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.
Care for, prepare, and utilise fresh botanical materials to create designs to meet the bespoke requirements of clients.
This occupation is found in a variety of businesses which care for, prepare, and utilise fresh botanical materials to create designs to meet the bespoke requirements of their clients. Businesses include retail shops, workshops, studios, hotels, TV and film companies, media production, advertising, events specialists, and other floriculture related organisations. There are possible progression opportunities from this occupation to develop skills further within the training and education sector. Employers are mainly small independent businesses, but also include larger non-specialist retailers such as supermarkets.
The broad purpose of the occupation is to produce and construct complex floristry designs using advanced botanical knowledge and floristry design theory. They research, identify, and implement current trends in floristry design offerings across the business. They take into account the seasonality of floristry products and ensure the commercial viability of the designs before introducing them across the company. They research and implement sustainable solutions to maximise the visual impact of displays and ensure that product integrity is maintained. A senior florist will also communicate with clients, interpret floristry requirements for bespoke events and present detailed design plans together with costings and quotations. They will research the culture and beliefs of the clients and incorporate this into floral designs. They ensure that the condition of stock is maintained and will resolve non routine and complex problems. They may trouble shoot and implement pest management strategies where appropriate and resolve customer complaints. The senior florist is likely to work in a florist shop or department and will also work onsite at a wide range of venues requiring bespoke and complex floristry designs and construction. They regularly work in environmental conditions suitable for the botanical materials, these are often cooler than average workplace temperatures. There is a need to work at height and within unfamiliar or unusual buildings, which may have specific requirements and limitations to ensure compliance with insurance and or other policies. A senior florist ensures the financial effectiveness of the business. They support the development of financial forecasts taking into account seasonal availability of products, floristry trends and peak periods - for example, Valentine’s day and Mother’s Day. They promote and deliver against marketing targets and contribute to promotional merchandising. They manage the collection and evaluation of customer feedback and use this to produce floristry displays to increase sales and profitability. There are no statutory licencing requirements for this role.
In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders. They may deal with business owners or senior leaders on a day to day basis as well as florists and other members of their team. Senior florists will also interact with clients, customers, venue owners and suppliers on a regular basis. They will interact using a range of mediums including face to face, telephone and through digital channels.
An employee in this occupation will be responsible for supervising the day-to-day running of a floristry business or floristry department as well as for specialist events. They have responsibility for ensuring the availability of floristry materials and resources in line with consumer demand. They are responsible for planning, scheduling and supervising all aspects of floristry projects to ensure resources are available and that high quality floristry products are delivered on time. They are likely to report directly to a florist owner or to a senior manager in a large floristry department. They implement systems and processes to ensure the effective operation of the business. This could include stock rotation and storage plans to optimise the life span of cut botanical materials and minimise waste. They will promote and supervise the use of digital technology to ensure the smooth operation of the business from design through to delivery. A senior florist will mentor and train colleagues to develop their floristry techniques, botanical knowledge, and increase their capability to produce complex floristry designs. A senior florist will help develop, promote, monitor, and ensure that current health and safety legislation, environmental and sustainable working practices are adhered to on and off site.
Senior florist
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 21 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:
Short and long written test
You will complete a test requiring long and short written answers. It will be closed book, meaning you will not have access to any books or reference materials.
The test will have 21 long and short response written questions. You will have 90 minutes to complete it.
Practical assessment with questions
You will be observed by an independent assessor completing a set of tasks. It will last 5 hours. They will ask you at least 10 questions.
Presentation with questions
You will produce and deliver a presentation to an independent assessor. You must submit your presentation slides and any supporting materials to the EPAO by the end of week You have 4 of the EPA period. The presentation and questions will last at least 45 minutes. The independent assessor will ask you at least 6 questions.
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.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This apprenticeship aligns with Institute of Professional Florists for Senior Florist Member
Please contact the professional body for more details.
This occupation is found in a variety of businesses which care for, prepare, and utilise fresh botanical materials to create designs to meet the bespoke requirements of their clients. Businesses include retail shops, workshops, studios, hotels, TV and film companies, media production, advertising, events specialists, and other floriculture related organisations. There are possible progression opportunities from this occupation to develop skills further within the training and education sector. Employers are mainly small independent businesses, but also include larger non-specialist retailers such as supermarkets.
The broad purpose of the occupation is to produce and construct complex floristry designs using advanced botanical knowledge and floristry design theory. They research, identify, and implement current trends in floristry design offerings across the business. They take into account the seasonality of floristry products and ensure the commercial viability of the designs before introducing them across the company. They research and implement sustainable solutions to maximise the visual impact of displays and ensure that product integrity is maintained. A senior florist will also communicate with clients, interpret floristry requirements for bespoke events and present detailed design plans together with costings and quotations. They will research the culture and beliefs of the clients and incorporate this into floral designs. They ensure that the condition of stock is maintained and will resolve non routine and complex problems. They may trouble shoot and implement pest management strategies where appropriate and resolve customer complaints. The senior florist is likely to work in a florist shop or department and will also work onsite at a wide range of venues requiring bespoke and complex floristry designs and construction. They regularly work in environmental conditions suitable for the botanical materials, these are often cooler than average workplace temperatures. There is a need to work at height and within unfamiliar or unusual buildings, which may have specific requirements and limitations to ensure compliance with insurance and or other policies. A senior florist ensures the financial effectiveness of the business. They support the development of financial forecasts taking into account seasonal availability of products, floristry trends and peak periods - for example, Valentine’s day and Mother’s Day. They promote and deliver against marketing targets and contribute to promotional merchandising. They manage the collection and evaluation of customer feedback and use this to produce floristry displays to increase sales and profitability. There are no statutory licencing requirements for this role.
