safely operating automation control systems to achieve the artistic vision for the production or performance through automation.
Scenic automation technicians assemble and repair automated equipment for moving scenery or set elements as well as delivering planned maintenance of all stage or set machinery ensuring it is compliant to current regulations. Some scenic automation technicians may undertake emergency repairs and fixes during live performances
They are responsible for performer safety including those who may be flown or who are on a moving scenic item. They must ensure health and safety compliance including keeping up to date with regulations and industry developments
They will adapt their approach as the situation, circumstances or people change whilst achieving personal objectives set by their manager They are trusted to work unsupervised under the brief of their supervisor. They will be required to work during evenings and weekends during fit up and production periods.
| Duty | KSBs |
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Duty 1 Work with artistic, production and technical teams to provide the technical interpretation and deliver the creative vision for the performance or production within budget and other constraints. This may include building, hiring or modifying existing automation components. |
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Duty 2 Define the parameters of safe operation of required stage or set machinery or equipment. For example, speed, height, limits of travel, weight as part of the creative design process, prior to rehearsal and communicate that information to the artistic team. |
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Duty 3 Manage personal workload to meet deadlines using the production schedules. |
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Duty 4 Interpret technical drawings for example stage or set ground plans, cabling schedules as part of a fit-up or maintenance planning activities. |
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Duty 5 Assemble, test and commission automated equipment for moving scenery, sets or performers. For example hoists, elevators and revolves in accordance with industry standards such as CWA15902 Pt1, BS7905, BS7906. |
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Duty 6 Ensure that all stage or set machinery which may be bespoke is safe and compliant with LOLER and PUWER whilst meeting the artistic vision of the production or performance. |
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Duty 7 Interpret creative direction or production requirements by programming automation control software or using mechanical special effects to create production effects, physical special effects props and stunts. Achieve the desired movements and performance or production sequences in-line with budget constraints. |
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Duty 8 Carry out the safe operation of automation systems and machinery for example computerised control desks using clear communication protocol during all phases of the production process including preparation, rehearsal and live performance. |
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Duty 9 Carry out emergency repairs of machinery during the live performance or production whilst ensuring the safety of those on stage or set. For example artists, technical staff and the public and where possible, without interrupting the performance or production. Know when to stop the performance or production and the impact of that decision. |
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Duty 10 Carry out planned and reactive maintenance of stage or set machinery such as pre-show or production checks, which may include 6-monthly insurance inspections, taking into account performance or production and rehearsal schedules. |
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Duty 11 Complete relevant documentation regarding inspection, repair and maintenance issues in accordance with reporting protocols. |
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Duty 12 De-rig, pack-up and safely store or dispose of stage or set machinery at the end of runs of performances or productions in accordance with requirements such as time constraints and environmental regulations. |
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Duty 13 Identify best practice by keeping up to date with new technologies and working practices |
K1: The principles of electromechanical engineering and its application within the design of the scenic automation system.
Back to Duty
K2: Read and interpret technical drawings to assist the repair, manufacturing or installation of the automation system.
Back to Duty
K3: Relevant health and safety legislation for example Health and Safety at Work Act, Working at Height Regulations and company policies including purpose and requirements of risk assessment and method statement to ensure a safe working environment for themselves, colleagues and others who may include the public.
Back to Duty
K4: Electrical theory and its application to the systems used.
Back to Duty
K5: Mechanical theory and its application to the systems used.
Back to Duty
K6: The automation system used by the company and how to programme it or them.
Back to Duty
K7: The company’s safety and communications protocol for automation operation.
Back to Duty
K8: The company’s management structure and the differences between fit up and rehearsal or show or production conditions.
Back to Duty
K9: Communication processes and procedures during a live performance or production.
Back to Duty
K10: The automation, rigging equipment or components selection process for a task, based on technical requirements.
Back to Duty
K11: The production process and your role and responsibilities within it.
Back to Duty
K12: The operation of machinery in the context in which it is to be used during performance or production.
Back to Duty
K13: Fault finding process and procedures.
Back to Duty
K14: Procedures for, and processes of record keeping for maintenance and repair.
Back to Duty
K15: Processes of record keeping for equipment that is to be stored.
