food and drink (england) · 2019. 11. 25. · the apprenticeship sector for occupations in food and...

Food and Drink (England)

Latest framework version? For any previous versions of this framework: https://acecerts.co.uk/framework_library

Issue date: 30 April 2018

Issued By:

Improve

Document Status:

Issued

IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 21 SEPTEMBER 2018

Modifications to SASE came into effect on 21 September 2018. Accordingly, SASE publication DFE-00236-2018 applies both to new Apprenticeship starts from 21 September 2018 and all

Apprenticeships commenced before and not completed by 21 September 2018.

https://acecerts.co.uk/framework_library

Food and Drink (England)

Contents Framework information ............................................................................................................... 9

Information on the Issuing Authority for this framework: ............................................................. 9

Improve .............................................................................................................................. 9

Short description ..................................................................................................................... 9

Contact information .................................................................................................................. 10

Proposer of this framework ..................................................................................................... 10

Revising a framework ............................................................................................................... 11

Why this framework is being revised ....................................................................................... 11

Summary of changes made to this framework .......................................................................... 11

Qualifications removed .......................................................................................................... 11

Qualifications added .............................................................................................................. 14

Qualifications that have been extended .................................................................................... 14

Purpose of this framework ........................................................................................................ 15

Summary of the purpose of the framework............................................................................... 15

Aims and objectives of this framework (England) ................................................................... 18

http://www.tastycareers.org.uk .............................................................................................. 18

Entry conditions for this framework ............................................................................................ 19

Description of this pathway .................................................................................................. 22

Entry requirements for this pathway in addition to the framework entry requirements ................ 22

Qualifications........................................................................................................................... 24

Competence qualifications available to this pathway ............................................................... 24

Knowledge qualifications available to this pathway ................................................................. 24

Combined qualifications available to this pathway ................................................................... 24

Relationship between competence and knowledge qualifications ............................................... 24

Transferable skills (England) ..................................................................................................... 25

Inclusion of Information and Communications Technology (ICT) ................................................. 26

Progression routes into and from this pathway ............................................................................ 26


Qualifications........................................................................................................................... 30



4





Employee rights and responsibilities ........................................................................................... 33



Qualifications........................................................................................................................... 36







Inclusion of Information and Communications Technology (ICT) ............................................... 38





Qualifications........................................................................................................................... 43










Qualifications........................................................................................................................... 50









Qualifications........................................................................................................................... 56


5









Qualifications........................................................................................................................... 62









Qualifications........................................................................................................................... 72










Qualifications........................................................................................................................... 78











Qualifications........................................................................................................................... 85


6











Qualifications........................................................................................................................... 92











Qualifications........................................................................................................................... 99



Combined qualifications available to this pathway ................................................................. 100

Relationship between competence and knowledge qualifications ............................................. 100

Transferable skills (England) ................................................................................................... 101


UCAS points for this pathway: (no information) .................................................................... 102

Employee rights and responsibilities ......................................................................................... 103

Description of this pathway ................................................................................................ 104

Entry requirements for this pathway in addition to the framework entry requirements .............. 104

Qualifications......................................................................................................................... 106

Competence qualifications available to this pathway ............................................................. 106

Knowledge qualifications available to this pathway ............................................................... 106




UCAS points for this pathway: ............................................................................................ 121


7



Qualifications......................................................................................................................... 125











Qualifications......................................................................................................................... 134











Qualifications......................................................................................................................... 142







Progression routes into and from this pathway .......................................................................... 144





Qualifications......................................................................................................................... 151




8




Inclusion of Information and Communications Technology (ICT) ............................................. 154

Progression routes into and from this pathway .......................................................................... 154





Qualifications......................................................................................................................... 158






Employee rights and responsibilities ...................................................................................... 165

Certification Requirements for ERR ..................................................................................... 165

How equality and diversity will be met ...................................................................................... 166

On and off the job guided learning (England) ............................................................................ 168

Total GLH for each pathway .................................................................................................. 168

How this requirement will be met ....................................................................................... 171

Minimum on-the-job guided learning hours .......................................................................... 172

How this requirement will be met ....................................................................................... 172

Certification Requirements for GLH ..................................................................................... 174

Personal learning and thinking skills assessment and recognition (England) .................................. 175

Summary of Personal Learning and Thinking Skills .................................................................. 175

Certification Requirements for PLTS .................................................................................... 175

Creative thinking ................................................................................................................. 176

Independent enquiry ........................................................................................................... 176

Reflective learning ............................................................................................................... 176

Team working ..................................................................................................................... 176

Self management ................................................................................................................ 177

Effective participation .......................................................................................................... 177

9

Framework information

Information on the Issuing Authority for this framework:

Improve

The Apprenticeship sector for occupations in food and drink manufacturing and processing.