In their daily work, an employee in this occupation interacts with a wide range of internal and external stakeholders. They may deal with business owners or senior leaders on a day to day basis as well as florists and other members of their team. Senior florists will also interact with clients, customers, venue owners and suppliers on a regular basis. They will interact using a range of mediums including face to face, telephone and through digital channels.
An employee in this occupation will be responsible for supervising the day-to-day running of a floristry business or floristry department as well as for specialist events. They have responsibility for ensuring the availability of floristry materials and resources in line with consumer demand. They are responsible for planning, scheduling and supervising all aspects of floristry projects to ensure resources are available and that high quality floristry products are delivered on time. They are likely to report directly to a florist owner or to a senior manager in a large floristry department. They implement systems and processes to ensure the effective operation of the business. This could include stock rotation and storage plans to optimise the life span of cut botanical materials and minimise waste. They will promote and supervise the use of digital technology to ensure the smooth operation of the business from design through to delivery. A senior florist will mentor and train colleagues to develop their floristry techniques, botanical knowledge, and increase their capability to produce complex floristry designs. A senior florist will help develop, promote, monitor, and ensure that current health and safety legislation, environmental and sustainable working practices are adhered to on and off site.
Senior florist
| Duty | KSBs |
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Duty 1 Produce and present detailed design plans, concepts and quotations for corporate contracts, events and large-scale installations. |
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Duty 2 Research and evaluate the commercial suitability and viability of current floral trends and recommend their application across the business. |
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Duty 3 Construct complex, on trend floral designs that meet customer requirements and are in line with progressive design theory. |
S8 S9 S10 S11 S12 S13 S14 S15 S16
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Duty 4 Plan, schedule, and manage work of the team to ensure that deadlines are achieved. |
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Duty 5 Assist to train and mentor colleagues to develop their floristry techniques and produce bespoke and complex floral designs. |
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Duty 6 Plan and schedule the distribution of botanical orders to ensure that product integrity is maintained, and deadlines achieved. |
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Duty 7 Manage digital floristry systems to ensure the efficient day to day running of the business - for example purchasing, website monitoring and maintenance. |
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Duty 8 Implement stock rotation and storage plans that optimise the life span of cut materials and minimise waste. Manage the appropriate actions or treatment of stock affected by pest and or disease. |
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Duty 9 Co-ordinate with manager to compile floristry buying lists. |
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Duty 10 Promote and deliver against marketing targets. Implement promotional merchandising and floral displays to develop sales and increase profitability |
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Duty 11 Develop, monitor and evaluate customer service initiatives to inform the development of sales opportunities and floristry designs. |
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Duty 12 Support the preparation of financial forecasts for floral seasons and peak periods. |
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Duty 13 Develop, promote, monitor and ensure that current health and safety legislation and environmental and sustainable working practices are adhered to on and off site. |
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Duty 14 Manage own continuing professional development and keep up to date with the wider floral industry, competition work and influential floral designers . |
K1: The impact of legislation on businesses, including: Employment law – keeping employees safe and ensuring employers are fair, Consumer law – protecting consumers and anyone purchasing products and services , Health and Safety law.
Back to Duty
K2: Organisation's data protection policy, specifically in relation to customers and suppliers - including General Data Protection Regulations.
Back to Duty
K3: How to manage pests, diseases and disorders on fresh produce including fresh cut materials and plants.
Back to Duty
K4: Processes for estimating resource requirements and programme work in line with budget constraints.
Back to Duty
K5: Key requirements for effective presentations and or team meetings including agenda or presentation structure, concise language, and use of IT to support communication aims.
Back to Duty
K6: Coaching and mentoring methodologies and how these can contribute to the development of the team.
Back to Duty
K7: Attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling.
Back to Duty
K8: Wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh.
Back to Duty
K9: Manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating/folding, rolling/cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping.
Back to Duty
K10: Water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes and phials, wax.
Back to Duty
K11: Elements of design: Colour, Form, Line, Space, Texture.
Back to Duty
K12: Principles of design: Balance, Contrast, Dominance, Harmony, Proportion, Rhythm, Scale.
Back to Duty
K13: Sources of inspiration: Culture, Botany, Emotion, Technique/method, Economy.
Back to Duty
K14: Design schema: Order category: symmetrical, asymmetrical, design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines.
Back to Duty
K15: Methodologies, techniques and types of sources used to research influential floral designers and or current design trends.
Back to Duty
K16: Processes for developing, monitoring and evaluating customer service initiatives within the business to help inform the development of sales opportunities.
Back to Duty
K17: The 5 P’s of marketing: Product, Price, Promotion, Place, People.
Back to Duty
K18: The steps within the AIDA model hierarchy, relating to consumer purchasing decisions: Attention, Interest, Desire, Action.
Back to Duty
K19: The importance of competitions within the floristry industry, including the different competitions formats - for example, photographic, pre-made and live, and the marking schemes.
Back to Duty
K20: The importance of maintaining working relationships, understanding the needs of others, and working within an inclusive environment.
Back to Duty
K21: The purpose of financial forecasting for peak periods and floral seasons, and the information required to inform decisions.
Back to Duty
K22: Correct botanical names of fresh cut materials and plants including how they are grown and cut by length and weight.