Back to Duty
K16: The benefits and requirements of personal continued professional development.
Back to Duty
K17: Industry standards including CWA 15902 PL1, BSEN 17206:2020, DIN56950, BGC-C1.
Back to Duty
K18: The choice of equipment or components and process or materials in relation to recycling and sustainability.
Back to Duty
S1: Use a range of tools. For example, power tools, measuring tools and instrumentation to affect repairs to the automation system.
Back to Duty
S2: Read, interpret and amend technical drawings.
Back to Duty
S3: Visually inspect equipment to ensure compliance.
Back to Duty
S4: Operate machinery to the manufacturer’s instructions.
Back to Duty
S5: Operate automation controls safely.
Back to Duty
S6: Isolate equipment when required.
Back to Duty
S7: Prioritise work to meet objectives
Back to Duty
S8: Keep a record of projected and actual expenditure related to installation or maintenance.
Back to Duty
S9: Schedule workload and write a plan of works as required.
Back to Duty
S10: Follow a method statement or instructions of a system set up.
Back to Duty
S11: Clearly log repairs identified and undertaken as required.
Back to Duty
S12: Use safe methods of system rigging and de-rigging, following verbal and written instructions.
Back to Duty
S13: Undertake fault finding in components and systems.
Back to Duty
S14: Undertake dynamic risk assessments and sign-on to and follow those risk assessments already established by others.
Back to Duty
S15: Choose or use equipment or components and process and materials with regard to their recycling and sustainability impact.
Back to Duty
B1: Work to required standards to ensure a safe working environment for themselves, colleagues, performers and the public.
Back to Duty
B2: Proactively keep up to date with latest industry developments.
Back to Duty
B3: Embrace equality, diversity and inclusion in the workplace and with the public.
Back to Duty
B4: Work with drive and determination to meet deadlines and complete a job on time and to the required standard.
Back to Duty
B5: Be clear, precise and timely in all communications.
Back to Duty
B6: React to and operate within varied and changing working environments.
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.
V1.0
This document explains the requirements for end-point assessment (EPA) for the scenic automation technician apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Scenic automation technician apprentices, their employers and training providers should read this document.
A full-time scenic automation technician apprentice typically spends 24 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
The EPA should be completed within an EPA period lasting typically 3 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 - interview underpinned by a portfolio of evidence:
Assessment method 2 - practical assessment:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 24 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice is occupationally competent. The apprentice must:
For the interview underpinned by a portfolio of evidence, the apprentice must submit a portfolio of evidence.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO. |
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End-point assessment - typically 3 months
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The grades available for each assessment method are below
Interview underpinned by a portfolio of evidence:
Practical assessment:
Overall EPA and apprenticeship can be graded:
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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 3 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 this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the interview . The independent assessor should review the portfolio of evidence to prepare questions for the interview. They are not required to provide feedback after this review.
Gateway evidence must be submitted to the EPAO, along with any organisation specific policies and procedures requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the interview, an independent assessor asks the apprentice questions. 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 interview 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 interview.
The purpose of the independent assessor's questions will be to cover the following themes:
The EPAO must give an apprentice 14 days' notice of the interview.
The independent assessor must have at least 1 week to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the interview.
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 interview must last for 60 minutes. The independent assessor can increase the time of the interview 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 apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The interview must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The interview 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 interview 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 interview underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In a practical assessment with questions, an independent assessor observes the apprentice completing a task or series of tasks set by the EPAO. The EPAO decides in which of the simulated environments it takes place. The assessment environment must closely relate to the apprentice’s natural working environment. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because this is a practical role and therefore it is important that the apprentice demonstrates that they have the skills to undertake the tasks in practice. In a normal working day, the apprentice would be guided by work schedules therefore, the opportunity to assess the range of skills required may not naturally occur. The simulation allows a range of skills to be tested on the same day with access to equipment at the apprentices place of work.
The practical assessment involves the apprentice installing a scenic automation system up to and including its operation, as well as fault finding, derigging and storing components.
The practical assessment 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 practical assessment.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give an apprentice 14 days' notice of the . practical assessment
The practical assessment must take 2.5 hours.
