Intermediate Level Apprenticeship in Explosives Storage and Maintenance (England)

Transcription

1 Intermediate Level Apprenticeship in Explosives Storage and Maintenance (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr02331 Issue date: 22 August 2013 Issued by Cogent

2 Intermediate Level Apprenticeship in Explosives Storage and Maintenance (England)

3 Framework summary Intermediate Level Apprenticeship in Explosives Storage and Maintenance Intermediate Level Apprenticeship in Explosives Storage and Maintenance This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 2 include: Pathway 1: Explosives Storage and Maintenance Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Level 2 Diploma in Explosives Storage and Maintenance This pathway also contains information on: Employee rights and responsibilities Functional skills

4 Framework information Information on the Issuing Authority for this framework: Cogent The Apprenticeship sector for occupations in chemical manufacturing, nuclear science, oil and gas extraction (also includes process technology, bioscience, polymer and sign making). Issue number: 2 Framework ID: FR02331 This framework includes: Level 2 Date this framework is to be reviewed by: 20/07/2014 This framework is for use in: England Short description The Explosives Storage and Maintenance Apprenticeship Framework provides work-based training that will lead to occupational competence for young people and adults to undertake key technical, operational, storage and maintenance roles in the explosives industry. This Apprenticeship is at level 2: The Intermediate level Apprenticeship (level 2) in Explosive Storage and Maintenance (takes a minimum of 14 months to complete). The framework contains details of the combined competence and knowledge vocational qualification, Functional Skills (Maths, English), Personal Learning and Thinking Skills and employee rights and responsibilities which are required for an in Explosives Storage and Maintenance. Apprentices undertake training on-the-job at their workplace and off-the-job which is usually delivered by a local training provider. Further information on the completion times can be found in other sections of this document.

5 Contact information Proposer of this framework Cogent Sector Skills Council and Homeland Security Qualifications Ltd (HSQ) are the proposer of this framework. HSQ serves the accreditation interests of the UK explosives industry (both civilian and military). Key organizations in this industry are the Defence Explosives Munitions and Search School (DEMSS), which trains Ammunition Technicians and Ammunition Technical Officers on behalf the British Army and Deflog VQ Trust Ltd which will deliver this. HSQ has consulted explosives employers widely (both civilian and military) and key staff have been instrumental in the development of the Explosive Substances and Articles National Occupational Standards which involved consultation and collaboration with a wide, representative spectrum of employers from the sector. HSQ has taken a similarly collaborative approach to developing this framework, working in partnership with DEMSS and Deflog VQ Trust. Employers involved in the development of this framework include the British Army, Deflog VQ Trust, Royal Air Force, Royal Navy, QinetiQ and the Atomic Weapons Establishment (AWE). Developer of this framework Name: Organisation: Organisation type: Job title: Ian Lockhart/Denise Clarke Cogent Sector Skills Council Sector Skills Council Apprenticeship Manager Phone: ian.lockhart@cogent-ssc.com Postal address: Unit 5 Mandarin Court Centre Park Warrington WA1 1GG Website: Issuing Authority's contact details Issued by: Cogent Issuer contact name: James Murdock Issuer phone:

6 Issuer

7 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Ian Lockhart Cogent Sector Skills Council ian.lockhart@cogent-ssc.com Why this framework is being revised July 2013 This framework is being amended to meet the requirements of the National Apprenticeship Service. Summary of changes made to this framework The inclusion of the following statement: This framework will only be funded by the Skills Funding Agency if the apprentice is aged 18 or over and below the age of 24. Qualifications removed None Qualifications added None Qualifications that have been extended None