Back to Duty
K23: How the procurement and management of fresh produce including fresh cut materials and plants, supports the wider needs of the business.
Back to Duty
S1: Implements safe working practices in accordance with statutory legislations.
Back to Duty
S2: Produces and analyses buying lists in coordination with manager, in line with business requirements, and by following company procedure.
Back to Duty
S3: Produces timeline information to support long term and short-term scheduling, to ensure product integrity is maintained and deadlines are achieved.
Back to Duty
S4: Implements stock rotation and storage plans to maximise product longevity.
Back to Duty
S5: Allocates work and supervises staff in accordance to the needs of the business.
Back to Duty
S6: Promotes environmental best practice and sustainable working practices, including waste objectives.
Back to Duty
S7: Uses information technology to assist with effective communication and record keeping, including purchasing, website management and customer service.
Back to Duty
S8: Designs and constructs Tied designs, wired designs, glued designs and designs in a medium using an evaluative approach to inform decisions.
Back to Duty
S9: Applies attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling - within a range of complex designs.
Back to Duty
S10: Applies wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh - within a range of complex designs.
Back to Duty
S11: Applies plant manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating and folding, rolling and cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping - within a range of complex designs.
Back to Duty
S12: Applies water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes/phials, wax) - within a range of complex designs.
Back to Duty
S13: Applies ‘elements of design’ including colour, form, line, space and texture when creating floral designs.
Back to Duty
S14: Applies the 'principles of design' including: balance, contrast, dominance, harmony, proportion, rhythm, scale, when creating floral designs.
Back to Duty
S15: Applies the 'sources of inspiration' including: culture, botany, emotion, technique and method, economy, when creating floral designs.
Back to Duty
S16: Applies ‘design schema' including: order category: symmetrical, asymmetrical , design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines, when creating floral designs.
Back to Duty
S17: Applies coaching and mentoring methodologies which contribute to the development of the team, including the application of technical skills and design theory knowledge, through a range of designs.
Back to Duty
S18: Implements promotional merchandising and displays to increase sales and profitability.
Back to Duty
S19: Produces and presents detailed design plans for an external floral design event - for example, corporate events, weddings, charity events etc. - which includes mood boards, sketches and quotations.
Back to Duty
S20: Review research findings of influential designers and current trends and recommend how they could be used within the Floristry business.
Back to Duty
S21: Deliver presentations and or team meetings that have clear agendas and structure, are concise and make use of IT to support communication aims.
Back to Duty
B1: Manages time in accordance with the needs and context of the floristry business.
Back to Duty
B2: Demonstrates a willingness to be flexible, learn new skills - for example, CPD - and shares learning with others.
Back to Duty
B3: Communicates and acts professionally according to the context of the situation, adapting approach as required - for example, dealing with grieving clients sensitively.
Back to Duty
B4: Actively champions sustainability agenda and seeks innovate ways to add value to business 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:
V1.0
This document explains the requirements for end-point assessment (EPA) for the senior florist apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Senior florist apprentices, their employers and training providers should read this document.
A full-time senior florist apprentice typically spends 21 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 3 assessment methods.
The grades available for each assessment method are below.
Assessment method 1 - knowledge test:
Assessment method 2 - practical assessment with questions:
Assessment method 3 - presentation with questions:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 21 months
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The apprentice must:
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End-point assessment gateway
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The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The apprentice must:
For the Practical assessment with questions, the apprentice must submit a design theory and practical techniques booklet .
The apprentice must submit the gateway evidence to their EPAO, including 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
Knowledge test:
Practical assessment with questions:
Presentation with questions:
Overall EPA and apprenticeship can be graded:
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Professional recognition
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This apprenticeship aligns with:
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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:
The design theory and practical techniques booklet should contain evidence that can be referenced against the knowledge and skills. Evidence should include a written explanation along with supporting photographs and sketches if applicable, for each of the knowledge and skills identified.
The employer will validate the design theory and practical techniques booklet and confirm to the EPAO that this is the apprentice’s own work when submitted.
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 knowledge test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method.
Short answer questions (SAQs) are open-ended questions used to assess knowledge in an examination. SAQs require either a brief factual (testing knowledge recall) and (or) interpretive (ability to apply learned concepts or knowledge) answer.
The knowledge test must be structured to give the apprentice the opportunity to demonstrate the knowledge mapped to this assessment method to the highest available grade.
The test can be computer or paper based.
The apprentice must be given at least 14 days’ notice of the date and time of the test.
The test must consist of 21 Short Answer Questions (SAQs) questions and always total 55 marks.
To support comparability, the distribution of marks will be allocated at theme level (see mapping of KSBs to themes) using the design detailed below.
Each theme must include the following:
1.Legislation in the floristry industry (x4 questions, totalling 10 marks overall)
2.Customer service (x2 questions, totalling 10 marks overall)
3.Marketing and display (x4 questions, totalling 10 marks overall)
4.Working in the floristry industry (x4 questions, totalling 10 marks overall)
5.Botanical knowledge (x7 questions, totalling 15 marks overall)
Responses to SAQs may be one word, a phrase, a sentence or a paragraph and should be reflective of the mark allocation in terms of expected demand. For example, a 1 mark SAQ will typically require either a one word or single sentence response whereas a 2, 4 or 6 mark SAQ response will typically be longer.
Marking scheme and grading guidance
The grading descriptors show both the numerical grade boundaries required for each level of achievement for the written test and the required level of demand for competency. The grading descriptors should be used by EPAOs to create valid and reliable mark schemes.