Issue number: 16

This framework includes:

Short description

The purpose of this Framework is to help address skills issues facing the food and drink

industry by providing entry and progression routes for new entrants and existing staff.

This Framework is offered at Intermediate, and Advanced levels and includes a range of

sector-specific and generalist operational pathways, and Food Manufacturing Excellence (FME),

which focuses on embedding continuous improvement and ‘lean’ production methods into food

businesses.

Generic job roles include: Process Operative, Production Controller, Technical Manager, Team

Leader and Facilities Support Technician; and sector specific jobs include: Butcher, Meat and

Poultry Worker, Baker, Baking Operative, Miller, Fishmonger, Brewer, Dairy Operative, and

Fresh Produce Grader. FME roles include Organisation and Development Manager, Productivity

Manager and Lean Manufacturing Manager.

Framework ID:

FR04282

Level 2 ☒

Level 3 ☒

Level 4-7 ☐

Date this framework is to be reviewed

by: 30/04/2018

This framework is for use in: England

10

Contact information

Proposer of this framework National Skills Academy for Food & Drink (Previously Improve Ltd), Sector Skills Council for the food and drink manufacturing sector and associated supply chain industries (hereafter referred to as

NSAFD), has proposed this framework on behalf of employers in the food and drink sector.

Developer of this framework

Name: Sally Batty

Organisation: National Skills Academy for Food & Drink

Organisation Type: Sector Skills Council

Job Title: Quality & Approvals Co-ordinator

Email: [email protected]

Postal address: National Skills Academy for Food & Drink

The Catalyst Baird Lane York Yo10 5GA

Website:

www.nsafd.co.uk

Issuing Authority’s contact details

Issued by: Improve

Issuer contact name: Matt Hardy

Issuer contact phone: 08456440448

Issuer Email: [email protected]

11

... Food and Drink (England)

Revising a framework

Why this framework is being revised The framework is being changed to remove pathways which have been replaced by the new

Apprenticeship Standards or have low uptake.

Summary of changes made to this framework

The following pathways will be unavailable for new starts from 1 May 2018:

Intermediate

Pathway 1: Meat and Poultry

Pathway 2: Baking

Pathway 4: Food Industry Skills

Pathway 5: Food Manufacturing Excellence

Pathway 6: Fish and Shellfish

Pathway 8: Dairy

Pathway 9: Fresh Produce

Pathway 11: Food Industry Team Leading

Advanced

Pathway 1: Meat and Poultry

Pathway 2: Baking

Pathway 3: Food Industry Skills and Technical Management



Qualifications removed

600/0518/X Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills (FDQ)

600/0640/7 Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills (SQA)

600/1109/9 Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills (Pearson

Edexcel)

600/1305/9 Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills (Pearson EDI)

600/4036/1 Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills (City & Guilds)

600/0679/1 Level 2 Diploma for Proficiency in Meat and Poultry Industry Skills (FDQ)

600/1108/7 Level 2 Diploma for Proficiency in Meat and Poultry Industry Skills (Pearson

12


Edexcel)

600/4039/7 Level 2 Diploma for Proficiency in Meat and Poultry Industry Skills (City & Guilds)

501/0036/1 Level 2 Certificate for Proficiency in Baking Industry Skills (Pearson EDI)

501/0785/9 Level 2 Certificate for Proficiency in Baking Industry Skills (Pearson Edexcel)

501/0689/2 Level 2 Certificate for Proficiency in Baking Industry Skills (FDQ)

501/1728/2 Level 2 Certificate for Proficiency in Baking Industry Skills (City & Guilds)

501/2338/5 Level 2 Certificate for Proficiency in Baking Industry Skills (SQA)

501/0741/0 Level 2 Diploma for Proficiency in Baking Industry Skills (Pearson Edexcel)

501/1638/1 Level 2 Diploma for Proficiency in Baking Industry Skills (City & Guilds)

501/1272/7 Level 2 Diploma for Proficiency in Baking Industry Skills (FDQ)

600/1478/7 Level 2 Diploma for Proficiency in Baking Industry Skills (Pearson EDI)

600/0450/2 Level 2 Certificate for Proficiency in Food Industry Skills (SQA)

