Professional forester (integrated degree)

This document explains the requirements for end-point assessment (EPA) for the professional forester (integrated degree) apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Professional forester (integrated degree) apprentices, their employers and training providers should read this document.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).

A full-time apprentice typically spends 36 months on-programme (this means in training before the gateway) working towards competence as a professional forester (integrated degree). All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.

This EPA has 2 assessment methods.

The grades available for each assessment method are:

Assessment method 1 - project report and presentation with questioning:

• fail

• pass

• distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

• fail

• pass

• distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

• fail

• pass

• distinction

The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 6 months.

The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.

The apprentice must meet the gateway requirements before starting their EPA.

These are:

• achieved English and mathematics (including those with an education, health and care plan or a legacy statement) as specified by the apprenticeship funding rules. British Sign Language (BSL) qualifications are an alternative to English qualifications for those who have BSL as their primary language.

• achieved BSc (Hons) Forest Management

• for the project report and presentation with questioning the apprentice must submit: project report sign off

• the apprentice must agree the subject, title and scope for the report with their employer and EPAO. The EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.

• for the professional discussion underpinned by a portfolio of evidence the apprentice must submit: portfolio of evidence

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 20 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:

• workplace documentation and records, for example:
• workplace policies and procedures
• witness statements
• annotated photographs
• video clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable

This is not a definitive list; other evidence sources can be included.

The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the discussion . The independent assessor should review the portfolio of evidence to prepare questions for the discussion . They are not required to provide feedback after this review.

The apprentice must submit any policies and procedures as 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.

Overview

A project involves the apprentice completing a significant and defined piece of work that has a business benefit. The project must start after the apprentice has gone through the gateway.

The project report and presentation with questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

This EPA method includes 2 components:

• project report
• presentation with questions and answers

The project and any components must be assessed holistically by the independent assessor when they are deciding the grade for this EPA method.

Rationale

This EPA method is being used because:

• The core role of a professional forester is planning the creation and management of forests.
• The woodland management plans bring together a wide range of skills and technical knowledge in a holistic way is highly applicable to the work environment.
• Individuals in this occupation are required to communicate information both graphically and in written form in a way that is very relevant to the role.
• Employers consider it crucial that professional foresters can write clear, well researched, argued and evidenced plans and this method brings together a range of skills and knowledge in practice, making it an effective and cost-efficient assessment method.
• Professional foresters have to present their suggestions for silvicultural solutions to clients and stakeholders in line with specification requirements.
• Other methods, such as direct observation would not be possible because it would be impractical/take too long to see a forest of trees grow in a lifetime.

Component 1: Project Report

Delivery

Apprentices must complete a project which may be based on any of the following:

• a specific problem
• a recurring issue
• an idea or opportunity.

• • A project involves the apprentice completing a significant and defined piece of work that has a business benefit. The report and presentation with questions must be undertaken after the apprentice has gone through the gateway. The report and presentation with questions should be designed to ensure that the apprentice’s work meets the needs of the business, is relevant to their role and allows the relevant KSBs to be assessed for the EPA. The employer will ensure it has a business benefit and the EPAO will ensure it meets the requirements of the EPA, including suitable coverage of the KSBs assigned to this assessment method as shown in the mapping of assessment methods. The EPAO must refer to the grading descriptors to ensure that the scope of the report and presentation with questions is pitched appropriately.

• Apprentices will conduct a written project report in the form of a woodland management plan or woodland creation plan as agreed at gateway.

• Woodland management plans should cover a period of at least 20 years and woodland creation plans should include the successful establishment of a woodland.

To ensure the project allows the apprentice to meet the KSBs mapped to this EPA method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.

The project output must be in the form of a report.

The apprentice must start the project after the gateway. However, they may include research material, data and information created or obtained prior to the gateway period. They must complete and submit the report to the EPAO after a maximum of 12 weeks. The employer should ensure the apprentice has the time and resources within this period, to plan and complete their project. The apprentice must complete their project and the production of all its components unaided.

The apprentice may work as part of a team which could include technical internal or external support. However, the project output must be the apprentice’s own work and will be reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.

The report must include at least:

• vision and objectives
• introduction
• site survey
• woodland protection and resilience
• management strategy or design strategy
• stakeholder engagement
• phased monitoring schedule / plan review

The project must map, in an appendix, how it evidences the relevant KSBs for this assessment method. This is not included in the word count.

The apprentice should complete their project unaided. When the project report is submitted, the apprentice and their employer must verify that the submitted project report is the apprentice’s own work.

The project report has a maximum word count of 6000 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the relevant KSBs mapped to this EPA method.

Component 2: Presentation with questioning

Delivery

This is a formal presentation where an apprentice will present to an independent assessor on a set subject. The independent assessor must ask questions. Apprentices must prepare, submit and deliver a presentation. The presentation is restricted to the KSBs allocated to this EPA method as shown in the mapping section of this document.