The marks scheme design and approach can be determined by the EPAO (e.g. either levels based, points based or a mixture). EPAOs should ensure that the questions within the knowledge test mirror the level of demand set by the grading descriptors at the pass level. This should be done by using the same command verb where possible (or a comparable verb, in terms of demand, where not). The grading descriptors should inform the question writing whilst also providing EPAOs with the numerical outcomes required for each level of attainment.
The apprentice must have 90 minutes to complete the test.
The test is closed book which means that the apprentice cannot refer to reference books or materials whilst taking the test.
The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.
The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.
The EPAO must develop a marking scheme for the written response questions. The test must be marked by an independent assessor or marker employed by the EPAO. They must follow the marking scheme produced by the EPAO.
Any incorrect or missing answers get zero marks.
The EPAO is responsible for overseeing the marking of the test. The EPAO must ensure standardisation and moderation of tests with written answers.
The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.
The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. 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 apprentice has a different set of questions in the case of re-sits or re-takes.
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 occupation that requires knowledge, skills and behaviours to be consistent at the required level and this therefore reflects the real world environment.
The practical assessment 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.
An independent assessor must conduct and assess the practical assessment with questions.
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 with questions
The practical assessment with questions must take 5 hours.
The independent assessor can increase the time of the practical assessment with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The 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 practical assessment with questions may take place in parts but must be completed over 1 working day. A working day is typically considered to be 7.5 hours long. The reason for this split is to ensure relevant changes to equipment, cleaning and items can be made in a safe and risk free manner.
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 with questions before it starts. This does not count towards the assessment time.
The independent assessor must observe the following during the practical assessment:
The practical will consist of two main parts:
Part 1:
Construct 4 floral designs
The independent assessor must observe the following during the practical assessment:
a demonstration of techniques to construct 4 different floral designs. The independent assessor must ask 8 questions during the practical assessment. The independent assessor may ask the questions at any point during the practical assessment whilst remaining as unobtrusive as possible.
Part 1 will last 4 hours and 30 minutes.
Part 2:
Questions focused on the design theory and practical techniques booklet.
To support the assessment of the mapped KSBs breadth, the practical will be supported by an underpinning design theory and practical techniques booklet.
The design theory and practical techniques booklet is submitted at Gateway and is used to complement and underpin the practical assessment.
The design theory and practical techniques booklet must contain annotated examples of all of the techniques and methods detailed for K7-K14 and S8-16. The annotations should detail what techniques were used and how they were applied.
The independent assessor will review the content of the design theory and practical techniques booklet prior to the practical assessment and bring it to the venue on the day of the assessment. The independent assessor will not directly assess the design theory and practical techniques booklet. Instead, they will use the contents to formulate questions in context of the choices made by the apprentice in the practical demonstration to assess techniques, as detailed in the KSBs, that have not been observed during part 1 of the assessment.
Following the practical assessment, additional questions will be asked in regard to the design theory and practical techniques booklet. This questioning session will last for 30 minutes. The independent assessor has the discretion to increase the time of the questioning session by up to 10% to allow the apprentice to complete their last answer. A minimum of 8 questions will be asked by the independent assessor, these questions will be formed around areas considered to be not covered in the practical assessment and will be devised by the independent assessor. These questions along with the practical assessment will ensure a minimum of 20 items listed in K7-K14 and S8-S16 have been covered.
Part 2 will last for 30 minutes.
Together, part 1 and part 2 will assess the following themes:
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
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 with questions. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in line with the EPAO’s training.
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.
In the presentation with questions, the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions after the presentation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because: it is the most effective way to show the knowledge and skills required for event planning and the most realistic way to replicate the real world.
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.
An independent assessor must conduct and assess the presentation with questions.
The presentation must cover:
The presentation must be focused on an external floral design event (for example, Wedding, Anniversary Party, Birthday Party, Religious Ceremony, Formal Dinner, Corporate Party, Exhibition, Conference, Promotional event) that includes a minimum of 3 designs. The event must not be a past event for which the planning and (or) the event itself has already taken place prior to the apprentice entering gateway. This is because the KSBs being assessed are testing the competency of the apprentice and their ability to plan for an external floral event. It is therefore acceptable if the event is due to take place after the completion of the apprenticeship as it is not a requirement that the event itself has taken place in order to meet the assessment criteria.
The presentation must cover the following criteria:-.
The purpose of the presentation is to allow the apprentice to demonstrate their competence against the grading descriptors.
The apprentice must submit any presentation materials to the EPAO 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:
The independent assessor must have at least 2 weeks to review any presentation materials, before the presentation is delivered by the apprentice, to allow them to prepare questions. The EPAO must give the apprentice at least 14 days' notice of the presentation assessment.
The independent assessor must ask questions after the presentation.
The purpose of the questioning is to assess the level of competence against the grading descriptors.
The presentation and questions must last 45 minutes. This will typically include a presentation of 10 minutes and questioning lasting 35 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the total 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 (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 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 independent assessor must make the grading decision. The independent assessor must assess the presentation and answers to questions 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. The presentation with questions should take place in a quiet room, free from distractions and influence.