600/0517/8 Level 2 Certificate for Proficiency in Food Industry Skills (FDQ)

600/1114/X Level 2 Certificate for Proficiency in Food Industry Skills (Pearson Edexcel)

600/1659/0 Level 2 Certificate for Proficiency in Food Industry Skills (City & Guilds)

600/1659/0 Level 2 Certificate for Proficiency in Food Industry Skills (Pearson EDI)

600/0443/5 Level 2 Diploma for Proficiency in Food Industry Skills (FDQ)

600/1321/7 Level 2 Diploma for Proficiency in Food Industry Skills (Pearson Edexcel)

600/0970/6 Level 2 Diploma for Proficiency in Food Industry Skills (City & Guilds)

500/9392/7 Level 2 Certificate for Proficiency in Food Manufacturing Excellence (FDQ)

501/1756/7 Level 2 Certificate for Proficiency in Food Manufacturing Excellence (City & Guilds)

501/1433/5 Level 2 Diploma for Proficiency in Food Manufacturing Excellence (FDQ)

501/1757/9 Level 2 Diploma for Proficiency in Food Manufacturing Excellence (City & Guilds)

603/1179/4 Level 2 Certificate in Food Manufacturing Excellence (OAL)

501/1903/5 Level 2 Certificate for Proficiency in Fish and Shellfish Industry Skills (FDQ)

600/2797/6 Level 2 Certificate for Proficiency in Fish and Shellfish Industry Skills (Pearson

Edexcel)

600/3977/2 Level 2 Certificate for Proficiency in Fish and Shellfish Industry Skills (City &

Guilds)

501/2050/5 Level 2 Diploma for Proficiency in Fish and Shellfish Industry Skills (FDQ)

600/2815/4 Level 2 Diploma for Proficiency in Fish and Shellfish Industry Skills (Pearson

Edexcel)

600/3978/4 Level 2 Diploma for Proficiency in Fish and Shellfish Industry Skills (City & Guilds)

601/3796/4 Level 2 Diploma for Proficiency in Fish and Shellfish Industry Skills (NOCN)

501/0102/X Level 2 Certificate for Proficiency in Brewing Industry Skills (Pearson EDI)

501/0783/5 Level 2 Certificate for Proficiency in Brewing Industry Skills (Pearson Edexcel)

501/0740/9 Level 2 Diploma for Proficiency in Brewing Industry Skills (Pearson Edexcel)

13


600/1158/0 Level 2 Certificate for Proficiency in Dairy Industry Skills (FDQ)

600/2494/X Level 2 Certificate for Proficiency in Fresh Produce Industry Skills (FDQ)

600/3976/0 Level 2 Certificate for Proficiency in Fresh Produce Industry Skills (City & Guilds)

600/2499/9 Level 2 Diploma for Proficiency in Fresh Produce Industry Skills (FDQ)

600/3975/9 Level 2 Diploma for Proficiency in Fresh Produce Industry Skills (City & Guilds)

600/8736/5 Level 2 Certificate for Proficiency in Food Team Leading (FDQ)

600/8737/7 Level 2 Diploma for Proficiency in Food Team Leading (FDQ)

600/0512/9 Level 3 Certificate for Proficiency in Meat and Poultry Industry Skills (FDQ)

600/0642/0 Level 3 Certificate for Proficiency in Meat and Poultry Industry Skills (SQA)

600/1082/4 Level 3 Certificate for Proficiency in Meat and Poultry Industry Skills (Pearson

Edexcel)

600/1817/3 Level 3 Certificate for Proficiency in Meat and Poultry Industry Skills (Pearson EDI)

600/4043/9 Level 3 Certificate for Proficiency in Meat and Poultry Industry Skills (City & Guilds)

600/0510/5 Level 3 Diploma for Proficiency in Meat and Poultry Industry Skills (FDQ)

600/1083/6 Level 3 Diploma for Proficiency in Meat and Poultry Industry Skills (Pearson

Edexcel)

600/4072/5 Level 3 Diploma for Proficiency in Meat and Poultry Industry Skills (City & Guilds)

600/0459/9 Level 3 Certificate for Proficiency in Baking Industry Skills (SQA)

600/1514/2 Level 3 Certificate for Proficiency in Baking Industry Skills (FDQ)

600/0724/2 Level 3 Certificate for Proficiency in Baking Industry Skills (City & Guilds)

600/0760/6 Level 3 Certificate for Proficiency in Baking Industry Skills (Pearson Edexcel)