8 Purpose of this framework Summary of the purpose of the framework Please note: This framework will only be funded by the Skills Funding Agency if the apprentice is aged 18 or over and below the age of 24. National Apprenticeship Service (NAS) Statement on Apprenticeship Quality 1. An Apprenticeship is a job with an accompanying skills development programme designed by employers in the sector. It allows the apprentice to gain technical knowledge and real practical experience, along with functional and personal skills, required for their immediate job and future career. These are acquired through a mix of learning in the workplace, formal off the job training and the opportunity to practice and embed new skills in a real work context. This broader mix differentiates the Apprenticeship experience from training delivered to meet narrowly focused job needs. 2. On completion of the Apprenticeship the apprentice must be able to undertake the full range of duties, in the range of circumstances appropriate to the job, confidently and competently to the standard set by the industry. This Apprenticeship aims to provide learners with a broad range of training in a number of explosives-related disciplines. Achievement of the Apprenticeship should enhance the career opportunities of learners both during their service and on return to civilian life. The framework will provide a structured programme of learning and practical experience with an emphasis on explosives safety. It will provide the opportunity to undertake a variety of functions. This includes the storage, quality maintenance and inspection, safe handling, transport, movement and hand over of explosives to others. The Armed Forces are reducing in size but need to retain a pool of manpower with skills and expertise in a number of explosives-related disciplines. This Apprenticeship provides the framework for ammunition management for learners in the earlier stages of their careers in this highly specialized field. With downward pressure on military training budgets, the importance of having well-structured skills development frameworks for learners cannot be overstated as training failures cannot be afforded. Whilst the key target group for this Apprenticeship is the Army s Ammunition Technicians, the framework is open to anyone seeking a career in ammunition management and related areas. This includes the other Armed Forces, MoD civilians and those employed in or seeking to be

9 employed in the private sector. Traditionally, the explosives industry has relied on the expertise of retiring Service personnel. However, as the numbers of military personnel are shrinking, the industry needs to develop training regimes that are capable of developing people to the same rigorous standard (an obvious requirement in such a safety-critical industry). Provided that the standards specified in this framework are met, any provider of explosives training may use the framework. Progression of these learners could include operating in the highly safety-critical areas of logistic disposal and munition clearance (ie bomb disposal) or level 3 in explosive storage and maintenance (being developed). The nation s non-military bomb disposal and search capability rests largely upon the transfer of service personnel with such skills into the civilian workforce on retirement where demographic factors are eroding the numbers available. It is anticipated that there will be limited but important interest in this Apprenticeship from other parts of the explosives industry both civilian and military and the skills gained through the Apprenticeship will contribute toward meeting the skills priorities for England. Aims and objectives of this framework (England) To provide a skilled technical workforce for ammunition management and allied disciplines that will enable learners to undertake a range of explosives-related roles. The objectives of this framework are to: 1. provide skilled technicians to meet future demand 2. provide a structured training and assessment framework that will provide the skills needed to operate, control and maintain explosives equipment 3. provide a framework underpinning the future progression of learners into more demanding explosives roles 4. meet the future challenges of new technologies and changing explosives processes. 5. attract new talent into the explosives industry from a range of backgrounds in order to meet industry requirements

10 Entry conditions for this framework The key target candidate group for this framework is Ammunition Technicians employed by the Army. However, other organizations may use this framework provided that the criteria described in the framework are met. Apprentices will have been pre-selected and trained for general Army logistics service and subsequently, will have been selected for potential as Ammunition Technicians. Others will have experienced similar processes in other explosives organizations. Please Note: This framework will only be funded by the Skills Funding Agency if the apprentice is aged 18 or over and below the age of 24. As an apprentice, you will be normally employed for a minimum of 30 hours per week and have an Apprenticeship Agreement which is signed by yourself and your employer. Since the 1 August 2012 the Skills Funding Agency has stated a less than 30 hour minimum working hour week is allowed, however the duration of the would need to be extended accordingly. (For more information please see the Skills Funding Agency web site ( Duration of the Apprenticeship The National Apprenticeship Service state that Apprenticeships for apprentices aged must last at least 12 months. For those Apprentices aged 19 or over the Apprenticeship should also last at least 12 months unless relevant prior learning is recorded. Where this is the case the Apprenticeship will not be less than 6 months. It has been agreed with the employers who worked on the development of this Apprenticeship Framework that the Intermediate Level Apprenticeship framework will last a minimum of 14 months. Apprentices must exhibit the following characteristics: self discipline and a team spirit motivation to succeed within the industry an awareness of the demands of the Apprenticeship a willingness to comply with employer/training provider terms and conditions of employment have the ability to apply learning in the workplace a willingness to work with due regard to health and safety of self and others