Additional venue requirements that must be in place include:
Must have access to computer and suitable screen and chair and table for assessor
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 presentation with questions:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
|
Theme
KSBs
|
Pass
THE GRADE BOUNDARY FOR A PASS IS 36 - 46 MARKS
|
Distinction
THE GRADE BOUNDARY FOR A DISTINCTION IS 47 - 55 MARKS
|
|---|---|---|
|
Legislation and the floristry industry (total marks for theme 10)
K1 K2 |
The written descriptors that support the numerical grade boundaries are: Describe the impact of legislation on businesses, including: Employment law – keeping employees safe and ensuring employers are fair, Consumer law – protecting consumers and anyone purchasing products and services , Health and Safety law (K1) Outline data protection policy, specifically in relation to customers, suppliers and the business (GDPR) (K2) |
See numerical grade boundaries for distinction. |
|
Customer Service (total marks for theme 10)
K16 K20 |
The written descriptors that support the numerical grade boundaries are: Explain how the processes for developing, monitoring and evaluating customer service initiatives within the business help inform the development of sales opportunities. (K16) Explain the importance of maintaining working relationships, understanding the needs of others, and working within an inclusive environment (K20) |
See numerical grade boundaries for distinction. |
|
Marketing and Display (total marks for theme 10)
K17 K18 |
The written descriptors that support the numerical grade boundaries are: Explain the 5 P’s of marketing: Product, Price, Promotion, Place, People (K17) Describe the steps within the AIDA model hierarchy, relating to consumer purchasing decisions: Attention, Interest, Desire, Action (K18) |
See numerical grade boundaries for distinction. |
|
Working in the floristry industry (total marks for theme 10)
K6 K19 K21 |
The written descriptors that support the numerical grade boundaries are: Describe coaching and mentoring methodologies and how these can contribute to the development of the team (K6) Explain the importance of competitions within the floristry industry, including the different competitions formats (e.g. photographic, pre-made and live) and the marking schemes (K19) Outline the purpose of financial forecasting for peak periods and floral seasons, and the information required to inform decisions (K21) |
See numerical grade boundaries for distinction. |
|
Botanical knowledge (total marks for theme 15)
K3 K22 K23 |
The written descriptors that support the numerical grade boundaries are: Describe how to manage pests, diseases and disorders of fresh produce (including fresh cut materials and plants) (K3) Identify the correct botanical names of fresh cut materials and plants (including how they are grown and cut by length and weight) (K22) Explain how the procurement and management of fresh produce (including fresh cut materials and plants), supports the wider needs of the business (K23) |
See numerical grade boundaries for distinction. |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
Attaching techniques
K7 S9 |
Demonstrates the application of attaching techniques (binding, tying and knotting, clamping, wedging, gluing, pinning, stapling) within a range of complex designs, small errors may be present, but these have minimal impact to the overall outcome of the design(s). (K7, S9)
|
Demonstrates the application of attaching techniques (binding, tying and knotting, clamping, wedging, gluing, pinning, stapling) within a range of complex designs - the overall outcome has no errors present and the work area is kept clean and organised. (K7, S9) |
|
Plant manipulation techniques
K9 S11 |
Demonstrates the application of plant manipulation techniques (basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating/folding, rolling/cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping) within a range of complex designs. (K9, S11) |
Demonstrates the application of plant manipulation techniques (basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating/folding, rolling/cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping) within a range of complex designs - the overall outcome has no errors present and the work area is kept clean and organised. (K9, S11) |
|
Wiring techniques
K8 S10 |
Demonstrates the application of wiring techniques (Support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh) within a range of complex designs. (K8, S10) |
Demonstrates the application of wiring techniques (Support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh) within a range of complex designs - the overall outcome has no errors present and the work area is kept clean and organised. (K8, S10) |
|
Water retention techniques
K10 S12 |
Demonstrates the application of water retaining techniques (floating, floral foam, floral foam alternatives, moss, tape, tubes/phials, wax) within a range of complex designs. (K10, S12) |
Demonstrates the application of water retaining techniques (floating, floral foam, floral foam alternatives, moss, tape, tubes/phials, wax) within a range of complex designs - the overall outcome has no errors present and the work area is kept clean and organised. (K10, S12) |
|
Floral designs
K11 K12 K13 K14 S13 S14 S15 S16 |
Creates floral designs and demonstrates the application of:
(K11, K12, K13, K14, S13, S14, S15, S16)
|
Explains the elements of design/ principles of design / design schema / sources of inspiration used within own floral designs. (K11, K12, K13, K14, S13, S14, S15, S16) |
|
Constructing floral designs safely
S1 S6 S8 |
Demonstrates the implementation of safe working practices in accordance with statutory legislations and environmental best practice (including waste objectives). (S1, S6) Uses an evaluative approach when designing and constructing a variety of mediums including tied designs, wired designs, and glued designs. (S8) |
Justifies the design approaches used when constructing tied, wired, glued and medium designs. (S8) |
|
Theme
KSBs
|
Pass
Apprentices must demonstrate all of the pass descriptors
|
Distinction
Apprentices must demonstrate all of the pass descriptors and all of the distinction descriptors
|
|---|---|---|
|
External floral design events
K15 S19 S20 |
Demonstrates the research and review of a range of influential floral designers and (or) current design trends using a variety of methodologies, techniques and sources and makes recommendations about their use within the floristry business. (K15, S20) Produces and presents detailed design plans for an external floral design event appropriate to their role, including: mood boards, Sketches, Quotations. (S19) |
Justifies their selection of floral designers and current trends and explains the impact they could have on the floristry business. (K15, S20) |