600/1261/4 Level 3 Certificate for Proficiency in Baking Industry Skills (Pearson EDI)

600/0511/7 Level 3 Diploma for Proficiency in Baking Industry Skills (FDQ)

600/0761/8 Level 3 Diploma for Proficiency in Baking Industry Skills (Pearson Edexcel)

600/0802/7 Level 3 Diploma for Proficiency in Baking Industry Skills (City & Guilds)

600/0478/2 Level 3 Certificate for Proficiency in Food Industry Skills (FDQ)

600/0766/7 Level 3 Certificate for Proficiency in Food Industry Skills (City & Guilds)

600/1349/5 Level 3 Certificate for Proficiency in Food Industry Skills (Pearson EDI)

600/1320/5 Level 3 Certificate for Proficiency in Food Industry Skills (Pearson Edexcel)

600/1363/1 Level 3 Certificate for Proficiency in Food Industry Skills (SQA)

600/0479/4 Level 3 Diploma for Proficiency in Food Industry Skills (FDQ)

600/0769/9 Level 3 Diploma for Proficiency in Food Industry Skills (City & Guilds)

600/1110/5 Level 3 Diploma for Proficiency in Food Industry Skills (Pearson Edexcel)

600/8275/6 Level 3 Certification for Proficiency in Food Management (FDQ)

600/8545/9 Level 3 Diploma for Proficiency in Food Management (FDQ)

501/2344/0 Level 3 Certificate for Proficiency in Food Manufacturing Excellence (FDQ)

14


600/0763/1 Level 3 Certificate for Proficiency in Food Manufacturing Excellence (City & Guilds)

600/0997/4 Level 3 Certificate for Proficiency in Food Manufacturing Excellence (Pearson

Edexcel)

501/2316/6 Level 3 Diploma for Proficiency in Food Manufacturing Excellence (FDQ)

600/0764/3 Level 3 Diploma for Proficiency in Food Manufacturing Excellence (City & Guilds)

600/2426/4 Level 3 Diploma for Proficiency in Food Manufacturing Excellence (EAL)

603/1879/X Level 3 Certificate in Food Manufacturing Excellence (OAL)

600/2488/4 Level 3 Certificate for Proficiency in Fresh Produce Industry Skills (FDQ)

600/3974/7 Level 3 Certificate for Proficiency in Fresh Produce Industry Skills (City & Guilds)

600/2486/0 Level 3 Diploma for Proficiency in Fresh Produce Industry Skills (FDQ)

600/3973/5 Level 3 Diploma for Proficiency in Fresh Produce Industry Skills (City & Guilds)

Qualifications added

N/A

Qualifications that have been extended

N/A

15


Purpose of this framework

Summary of the purpose of the framework

Definition of Apprenticeships

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. The broader mix differentiates the Apprenticeship experience from training delivered

to meet narrowly focused job needs.

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.

Background information about Apprenticeships

All Apprenticeship Frameworks are linked to specific job roles or occupations. Providers must

work closely with employers to ensure that the Apprenticeship offered is the most appropriate

for the individual’s job role with their employer, whilst reflecting individual employer and

learner needs.

The focus of an Apprenticeship is on equipping individuals with the new skills and learning they

need for their job roles and future employment and progression.

It is appropriate for those moving into a new job or for individuals in an existing job where

significant new knowledge and skills will be acquired through the Apprenticeship. Providers

must work closely with the employer to ensure that the Apprenticeship will meet this

requirement.

Employment is a fundamental part of an Apprenticeship and in this context is more than just

having a contract of employment. An apprentice must be employed in a job role with a

productive purpose.

Ideally they will have a range of experience and additional enhancement opportunities that can

aid their future progression. This can include, but is not limited to, additional units with

smaller employers and higher level Maths and English.

The duration of the Apprenticeship must meet the minimum duration requirement announced

by NAS:

16


Apprenticeships for apprentices aged 16 – 18 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.

Apprenticeship delivery must be planned to make full and effective use of the duration,

including the opportunity for apprentices to embed and extend their learning through

repeated workplace practice.

All apprentices commencing their Apprenticeship on or after 6th April 2012 must have an

Apprenticeship Agreement between the employer and the apprentice. This can be used to

reinforce the understanding of the requirements of the Apprenticeship.