11 effective communication with a range of people a willingness to operate in hazardous conditions an awareness of the high cost of failure (strategic, tactical, financial, loss of human life) a willingness to accept antisocial conditions of employment at home and overseas All Apprenticeship applicants must be prepared to work under the following varied working conditions that will include: working at heights shiftwork (including nights and weekends) 365 day, 24-hour operations (military only) working outdoors wearing specialist safety equipment working within a high hazard and hostile environment. The following examples of evidence can be used to support some of the above statements, such as: previous work experience or employment or achievement of GCSEs (A*-C) or equivalent qualifications in Maths, English and Combined Science/Physics or achievement of an Explosives-related Vocational Qualification or achievement of Awards, Certificates or Diplomas in a related industry such as Science or Engineering or proof of completion of non-accredited courses induction and developmental training in feeder occupations eg a trained soldier/sailor/airman or have completed a company-specific induction programme The framework is open to anyone who will be undertaking the maintenance and storage of explosives and may be employed in organizations other than the Army. For reasons of safety, those with certain disabilities or health conditions may be debarred from the occupations for which this is intended, in particular, those with eyesight and hearing impairment, limited mobility and compromised dexterity of the upper limbs. Under national security regulations, certain employers, notably the Armed Forces and MoD civilians are permitted by law to restrict access to certain occupations on the basis of nationality. The initial assessment will be used by training providers and/or employers to identify prior learning and experience to tailor the Apprentice's Individual Learning Plan, not for screening out applicants. In the case of Accreditation of Prior Learning (APL) for competence, knowledge or Functional Skills, the Apprenticeship programme must be tailored to allow the Apprentice to undertake new learning, including learning at a higher level and develop new skills.

12 The apprentices will sign an agreement which forms part of their Individual Learning Plan (ILP) during the enrolment process. The ILP is also signed by the employer. The ILP sets out Apprentices training, assessment, coaching and work experience entitlement

13 ... level 2 Level 2 Title for this framework at level 2 Intermediate Level Apprenticeship in Explosives Storage and Maintenance Pathways for this framework at level 2 Pathway 1: Explosives Storage and Maintenance

14 ... level 2... Pathway 1 Level 2, Pathway 1: Explosives Storage and Maintenance Description of this pathway Explosives Storage and Maintenance (Ammunition Technician) Total minimum credit value for this pathway: 50 Credits 40 Credits for the combined qualification (20 credits competence and 20 credits knowledge) 10 Credits for English and Mathematics Entry requirements for this pathway in addition to the framework entry requirements None

15 ... level 2... Pathway 1 Job title(s) Ammunition Technician Job role(s) Storage, quality maintenance and inspection, safe handling, transport, movement and hand over of explosives to others (e.g. issuing of ammunition)

16 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

17 ... level 2... Pathway 1 Combined qualifications available to this pathway B1 - Level 2 Diploma in Explosives Storage and Maintenance No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/6828/0 Institute of Commercial Management N/A Relationship between competence and knowledge qualifications This qualification comprises 12 mandatory units and 3 groups of optional units. The structure is designed to offer learners and employers choices that are consistent with employment needs whilst providing a broad base of essential functions. This qualification is a mixture of competence and knowledge. The balance of credit of each unit in terms of competence and knowledge is set out below. Mandatory Units: Move materials within the explosives process (1 credit competence; 1 credit knowledge) Inspect explosive articles (1 credit competence; 2 credits knowledge) Put explosive substances and/or articles into storage (1 credit competence; 1 credit knowledge) Maintain the quality of explosive substances and/or articles in storage ( 0 credit competence; 1 credit knowledge) Select and prepare explosive substances and/or articles for dispatch (1 credit competence; 2

18 ... level 2... Pathway 1 credits knowledge) Despatch explosive substances and/or articles (1 credit competence; 1 credit knowledge) Carry out stock checks of explosive substances and/or articles (1 credit competence; 0 credit knowledge) Operate specialized plant and machinery to performance requirements for explosive substances and/or articles (2 credits competence; 1 credit knowledge) Work effectively in a team involved in activities for explosive substances and/or articles (2 credits competence; 2 credits knowledge) Hand over explosive substances and/or articles (1 credit competence; 1 credit knowledge) Prepare and care for equipment in an explosives environment (1 credit competence; 0 credit knowledge) Work safely in an explosives environment (2 credits competence; 4 credits knowledge) Optional Units Group 1: Minimum of 8 credits Adjust explosive articles (1 credit competence; 1 credit knowledge) Remove components from explosive articles (2 credits competence; 1 credit knowledge) Assemble explosive articles (2 credits competence; 1 credit knowledge) Repair explosive articles (2 credits competence; 1 credit knowledge) Configure explosive articles (1 credit competence; 2 credits knowledge)