The independent assessor can increase the time of the practical assessment by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The practical assessment cannot be split, other than for comfort breaks or to allow apprentices to move from one location to another. Where breaks occur, they will not count towards the total EPA time.
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the practical assessment before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions. This should be in relation to the underpinning knowledge, skills and behaviours where the assessment does not provide sufficient evidence to meet the grading descriptor criteria.
Questioning can occur both during and after the practical assessment. The time for questioning is included in the overall assessment time. The independent assessor must ask at least 7 questions. To remain as unobtrusive as possible, the independent assessor should ask questions during natural stops between tasks and after completion of work rather than disrupting the apprentice’s flow. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training.
The independent assessor can ask follow-up questions to clarify answers given by the apprentice. These questions are in addition to the above set number of questions for the practical assessment.
The independent assessor must make the grading decision. The independent assessor must assess the practical assessment and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
The practical assessment must take place in a simulated environment selected by the EPAO for example, the EPAO’s premises, a training provider’s premises, a training facility in the employer’s premises, a test centre or a similar simulated environment. This simulated environment must relate to the apprentice’s natural work environment. Equipment and resources needed for the practical assessment must be confirmed to be available by the EPAO, who can liaise with the employer to provide these. They must be in good and safe working condition.
Additional venue requirements that must be in place include:
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 tasks and questions in the case of re-sits and retakes, to minimise predictability.
The EPAO must produce the following materials to support the practical assessment:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all distinction descriptors
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Automation system(s)
K1 K4 K5 |
Explains the principals of electromechanical engineering in relation to the design of the scenic automation system. K1 Explains electrical and mechanical theories and their application to the system(s) used. K4, K5 |
No grading criteria for this descriptor. |
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Operation of automation system(s)
K7 K14 S6 S7 S9 S11 |
Describes how they have applied the company's safety and communications protocol for automation operation including equipment isolation. K7, S6 Describes how they have applied the procedures for and process of record keeping for maintenance and logging repairs. K14, S11 Explains how they schedule work and write a plan of works in order to prioritise work to meet objectives. S7, S9
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Explains the impact of deviating from the procedures for and the process of record keeping for maintenance and logging repairs. K14, S11
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Tools and equipment
K15 |
Explains the process of record keeping for equipment that is to be stored. K15
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No grading criteria for this descriptor. |
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CPD
K16 |
Describes how they keep their knowledge and skills up to date. Explains why this is required. K16
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No grading criteria for this descriptor.
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Legislation, policies and procedures
K9 K17 |
Explains the communication processes and procedures during a live performance or production. K9 Explains the key elements of Industry Standards including CWA 15902 PL1, BSEN 17206:2020, DIN56950, BGC-C1. K17 |
Evaluates the impact of communication processes and procedures during a live performance or production. K9
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The organisation
K8 K11 S8 B3 |
Explains the company’s management structure, the production process including the differences between fit up and rehearsal or show or production conditions and your role and responsibilities within them including embracing equality, diversity and inclusion. K8, K11, B3 Explains how to keep records of projected and actual expenditure related to installation or maintenance. S8 |
Explains the impact of not keeping or keeping inaccurate records of projected and actual expenditure related to installation or maintenance. S8 |
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Sustainability
K18 S15 B2 |
Explains choosing and using equipment or components and process and materials with regard to their recycling and sustainability impact and keeping up to date with latest industry developments. K18, S15, B2 |
No grading criteria for this descriptor. |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all distinction descriptors
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Technical drawings
K2 S2 |
Read, interpret and amend technical drawings to assist the repair or manufacturing or installation of the automation system. K2, S2 |
No grading criteria for this descriptor. |
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Operation of automation system(s)
K6 K13 S5 S10 S13 B4 |
Uses a method statement or instruction to program the automation system and safely operates automation controls to meet deadlines and complete job to the required standard. K6, S5, S10, B4 Use fault finding process and procedures to find faults in components and systems. K13, S13
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Evaluates the benefits of different fault finding processes and procedures used to undertake fault finding in components and systems. K13, S13
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Tools and equipment
K10 K12 S1 S3 S4 B1 B6 |
Follow the selection process for automation or rigging equipment or components, inspect to ensure compliance and operate to manufacturer's instructions. K10, K12, S3, S4 Ensuring a safe working environment, use a range of tools to undertake repairs to the automation system, reacting to and operating within varied and changing working environments. S1, B1, B6 |
Justifies alternative(s) selection process(es) for automation or rigging equipment or components for a task, based on technical requirements. K10, K12, S4
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Legislation, policies and procedures
K3 S12 S14 B5 |
Applies relevant health and safety legislation when following verbal and written instructions to system rigging and derigging. K3, S12, Communicates clearly, precisely and in a timely manner when undertaking dynamic risk assessments and sign-on to and follow those risk assessments already in place. S14, B5 |
No grading criteria for this descriptor. |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the interview underpinned by a portfolio of evidence and practical assessment 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 achieve an overall merit, the apprentice must achieve a pass in the interview supported by a portfolio of evidence and a distinction in the practical assessment or the apprentice must achieve a distinction in the interview supported by a portfolio of evidence and a pass in the practical assessment. To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Interview underpinned by a portfolio of evidence | Practical assessment | Overall Grading |
|---|---|---|
| Fail | Any grade | Fail |
| Any grade | Fail | 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 3 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 6 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
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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:
the independent assessor should have undertaken the role or demonstrate equivalent experience of an automation technician in the past 3 years.