The Food and Drink Industry

The food and drink industry is an exciting, dynamic, fast-paced and competitive industry driven

by innovation and new technology. As the largest manufacturing sector in the UK (based on

number of employees and financial turnover), it includes some of the country’s best known

businesses and brands, and offers a wide variety of well paid, relatively secure jobs. There are

opportunities for people with different abilities, backgrounds and experience to enter the sector

and develop and progress in their chosen career.

The food and drink manufacturing and processing (FDMP) industry develops, manufactures,

processes, packs and distributes food and drink products for sale in the UK and worldwide.

With more than 313,000 employees across 5,700 businesses and annual exports worth

£8.8bn, making up nearly half (48%) of total UK food and drink manufacturing exports,

England’s food and drink industry has a vital role to play in the UK’s economy. This can only

be achieved if the sector continues to have world-class skills and has the ability to see the

bigger picture. This Apprenticeship Framework in Food and Drink provides an excellent basis

to introduce these skills. (Source: Improve England Skills Insight and Labour Market Facts

Profile 2013/14)

The UK food and drink manufacturing and processing industry needs to recruit 170,000 staff

between 2010 and 2020 to meet growth demands and replace those who leave or retire (with

35% of the current workforce being eligible for retirement in the next 20 years). This includes

25,000 managers and senior officials; 16,000 high skilled professionals; 24,000 associate

professional and technical roles; 33,000 process, plant and machine operatives; and 35,000

elementary roles. (Source: Working Futures 4, 2012)

There are a number of complex issues currently driving the FDMP industry in England including:

Consumer protection and public health – for example, supply chain issues and traceability

Globalisation - companies are tending to relocate where cost advantages are identified

Consumer demands - consumers are more concerned about health and nutrition than

ever before

17


Technology – innovative production methods are being introduced

Environmental change – finding sustainable methods for food production is critical

Recruitment and skills issues facing the industry

The FDMP industry in England is facing a number of skills issues, negatively affecting its ability

to achieve its potential:

Within the existing FDMP workforce, 15% of employers report having vacancies

Employers are most likely to have vacancies for associate professionals (30%), machine

operatives (30%) and elementary occupations (14%)

15% FDMP employers in England have skills gaps

Of the 15% of England FDMP employers reporting vacancies, about 4% of these are

considered ‘hard to fill’

2% of employers in the FDMP sector in England report skills shortage vacancies

Technical skills, oral communication and team working skills are the most frequently

stated skills deficiencies found in production roles

How this Framework will help address skills issues

The Apprenticeship Framework for Food and Drink allows apprentices to follow the most

relevant pathway for their roles - whether specialist (eg., Craft Baker), sector-specific or

generalist; operative or supervisory/management - providing them with an opportunity to

learn new skills in an industry with wide-ranging careers and good progression prospects.

The Framework allows apprentices to gain technical knowledge and real practical experience,

in areas where there are known skills gaps and ‘hard to fill’ vacancies. The Intermediate Level

Apprenticeship provides an entry route into the sector, and is suitable for those learners

moving into a new job, or for equipping existing employees with new skills and learning; whilst

the Advanced Level Apprenticeship provides progression routes to technical supervisory and

management roles and senior operative roles where there are skills gaps and increasing future

demand.

The most significant training benefits for businesses in the industry are found to be those

associated with intermediate level skills. Investment in intermediate level skills brings broader

benefits, not just in terms of the apprentice’s job satisfaction and career opportunities, but

also in meeting business goals, innovation and responding to the market. This Framework,

with its diverse range of pathways, including many at intermediate level, provides an

opportunity for employers to invest in these skills; and for learners to achieve their career

goals.

The Intermediate Level Food and Drink (Food Industry Skills) pathway is for those in generalist

roles relevant to all food and drink sectors, such as processing control operative, quality

control, facilities support or sales/service support in a food industry organisation; and specialist

operatives such as butcher, baker or dairy production operative. Operatives often work with

18

Semi-automated processing control and monitoring functions coupled with batch production

systems. However, batch operations may require some specialist sub-sector skills and

knowledge. Role-holders need to be highly responsive to customer needs where the

requirement is for flexible processing operations.

The Intermediate Level Food and Drink (Food Industry Team Leading) pathway is for team

leaders; and the Advanced Level Food and Drink (Food Industry Skills and Technical

Management) pathway is for those performing advanced technical skills in operative roles; and

for technical managers and supervisors of food manufacture and the food supply chain

environment, in areas such as production, technical control and quality assurance. These are

areas where there are known skills gaps.

Throughout the Framework, the Food Manufacturing Excellence (FME) pathway, focuses on

business improvement techniques and ‘lean’ production methods. FME can have a significant

and tangible impact on productivity and profitability. Employers recognise FME techniquest are

powerful development tools, critical to business success.