19 ... level 2... Pathway 1 Optional Units Group 2: Minimum of 1 credit Load the vehicles with explosive substances and articles (1 credit competence; 1 credit knowledge) Unload the vehicles with explosive substances and articles (1 credit competence; 1 credit knowledge) Movement of explosives (1 credit competence; 0 credit knowledge) Optional Units Group 3: Minimum of 1 credit Pack or re-pack explosive substances and/or articles (1 credit competence; 0 credit knowledge) Unpack explosive substances and/or articles (0 credit competence; 1 credit knowledge) Certify as Free From Explosives (FFE) (0 credit competence; 1 credit knowledge

20 ... level 2... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

21 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) The Army recognizes the need for functional skills and has introduced functional skills in English and Maths since the 1 September Functional skills in ICT will be introduced later when a policy statement has been produced. In the meantime, Deflog VQ Trust is piloting ICT provision prior to the release of a statement. Progression routes into and from this pathway Progression of these learners could include operating in the highly safety-critical areas of logistic disposal and munition clearance (ie bomb disposal).

22 ... level 2... Pathway 1 Progression routes into this : There are some pre-defined routes of entry into the Intermediate Level Apprenticeship in Explosives Storage and Maintenance (mainly - but not exclusively - in the Armed Forces). However, all new entrants to the industry may be looking to progress from the following areas: work-based qualifications such as NVQs/SVQs or vocationally related qualifications in an explosives-related subject (examples include: HSQ L2 VQ in General Explosives Operations, relevant "fewer" trades qualified in a related discipline in participating Armed Forces of MoD civilian career streams and other, private sector organisations in the defence industry); relevant induction and developmental training by civilian employers; GCSEs in Science, Maths or Engineering also provide a strong platform for progression into and beyond the framework; previous experience in the explosives industry can also be an appropriate route of entry. Progression routes from this : other explosives-related vocational qualifications (both regulated and industry-recognized); academic qualifications; professional body recognition e.g. Engineering Technician (Eng Tech), Incorporated Engineer (IEng), Chartered Engineer (CEng) through the Institute of Explosives Engineers; instruction qualifications e.g. QCF Diplomas in Learning and Development; qualifications in assessment and verification i.e. the 'A' and 'V' units e.g. V1 Conduct internal quality assurance of the assessment process. Into jobs: careers in ammunition management and husbandry (R&D, safety management, test and evaluation, manufacture, maintenance, procurement, storage, transport, facilities management, logistic disposal); other explosives disciplines i.e. munition clearance; explosives- and munitions-related training roles. Continuing professional development: specialisms in ammunition and explosives R&D, safety management, test and evaluation, manufacture, maintenance, procurements, storage, transport, facilities management, logistic disposal; specialisms in bomb disposal and search; explosives inspectorates and regulators; membership of technical bodies (e.g. CBI Explosives Industry Group, CBI Explosives Industry Forum and CBI Explosives Transport Working Group.

23 ... level 2... Pathway 1 In summary, the skills, knowledge and occupational competence gained through successful completion of this can be used within a military environment, in MoD civilian establishments and in the private sector e.g. in de-mining companies and defence manufacturers.

24 ... level 2... Pathway 1 Employee rights and responsibilities This Employee Rights and Responsibilities (ERR) section has no QCF Credit Value. It is important that all employees understand and can demonstrate an understanding of their rights and responsibilities as an employee. The Cogent Employee's Rights and Responsibilities (ERR) Workbook and Assessment Document has been designed to assist employers and training providers and should be used to deliver this mandatory element of the Apprenticeship Framework. The content is as follows: - 1. Statutory rights and responsibilities under Employment Law. 2. Procedures and documentation that affect the relationship between employee and employer. 3. Sources of information and advice on employment rights and responsibilities. 4. The role played by an Apprentice s occupation in the organisation and industry. 5. Career pathways open to an Apprentice. 6. The types of representative bodies relevant to the industry and organisation and their main roles and responsibilities. 7. Where and how to get advice on the industry, occupation, training and careers. 8. Organisational principles and codes of practice. 9. Issues of public concern that affect the organisation and industry. It is essential that the Apprentice can demonstrate competence in ERR and, as a result, is required to provide documentary evidence confirming their achievements. Examples of how the evidence can be gathered by individuals include; completing a company induction, attending relevant taught off-the-job training sessions on-the-job assessment. When applying for the Intermediate Apprenticeship Certificate, the training provider or employer will provide evidence that ERR has been achieved by submitting a copy of the completed assessment document, signed by both the apprentice and the assessor. Upon progression from this Intermediate Apprenticeship, apprentices would be exempt from