The presentation and questioning must last 60 minutes This will typically include a presentation of 20 minutes and questioning lasting 40 minutes.

The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The presentation will provide an overview of the apprentice’s project. Independent assessors will ask questions after the presentation. All presentations must include at least:

• an overview of the project
• the project scope (including key performance indicators)
• summary of actions undertaken by the apprentice
• project outcomes and how these were achieved.

The apprentice must prepare and submit their presentation to the EPAO at the same time as the report which is a maximum of 12 weeks after the gateway.

The apprentice must notify the EPAO, at the submission of the presentation, of any technical requirements for the presentation. For the presentation, the apprentice will have access to:

• audio-visual presentation equipment
• flip chart and writing and drawing materials
• computer
• presentation software
• videos
• interactive demonstrations
• notes
• work products
• any other requirements as previously notified by the EPAO

The independent assessor must have at least 4 weeks to review the project output(s) and presentation before the presentation is delivered by the apprentice, to allow them to prepare appropriate questions.

Apprentices must be given at least 2 week(s) notice of the date and time of the presentation or question and answer session.

Assessment location

The presentation with questioning must take place in a suitable venue selected by the EPAO for example the EPAO’s or employer’s premises.

The presentation with questioning should take place in a quiet room, free from distractions and influence.

The presentation with questioning 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.

Question and resource development

EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, f. For example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

• independent assessor EPA materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
• EPA guidance for the apprentice and employer

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.

Rationale

This EPA method is being used because:

• Professional foresters are required to be competent in face-to-face discussions with clients and landowners and offer technical advice drawing on a complex analysis of data.

• It allows the apprentice to be assessed against KSBs which may not naturally occur during the project report or presentation and questioning

• It enables the apprentice to demonstrate the application of skills and behaviours as well as the knowledge that are mapped to this method.

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.

The purpose of the independent assessor's questions will be to:

• assess the KSBs mapped to this method against the grading descriptors
• explore aspects of work, including how it was carried out, in more detail
• require the apprentice to draw on their portfolio of evidence to demonstrate the KSBs

The themes to be covered are:

• Professional development and own performance

• Operational management

• Mensuration and survey techniques

• Legislation and risk assessments

• Silvicultural systems

• Financial management

The EPAO must give an apprentice 14 days' notice of the professional discussion.

The independent assessor must have at least 4 week(s) to review the supporting documentation.

Apprentices must have access to their portfolio of evidence during the professional discussion.

Apprentices can refer to and illustrate their answers with evidence from their portfolio of evidence, however the is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

For the professional discussion, the independent assessor must ask at least 12 questions (2 per theme). Follow-up questions are allowed. 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 professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.

The independent assessor conducts and assesses the professional discussion.

The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.

The independent assessor will make all grading decisions.

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.

EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.

EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.

EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

• independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
• EPA guidance for the apprentice and employer

The EPA methods contribute equally to the overall EPA grade.

Performance in the EPA will determine the apprenticeship grade of:

• fail

• pass

• distinction

Independent assessors must individually grade the: project report and presentation with questioning and professional discussion underpinned by a portfolio of evidence according to the requirements set out in this EPA plan.

EPAOs must combine the individual assessment method grades to determine the overall EPA grade.

Apprentices who fail one or more assessment method will be awarded an overall EPA fail.

Apprentices must achieve at least a pass in all the EPA methods to get an overall pass. In order to achieve an overall EPA distinction, apprentices must achieve a distinction in both assessment methods

Grades from individual assessment methods should be combined in the following way to determine the grade of the EPA as a whole.

Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.

Apprentices should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and EPAO 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 EPA 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 apprentices wishing to move from pass to a higher grade.

An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

• how an apprentice qualifies for reasonable adjustment
• what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:

• have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
• appoint independent assessors who are competent to deliver the EPA and who:
  • have recent relevant experience of the occupation or sector to at least occupational level 6 gained in the last 3 years or significant experience of the occupation or sector
  • hold, or are working towards, an assessor qualification
  • have professional body membership with:

    The Institute of Chartered Foresters at Professional Membership level (MICFor)

• operate induction training for anyone involved in the delivery and/or assessment of the EPA
• provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
• provide ongoing training for markers and invigilators
• provide standardisation activity for this apprenticeship standard for all independent assessors:
  • before they conduct an EPA for the first time
  • if the EPA is updated
  • periodically as appropriate (a minimum of annually)
• conduct effective moderation of EPA decisions and grades
• conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
• have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)

Affordability of the EPA will be aided by using at least some of the following:

• utilising digital remote platforms to conduct applicable assessment methods

• using the employer’s premises

• conducting assessment methods on the same day

This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:

Institute of Chartered Foresters for Professional Membership (MICFor)