|
Communication
K5 S7 S21 B3 |
Prepares for and hosts team meetings, demonstrating the key requirements of presentations (for example, ICT skills, speaking skills, listening skills, audience control). (K5, S21) Applies effective communication and information technology skills, detailed record keeping and professional behaviour in all customer service-related contexts, including dealing with clients, purchasing and website management. (S7, B3) |
none |
|
Budgeting
K4 S2 S4 B4 |
Estimates resource requirements and programme work considering budget constraints and value to the business, using stock rotation and storage plans to maximise product longevity and sustainability (K4, S4, B4) Produces and analyses buying lists to meet business needs and in line with company procedures. (S2) |
Evaluates the impact of stock rotation and sustainability on resource requirements and selects the most appropriate options for the business, explaining their choices. (K4, S4, B4) |
|
Supervision
S3 S5 B1 |
Produces timeline information to ensure long-term and short-term activities are scheduled, product integrity is maintained, and deadlines are met to support the needs of the floristry business. (S3, B1) Delegates work and supervises staff according to the needs of the floristry business. (S5) |
none |
|
Merchandising
S18 |
Implements promotional merchandising and displays to increase sales and profitability. (S18) |
Evaluates the impact of merchandising and displays on sales and profitability. (S18) |
|
Coaching
S17 B2 |
Applies coaching and mentoring methodologies and CPD to develop a team and themselves, including the application of technical skills and design theory knowledge, through a range of designs. (S17, B2) |
none |
Performance in the EPA determines the overall grade of:
An independent assessor must individually grade the knowledge test, practical assessment with questions and presentation with questions in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one assessment method or more, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. A distinction will be awarded if a candidate achieves 3 distinctions.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Knowledge test | Practical assessment with questions | Presentation with questions | Overall Grading |
|---|---|---|---|
| Fail | Any grade | Any grade | Fail |
| Any grade | Fail | Any grade | Fail |
| Any grade | Any grade | Fail | Fail |
| Pass | Pass | Pass | Pass |
| Pass | Pass | Distinction | Pass |
| Pass | Distinction | Pass | Pass |
| Distinction | Pass | Pass | Pass |
| Distinction | Distinction | Pass | Distinction |
| Distinction | Pass | Distinction | Distinction |
| Pass | Distinction | Distinction | Distinction |
| Distinction | Distinction | Distinction | Distinction |
| Pass | Pass | Distinction | Pass |
| Pass | Distinction | Pass | Pass |
| Distinction | Pass | Pass | Pass |
| Pass | Distinction | Distinction | Merit |
| Distinction | Pass | Distinction | Merit |
| Distinction | Distinction | Pass | Distinction |
If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 4 months of the EPA outcome notification.
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 pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
|
Apprentice |
As a minimum, the apprentice should:
|
|
Employer |
As a minimum, the apprentice's employer must:
|
|
EPAO |
As a minimum, the EPAO must:
|
|
Independent assessor |
As a minimum, an independent assessor must:
|
|
Training provider |
As a minimum, the training provider must:
|
|
Invigilator |
As a minimum, the invigilator must:
|
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.
EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.
They must also appoint independent assessors who:
Affordability of the EPA will be aided by using at least some of the following:
This apprenticeship aligns with:
| Knowledge | Assessment methods |
|---|---|
|
K1
The impact of legislation on businesses, including: Employment law – keeping employees safe and ensuring employers are fair, Consumer law – protecting consumers and anyone purchasing products and services , Health and Safety law. Back to Grading |
Knowledge test |
|
K2
Organisation's data protection policy, specifically in relation to customers and suppliers - including General Data Protection Regulations. Back to Grading |
Knowledge test |
|
K3
How to manage pests, diseases and disorders on fresh produce including fresh cut materials and plants. Back to Grading |
Knowledge test |
|
K4
Processes for estimating resource requirements and programme work in line with budget constraints. Back to Grading |
Presentation with questions |
|
K5
Key requirements for effective presentations and or team meetings including agenda or presentation structure, concise language, and use of IT to support communication aims. Back to Grading |
Presentation with questions |
|
K6
Coaching and mentoring methodologies and how these can contribute to the development of the team. Back to Grading |
Knowledge test |
|
K7
Attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling. Back to Grading |
Practical assessment with questions |
|
K8
Wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh. Back to Grading |
Practical assessment with questions |
|
K9
Manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating/folding, rolling/cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping. Back to Grading |
Practical assessment with questions |
|
K10
Water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes and phials, wax. Back to Grading |
Practical assessment with questions |
|
K11
Elements of design: Colour, Form, Line, Space, Texture. Back to Grading |
Practical assessment with questions |
|
K12
Principles of design: Balance, Contrast, Dominance, Harmony, Proportion, Rhythm, Scale. Back to Grading |
Practical assessment with questions |
|
K13
Sources of inspiration: Culture, Botany, Emotion, Technique/method, Economy. Back to Grading |
Practical assessment with questions |
|
K14
Design schema: Order category: symmetrical, asymmetrical, design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines. Back to Grading |
Practical assessment with questions |
|
K15
Methodologies, techniques and types of sources used to research influential floral designers and or current design trends. Back to Grading |
Presentation with questions |
|
K16
Processes for developing, monitoring and evaluating customer service initiatives within the business to help inform the development of sales opportunities. Back to Grading |
Knowledge test |
|
K17
The 5 P’s of marketing: Product, Price, Promotion, Place, People. Back to Grading |
Knowledge test |
|
K18
The steps within the AIDA model hierarchy, relating to consumer purchasing decisions: Attention, Interest, Desire, Action. Back to Grading |