25 ... level 2... Pathway 1 this requirement provided that they are still with the same employer. To obtain a copy of the workbook and assessment document, please visit the Apprenticeships section of the Cogent website at Certificate Requirements for ERR as of the 1st January As of the 1st January 2013 all providers and apprentices must complete the new Apprentice Declaration & Authorisation Form when claiming for the Apprentice s certificate. The new universal form covers declarations from the apprentice that: Confirms the existence of an Apprenticeship Agreement between themselves and their employer Confirms their achievement of all ERR requirements Confirms their achievement of all 6 PLTS Confirms that they have received at least the minimum levels of GLH set out in the framework and have undertaken training both on and off the job. The apprentice must sign this form at the end of their programme to give their authority for the claimant, named on the form, to make a claim, on their behalf, for their completion certificate.

26 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met The Explosives Storage and Maintenance Apprenticeship supports the promotion of diversity, opportunity and inclusion by offering high-quality, learning opportunities. The delivery of the Apprenticeship Framework must be in environments free from prejudice and discrimination where all learners can contribute fully and feel valued. There must be no overt or covert discriminatory practices in selection and recruitment of Apprentices to the programme, which is available to all people, regardless of gender, ethnic origin, religion/belief and sexual orientation who meet the stated selection criteria. Providers seeking to deliver this framework are required to specify how these principles will be converted into practice. For reasons of safety, those with certain disabilities or health conditions may be debarred from the occupations for which this is intended, in particular, those with eyesight and hearing impairment, limited mobility and compromised dexterity of the upper limbs. For reasons of national security, certain employers, notably the Armed Forces and MoD civilians are permitted by law to restrict access to certain occupations on the basis of nationality. Whilst this Apprenticeship is open to the explosives industry as a whole, in practice, the majority of the training is likely to take place within the Army. For this reason, and because the Army s approach to changing working practices has historically been conservative, this section has focused on the Army s equality and diversity policy and practices. Since the recruitment of Ammunition Technicians continues to be very strong, this implies that there are skills shortages and gaps in the ability to meet trade group demands. Traditionally, the Armed Forces have been dominated by a male, ethnically white population. However, this picture is gradually changing with the increasing emphasis by the Armed Forces on equal opportunities. Female Bomb Disposal Officers now exist and the proportion of ethnic minority recruits is gradually increasing. As there is a shortage of skilled explosives technicians and because of the imperatives of strategic and operational need, all applicants who meet the selection criteria are readily accepted. The main barrier to the recruitment of women is that, along with many other industries, women have not traditionally considered studying science-related subjects or entering engineering-related professions. The Army is strongly committed to overcoming any barriers to equality and diversity. Starting at the very top, the Chief of The General Staff s directive is very clear. He says: Respect for others is one of our Army Core Values, so it should be no surprise to anyone that I am personally committed to Equality and Diversity which provides the moral underpinning of our Operational

27 Capability and is a leadership issue. I expect commanders at every level to set the highest standards and to ensure that everyone lives by the key imperative to respect fully all others in the Army and those with whom they come into contact on a daily basis. This message is carried forward throughout the Army and is focused upon throughout a soldier s career. With regards to s, the Army is committed to offering all soldiers an and has an active approach to removing equality-related barriers. For example, not all trade groups have an opportunity but all are working hard to achieve such opportunities. This will help to reduce that gap. In addition, those who decide to change careers will also be offered an and, if a suitable one is available, progression to level 3 achievement. Clear links can also be seen between occupational military training, educational standards and promotion through the delivery of the framework due to functional skills requirements. There are also opportunities for those that have previously missed an to gain one through the Army Apprenticeship scheme. There is also a diverse range of educational abilities across the sector. Some soldiers are recruited from across the Commonwealth and, for some, English is their second language. Others may present learning difficulties which also need to be accounted for. The initial assessment carried out for all learners is designed to identify these issues so that bespoke training and support can be given both within the Army education system and also from the training provider.