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship is not aligned to professional recognition.
| Knowledge | Assessment methods |
|---|---|
|
K1
The principles of electromechanical engineering and its application within the design of the scenic automation system. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K2
Read and interpret technical drawings to assist the repair, manufacturing or installation of the automation system. Back to Grading |
Practical assessment |
|
K3
Relevant health and safety legislation for example Health and Safety at Work Act, Working at Height Regulations and company policies including purpose and requirements of risk assessment and method statement to ensure a safe working environment for themselves, colleagues and others who may include the public. Back to Grading |
Practical assessment |
|
K4
Electrical theory and its application to the systems used. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K5
Mechanical theory and its application to the systems used. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K6
The automation system used by the company and how to programme it or them. Back to Grading |
Practical assessment |
|
K7
The company’s safety and communications protocol for automation operation. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K8
The company’s management structure and the differences between fit up and rehearsal or show or production conditions. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K9
Communication processes and procedures during a live performance or production. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K10
The automation, rigging equipment or components selection process for a task, based on technical requirements. Back to Grading |
Practical assessment |
|
K11
The production process and your role and responsibilities within it. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K12
The operation of machinery in the context in which it is to be used during performance or production. Back to Grading |
Practical assessment |
|
K13
Fault finding process and procedures. Back to Grading |
Practical assessment |
|
K14
Procedures for, and processes of record keeping for maintenance and repair. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K15
Processes of record keeping for equipment that is to be stored. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K16
The benefits and requirements of personal continued professional development. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K17
Industry standards including CWA 15902 PL1, BSEN 17206:2020, DIN56950, BGC-C1. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
K18
The choice of equipment or components and process or materials in relation to recycling and sustainability. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
|
S1
Use a range of tools. For example, power tools, measuring tools and instrumentation to affect repairs to the automation system. Back to Grading |
Practical assessment |
|
S2
Read, interpret and amend technical drawings. Back to Grading |
Practical assessment |
|
S3
Visually inspect equipment to ensure compliance. Back to Grading |
Practical assessment |
|
S4
Operate machinery to the manufacturer’s instructions. Back to Grading |
Practical assessment |
|
S5
Operate automation controls safely. Back to Grading |
Practical assessment |
|
S6
Isolate equipment when required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S7
Prioritise work to meet objectives Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S8
Keep a record of projected and actual expenditure related to installation or maintenance. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S9
Schedule workload and write a plan of works as required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S10
Follow a method statement or instructions of a system set up. Back to Grading |
Practical assessment |
|
S11
Clearly log repairs identified and undertaken as required. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
S12
Use safe methods of system rigging and de-rigging, following verbal and written instructions. Back to Grading |
Practical assessment |
|
S13
Undertake fault finding in components and systems. Back to Grading |
Practical assessment |
|
S14
Undertake dynamic risk assessments and sign-on to and follow those risk assessments already established by others. Back to Grading |
Practical assessment |
|
S15
Choose or use equipment or components and process and materials with regard to their recycling and sustainability impact. Back to Grading |
Interview underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
|
B1
Work to required standards to ensure a safe working environment for themselves, colleagues, performers and the public. Back to Grading |
Practical assessment |
|
B2