Knowledge test |
|
K19
The importance of competitions within the floristry industry, including the different competitions formats - for example, photographic, pre-made and live, and the marking schemes. Back to Grading |
Knowledge test |
|
K20
The importance of maintaining working relationships, understanding the needs of others, and working within an inclusive environment. Back to Grading |
Knowledge test |
|
K21
The purpose of financial forecasting for peak periods and floral seasons, and the information required to inform decisions. Back to Grading |
Knowledge test |
|
K22
Correct botanical names of fresh cut materials and plants including how they are grown and cut by length and weight. Back to Grading |
Knowledge test |
|
K23
How the procurement and management of fresh produce including fresh cut materials and plants, supports the wider needs of the business. Back to Grading |
Knowledge test |
| Skill | Assessment methods |
|---|---|
|
S1
Implements safe working practices in accordance with statutory legislations. Back to Grading |
Practical assessment with questions |
|
S2
Produces and analyses buying lists in coordination with manager, in line with business requirements, and by following company procedure. Back to Grading |
Presentation with questions |
|
S3
Produces timeline information to support long term and short-term scheduling, to ensure product integrity is maintained and deadlines are achieved. Back to Grading |
Presentation with questions |
|
S4
Implements stock rotation and storage plans to maximise product longevity. Back to Grading |
Presentation with questions |
|
S5
Allocates work and supervises staff in accordance to the needs of the business. Back to Grading |
Presentation with questions |
|
S6
Promotes environmental best practice and sustainable working practices, including waste objectives. Back to Grading |
Practical assessment with questions |
|
S7
Uses information technology to assist with effective communication and record keeping, including purchasing, website management and customer service. Back to Grading |
Presentation with questions |
|
S8
Designs and constructs Tied designs, wired designs, glued designs and designs in a medium using an evaluative approach to inform decisions. Back to Grading |
Practical assessment with questions |
|
S9
Applies attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling - within a range of complex designs. Back to Grading |
Practical assessment with questions |
|
S10
Applies wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh - within a range of complex designs. Back to Grading |
Practical assessment with questions |
|
S11
Applies plant manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating and folding, rolling and cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping - within a range of complex designs. Back to Grading |
Practical assessment with questions |
|
S12
Applies water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes/phials, wax) - within a range of complex designs. Back to Grading |
Practical assessment with questions |
|
S13
Applies ‘elements of design’ including colour, form, line, space and texture when creating floral designs. Back to Grading |
Practical assessment with questions |
|
S14
Applies the 'principles of design' including: balance, contrast, dominance, harmony, proportion, rhythm, scale, when creating floral designs. Back to Grading |
Practical assessment with questions |
|
S15
Applies the 'sources of inspiration' including: culture, botany, emotion, technique and method, economy, when creating floral designs. Back to Grading |
Practical assessment with questions |
|
S16
Applies ‘design schema' including: order category: symmetrical, asymmetrical , design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines, when creating floral designs. Back to Grading |
Practical assessment with questions |
|
S17
Applies coaching and mentoring methodologies which contribute to the development of the team, including the application of technical skills and design theory knowledge, through a range of designs. Back to Grading |
Presentation with questions |
|
S18
Implements promotional merchandising and displays to increase sales and profitability. Back to Grading |
Presentation with questions |
|
S19
Produces and presents detailed design plans for an external floral design event - for example, corporate events, weddings, charity events etc. - which includes mood boards, sketches and quotations. Back to Grading |
Presentation with questions |
|
S20
Review research findings of influential designers and current trends and recommend how they could be used within the Floristry business. Back to Grading |
Presentation with questions |
|
S21
Deliver presentations and or team meetings that have clear agendas and structure, are concise and make use of IT to support communication aims. Back to Grading |
Presentation with questions |
| Behaviour | Assessment methods |
|---|---|
|
B1
Manages time in accordance with the needs and context of the floristry business. Back to Grading |
Presentation with questions |
|
B2
Demonstrates a willingness to be flexible, learn new skills - for example, CPD - and shares learning with others. Back to Grading |
Presentation with questions |
|
B3
Communicates and acts professionally according to the context of the situation, adapting approach as required - for example, dealing with grieving clients sensitively. Back to Grading |
Presentation with questions |
|
B4
Actively champions sustainability agenda and seeks innovate ways to add value to business practices. Back to Grading |
Presentation with questions |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Legislation and the floristry industry (total marks for theme 10)
K1 K2 |
The impact of legislation on businesses, including: Employment law – keeping employees safe and ensuring employers are fair, Consumer law – protecting consumers and anyone purchasing products and services , Health and Safety law. (K1) Organisation's data protection policy, specifically in relation to customers and suppliers - including General Data Protection Regulations. (K2) |
None |
None |
|
Customer Service (total marks for theme 10)
K16 K20 |
Processes for developing, monitoring and evaluating customer service initiatives within the business to help inform the development of sales opportunities. (K16) The importance of maintaining working relationships, understanding the needs of others, and working within an inclusive environment. (K20) |
None |
None |
|
Marketing and Display (total marks for theme 10)
K17 K18 |
The 5 P’s of marketing: Product, Price, Promotion, Place, People. (K17) The steps within the AIDA model hierarchy, relating to consumer purchasing decisions: Attention, Interest, Desire, Action. (K18) |