28 On and off the job guided learning (England) Total GLH for each pathway Legal Requirement: The Specification of Apprenticeship Standards for England (SASE) states that apprentices must complete a minimum of 280 Guided Learning Hours (GLH) per year when undertaking either an Intermediate Level Apprenticeship or Advanced Level Apprenticeship. A minimum of 100 GLH (or 30% of GLH whichever is the greater) must be completed each year of the Intermediate Level Apprenticeship or Advanced Level Apprenticeship away from the apprentices area of work ( off-the-job ). Definition: on-the-job = Time spent learning in the workplace off-the-job = Time spent away from the area of work. This could be time spent with a training provider or Further Education College or completing functional skills. This includes time spent on the following: Company Induction/Employee Rights and Responsibilities = 40 GLH Mentoring for the duration of the framework = 40 GLH Appraisal or company training 15 = GLH Functional/Key Skills in English = 45 GLH Functional/Key Skills in Maths = 45 GLH Total 185 GLH. To understand the overall make up of the GLH within a pathway, the 'off-the-job' pathways below should be linked to their corresponding 'on-the-job' pathways described later on in this document. The total amount of Guided Learning Hours for the Intermediate Level Apprenticeship in Explosives Storage and Maintenance is as follows: Intermediate Level Apprenticeship in Explosives Storage and Maintenance: 309 Total GLH.

29 Institute of Commercial Management Level 2 Diploma in Explosives Storage and Maintenance (QCF) Combined Qualification (124 GLH) Other Framework requirements covering Fuctional/Key Skills, ERR, mentoring and company induction (185 GLH). The minimum time to complete this framework is 14 months. Minimum off-the-job guided learning hours Minimum off-the-job guided learning hours for the Intermediate Level Apprenticeship in Explosives Storage and Maintenance. Using the following ICM Level 2 Diploma in Explosives Storage and Maintenace (QCF) (62 GLH). This is a combined qualification containing both knowledge and competence. Other Framework requirements covering Functional/Key Skills, ERR, mentoring and company training (185 GLH). It would be expected that the apprentice would complete 247 GLH in the first year of the. The 'off-the-job' guided learning hours provided for the pathways above exceeds the minimum legal requirement of 30% or 100 off-the-job GLH per year. How this requirement will be met How this requirement will be met The guided learning hours for 'off-the-job' training can be met in a number of ways: Evidence: Copy of a Certificate for the Combined Qualification Level 2 Diploma in Explosives Storage and Maintenance (QCF) (Combined Qualification) Copies of the required Certificates for Functional Skills or Key Skills Copy of the completed assessors evidence document for Employee Rights & Responsibilities Copy of the completed assessors evidence document for all six Personal Learning and Thinking

30 Skills Copy of a signed declaration from the training provider stating how the GLH for other types of 'off-the-job' training has been achieved. Example: How the 'off-the-job' learning requirement will be met using Intermediate Level (Level 2) Ammunition Technician Pathway Level 2 Diploma in Explosives Storage and Maintenance (QCF) (Combined Qualification) (QCF) [124 GLH] [62 'off-the-job' GLH - knowledge] Company Induction/Employee Rights and Responsibilities = 40 GLH Mentoring for the duration of the framework = 40 GLH Appraisal or company training 15 = GLH Level 1 Functional/Key Skills in English = 45 GLH Level 1 Functional/Key Skills in Maths = 45 GLH Total [247 GLH] Please refer to section on Transferable Skills for a list of exemptions or proxy qualifications. Guided Learning Hours (GLH) should: 1. Achieve clear and specific outcomes which directly contribute to the successful achievement of the framework - this may include accredited and non-accredited elements of the framework; 2. Be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager. The Apprentice must be allowed access to a tutor, teacher, mentor or manager, as and when required; 3. Be completed while working under an Apprenticeship Agreement and delivered during contracted working hours; 4. Be delivered through one or more of the following methods: individual and group teaching, distance learning, e-learning, coaching, mentoring, feedback and assessment, collaborative/ networked learning with peers and guided study; 5. Be recorded. (Example; in a log book or diary, completed attendance records or on an electronic/ online recording system, witness testimonies or video recordings.). Minimum on-the-job guided learning hours On-the-job GLH for Intermediate Level (Level 2) Pathway:

31 To understand the overall make up of the GLH within the pathway, the 'on-the-job' pathway below should be linked to their corresponding 'off-the-job' pathway described earlier in this document. Intermediate Level Apprenticeship in Explosives Storage and Maintenance On the Job Training (62 GLH On-The-Job ). Using the following ICM Level 2 Diploma in Explosives Storage and Maintenace (QCF) (62 on-the-job GLH). This is a combined qualification containing both knowledge and competence. It would be expected that the apprentices would complete 33 GLH in year 1 and in months 13 and 14 that the apprentice would complete 29 GLH. How this requirement will be met On-the-job training may include any activity where an apprentice receives some form of instruction, tuition, guidance, support or feedback whilst carrying out their day to day role. On-the-job training will consist of an apprentice meeting and demonstrating the skills and competencies in the competency qualification relevant to their selected pathway and any time spent receiving on the job support, feedback and review of their job performance. Evidence: Copy of any certificates for any training courses attended Copy of any completed assessor/ monitoring reports Copy of any signed declaration from the training provider stating how the GLH for other type of on-the-job training has been achieved.spent receiving on the job support, feedback and review of their job performance. Guided Learning Hours (GLH) should: 1. Achieve clear and specific outcomes which directly contribute to the successful achievement of the framework - this may include accredited and non-accredited elements of the framework; 2. Be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager. The Apprentice must be allowed access to a tutor, teacher, mentor or manager, as and when required; 3. Be completed while working under an Apprenticeship Agreement and delivered during contracted working hours;

32 4. Be delivered through one or more of the following methods: individual and group teaching, distance learning, e-learning, coaching, mentoring, feedback and assessment, collaborative/ networked learning with peers and guided study; 5. Be recorded. (Example; in a log book or diary, completed attendance records or on an electronic/ online recording system, witness testimonies or video recordings

33 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills Personal Learning and Thinking Skills (PLTS) will be delivered through a combination of practical experience, experiential learning and/or through formal instruction dependent on how the individual PLTS relate to that particular unit. The six individual PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. As the apprentice completes the mandatory units they will need to highlight evidence of how the individual PLTS has been achieved. Evidence may be gathered in the form of a logbook, portfolio entries, observations, tasks and underpinning knowledge (UPK) tests. Within the PLTS pack there is a facility for the Apprentice to record/ signpost to relevant, supporting evidence that the skill has been used to get tasks done in the workplace. The assessor will then need to check that this evidence is correct. A copy of the assessor s assessment documentation will then be submitted to the certificating authority as evidence that the PLTS has been achieved. Alternatively, it is possible for Apprentices to undertake a specific QCF unit for PLTS which would be formally delivered, assessed and accredited. Some training providers may choose this option but this framework does not require the achievement of an accredited PLTS qualification unit. It is important to note that the apprentice must acheive the standards of attainment for all 6 Personal Learning and Thinking Skills. Further guidance can be obtained by downloading a PLTS pack from the Apprenticeships section of the Cogent website. (

34 Creative thinking Apprentices will need to show how they can think creatively by generating and exploring ideas making original connections. They will try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. The creative thinking PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. Independent enquiry Apprentices will be expected to process and evaluate information within their work, planning what to do and how to go about it. They will take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. The independent enquiry PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. Reflective learning Apprentices must evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They will monitor their own performance and progress, inviting feedback from others and making changes to further their learning. The reflective learning PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. Team working Apprentices will be required to work confidently with others, adapting to different contexts and taking responsibility for their own part. They will listen to and take account of different views. They will form collaborative relationships, resolving issues to reach agreed outcomes.

35 The team working PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. Self management Apprentices must show how they can organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They will actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. The self management PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units. Effective participation Apprentices must show how they have actively engaged with issues that affect them and those around them. They will play a full part in the life of their college or workplace by taking responsible action to bring about improvements for others as well as themselves. The effective participation PLTS have been mapped to the mandatory units of the vocational qualifications contained in this framework. The Cogent PLTS pack signposts where each learning outcome for the individual PLTS is embedded within the mandatory units.

36 Additional employer requirements None.

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