Proactively keep up to date with latest industry developments. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B3
Embrace equality, diversity and inclusion in the workplace and with the public. Back to Grading |
Interview underpinned by a portfolio of evidence |
|
B4
Work with drive and determination to meet deadlines and complete a job on time and to the required standard. Back to Grading |
Practical assessment |
|
B5
Be clear, precise and timely in all communications. Back to Grading |
Practical assessment |
|
B6
React to and operate within varied and changing working environments. Back to Grading |
Practical assessment |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Automation system(s)
K1 K4 K5 |
The principles of electromechanical engineering and its application within the design of the scenic automation system. (K1) Electrical theory and its application to the systems used. (K4) Mechanical theory and its application to the systems used. (K5) |
None |
None |
|
Operation of automation system(s)
K7 K14 S6 S7 S9 S11 |
The company’s safety and communications protocol for automation operation. (K7) Procedures for, and processes of record keeping for maintenance and repair. (K14) |
Isolate equipment when required. (S6) Prioritise work to meet objectives (S7) Schedule workload and write a plan of works as required. (S9) Clearly log repairs identified and undertaken as required. (S11) |
None |
|
Tools and equipment
K15 |
Processes of record keeping for equipment that is to be stored. (K15) |
None |
None |
|
CPD
K16 |
The benefits and requirements of personal continued professional development. (K16) |
None |
None |
|
Legislation, policies and procedures
K9 K17 |
Communication processes and procedures during a live performance or production. (K9) Industry standards including CWA 15902 PL1, BSEN 17206:2020, DIN56950, BGC-C1. (K17) |
None |
None |
|
The organisation
K8 K11 S8 B3 |
The company’s management structure and the differences between fit up and rehearsal or show or production conditions. (K8) The production process and your role and responsibilities within it. (K11) |
Keep a record of projected and actual expenditure related to installation or maintenance. (S8) |
Embrace equality, diversity and inclusion in the workplace and with the public. (B3) |
|
Sustainability
K18 S15 B2 |
The choice of equipment or components and process or materials in relation to recycling and sustainability. (K18) |
Choose or use equipment or components and process and materials with regard to their recycling and sustainability impact. (S15) |
Proactively keep up to date with latest industry developments. (B2) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Technical drawings
K2 S2 |
Read and interpret technical drawings to assist the repair, manufacturing or installation of the automation system. (K2) |
Read, interpret and amend technical drawings. (S2) |
None |
|
Operation of automation system(s)
K6 K13 S5 S10 S13 B4 |
The automation system used by the company and how to programme it or them. (K6) Fault finding process and procedures. (K13) |
Operate automation controls safely. (S5) Follow a method statement or instructions of a system set up. (S10) Undertake fault finding in components and systems. (S13) |
Work with drive and determination to meet deadlines and complete a job on time and to the required standard. (B4) |
|
Tools and equipment
K10 K12 S1 S3 S4 B1 B6 |
The automation, rigging equipment or components selection process for a task, based on technical requirements. (K10) The operation of machinery in the context in which it is to be used during performance or production. (K12) |
Use a range of tools. For example, power tools, measuring tools and instrumentation to affect repairs to the automation system. (S1) Visually inspect equipment to ensure compliance. (S3) Operate machinery to the manufacturer’s instructions. (S4) |
Work to required standards to ensure a safe working environment for themselves, colleagues, performers and the public. (B1) React to and operate within varied and changing working environments. (B6) |
|
Legislation, policies and procedures
K3 S12 S14 B5 |
Relevant health and safety legislation for example Health and Safety at Work Act, Working at Height Regulations and company policies including purpose and requirements of risk assessment and method statement to ensure a safe working environment for themselves, colleagues and others who may include the public. (K3) |
Use safe methods of system rigging and de-rigging, following verbal and written instructions. (S12) Undertake dynamic risk assessments and sign-on to and follow those risk assessments already established by others. (S14) |
Be clear, precise and timely in all communications. (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 14/05/2024 | Not set | Not set |
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