None |
None |
|
Working in the floristry industry (total marks for theme 10)
K6 K19 K21 |
Coaching and mentoring methodologies and how these can contribute to the development of the team. (K6) The importance of competitions within the floristry industry, including the different competitions formats - for example, photographic, pre-made and live, and the marking schemes. (K19) The purpose of financial forecasting for peak periods and floral seasons, and the information required to inform decisions. (K21) |
None |
None |
|
Botanical knowledge (total marks for theme 15)
K3 K22 K23 |
How to manage pests, diseases and disorders on fresh produce including fresh cut materials and plants. (K3) Correct botanical names of fresh cut materials and plants including how they are grown and cut by length and weight. (K22) How the procurement and management of fresh produce including fresh cut materials and plants, supports the wider needs of the business. (K23) |
None |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Attaching techniques
K7 S9 |
Attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling. (K7) |
Applies attaching techniques - binding, tying and knotting, clamping, wedging, gluing, pinning, stapling - within a range of complex designs. (S9) |
None |
|
Plant manipulation techniques
K9 S11 |
Manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating/folding, rolling/cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping. (K9) |
Applies plant manipulation techniques - basing, backing, bow making, bundling, caging, edging, framing, graduating, grouping, lacing, pave, plaiting, pleating and folding, rolling and cupping, spiralling, sheltering, stacking, taping, terracing, threading, veiling, weaving, winding, wrapping - within a range of complex designs. (S11) |
None |
|
Wiring techniques
K8 S10 |
Wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh. (K8) |
Applies wiring techniques - support wiring, external wiring, semi-internal wiring, internal wiring, cross wiring, stitching, single leg mount, double leg mount, hook wiring, branching unit, ribbed unit, natural unit, feathering, pipping, sepal pinning, wire mesh - within a range of complex designs. (S10) |
None |
|
Water retention techniques
K10 S12 |
Water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes and phials, wax. (K10) |
Applies water retaining techniques - floating, floral foam, floral foam alternatives, moss, tape, tubes/phials, wax) - within a range of complex designs. (S12) |
None |
|
Floral designs
K11 K12 K13 K14 S13 S14 S15 S16 |
Elements of design: Colour, Form, Line, Space, Texture. (K11) Principles of design: Balance, Contrast, Dominance, Harmony, Proportion, Rhythm, Scale. (K12) Sources of inspiration: Culture, Botany, Emotion, Technique/method, Economy. (K13) Design schema: Order category: symmetrical, asymmetrical, design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines. (K14) |
Applies ‘elements of design’ including colour, form, line, space and texture when creating floral designs. (S13) Applies the 'principles of design' including: balance, contrast, dominance, harmony, proportion, rhythm, scale, when creating floral designs. (S14) Applies the 'sources of inspiration' including: culture, botany, emotion, technique and method, economy, when creating floral designs. (S15) Applies ‘design schema' including: order category: symmetrical, asymmetrical , design classification: decorative, vegetative, form linear, line direction: radial, parallel, diagonal, winding, crossing, free arrangement, placement of materials: even distribution, varied density, grouping, random, rows and lines, when creating floral designs. (S16) |
None |
|
Constructing floral designs safely
S1 S6 S8 |
None |
Implements safe working practices in accordance with statutory legislations. (S1) Promotes environmental best practice and sustainable working practices, including waste objectives. (S6) Designs and constructs Tied designs, wired designs, glued designs and designs in a medium using an evaluative approach to inform decisions. (S8) |
None |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
External floral design events
K15 S19 S20 |
Methodologies, techniques and types of sources used to research influential floral designers and or current design trends. (K15) |
Produces and presents detailed design plans for an external floral design event - for example, corporate events, weddings, charity events etc. - which includes mood boards, sketches and quotations. (S19) Review research findings of influential designers and current trends and recommend how they could be used within the Floristry business. (S20) |
None |
|
Communication
K5 S7 S21 B3 |
Key requirements for effective presentations and or team meetings including agenda or presentation structure, concise language, and use of IT to support communication aims. (K5) |
Uses information technology to assist with effective communication and record keeping, including purchasing, website management and customer service. (S7) Deliver presentations and or team meetings that have clear agendas and structure, are concise and make use of IT to support communication aims. (S21) |
Communicates and acts professionally according to the context of the situation, adapting approach as required - for example, dealing with grieving clients sensitively. (B3) |
|
Budgeting
K4 S2 S4 B4 |
Processes for estimating resource requirements and programme work in line with budget constraints. (K4) |
Produces and analyses buying lists in coordination with manager, in line with business requirements, and by following company procedure. (S2) Implements stock rotation and storage plans to maximise product longevity. (S4) |
Actively champions sustainability agenda and seeks innovate ways to add value to business practices. (B4) |
|
Supervision
S3 S5 B1 |
None |
Produces timeline information to support long term and short-term scheduling, to ensure product integrity is maintained and deadlines are achieved. (S3) Allocates work and supervises staff in accordance to the needs of the business. (S5) |
Manages time in accordance with the needs and context of the floristry business. (B1) |
|
Merchandising
S18 |
None |
Implements promotional merchandising and displays to increase sales and profitability. (S18) |
None |
|
Coaching
S17 B2 |
None |
Applies coaching and mentoring methodologies which contribute to the development of the team, including the application of technical skills and design theory knowledge, through a range of designs. (S17) |
Demonstrates a willingness to be flexible, learn new skills - for example, CPD - and shares learning with others. (B2) |
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.0 | Approved for delivery | 20/06/2024 | Not set | Not set |
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