Aims and objectives of this framework (England)

Aims of the Apprenticeship

The aim of this Framework is to attract new entrants into the sector from a wide range of

backgrounds to replace those who leave or retire; and to upskill the existing workforce to meet

the skills needs of employers in order to help increase productivity and profitability.

The objectives are to:

Contribute to addressing skills gaps in the food and drink sector

Contribute to increasing productivity and performance through pathways such as Food

Manufacturing Excellence

Provide progression for apprentices to encourage the shift towards ‘higher-skills’

requirements

Provide entry routes to attract people to the food and drink industry, to ensure that the

industry represents its customer base

For further information on job roles and career opportunities visit

http://www.tastycareers.org.uk

http://www.tastycareers.org.uk/

19


Entry conditions for this framework

Entry conditions for this Framework

There are no formal entry requirements to this Framework in terms of academic qualifications.

It is open to all individuals who show a strong desire to pursue a career in the food and drink

industry.

However, to be successful in an Apprenticeship the potential apprentice will need to

demonstrate attributes such as: self-reliance, high motivation and good interpersonal skills. It

is likely that they will have gained some experience that will enable these personal qualities to

be identified. For instance, participation on a pre-apprenticeship programme or a work-related

placement (especially within the food and drink sector) would provide a good grounding.

Entry conditions for all pathways include having a high standard of cleanliness and being able

to follow strict hygiene and health and safety rules. Medical advice should be sought about the

suitability of the Apprenticeship if the applicant suffers from a food related allergy.

The minimum hours of employment for an apprentice should be at least 30 hours per week.

By exception, where the individual’s circumstances or the particular nature of employment in a

given sector makes this impossible, then an absolute minimum of 16 hours must be met. In

such cases the duration of the Apprenticeship should be extended. Refer to the SFA for

current rules.

Initial assessment

Training providers and employers will use an initial assessment process to ensure that

applicants have a fair opportunity to demonstrate their ability and to tailor programmes to

meet individual needs, not to screen out applicants.

This process will identify any prior learning and experience – Recognition of Prior Learning

(RPL) – which may count towards achievement of the Framework. Where this is the case 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

development of new skills.

Functional Skills

All apprentices must achieve the required Functional Skills; applicants may already hold

equivalent qualifications.

The delivery model must be designed so that all apprentices who do not have Level 2 in

English and Maths are given the opportunity to progress towards this. Providers must ensure

that their delivery models are structured to deliver these framework requirements.

For more details about acceptable equivalent qualifications, please refer to the Transferable

20


Skills section(s) of this Framework.

Entry conditions for this Framework

There are no formal entry requirements to this Framework in terms of academic qualifications.

It is open to all individuals who show a strong desire to pursue a career in the food and drink

industry.

However, to be successful in an Apprenticeship the potential apprentice will need to

demonstrate attributes such as: self-reliance, high motivation and good interpersonal skills. It

is likely that they will have gained some experience that will enable these personal qualities to

be identified. For instance, participation on a pre-apprenticeship programme or a work-related

placement (especially within the food and drink sector) would provide a good grounding.

Entry conditions for all pathways include having a high standard of cleanliness and being able

to follow strict hygiene and health and safety rules. Medical advice should be sought about the

suitability of the Apprenticeship if the applicant suffers from a food related allergy.

The minimum hours of employment for an apprentice should be at least 30 hours per week.

By exception, where the individual’s circumstances or the particular nature of employment in a


such cases the duration of the Apprenticeship should be extended. Refer to the SFA for

current rules.

Initial assessment

Training providers and employers will use an initial assessment process to ensure that

applicants have a fair opportunity to demonstrate their ability and to tailor programmes to

meet individual needs, not to screen out applicants.

This process will identify any prior learning and experience – Recognition of Prior Learning

(RPL) – which may count towards achievement of the Framework. Where this is the case 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

development of new skills.

Functional Skills

All apprentices must achieve the required Functional Skills; applicants may already hold

equivalent qualifications.

The delivery model must be designed so that all apprentices who do not have Level 2 in

English and Maths are given the opportunity to progress towards this. Providers must ensure

that their delivery models are structured to deliver these framework requirements.

For more details about acceptable equivalent qualifications, please refer to the Transferable

Skills section(s) of this Framework.

21


...... level 2

Pathways for this framework at level 2

Pathway 1:

Meat and Poultry

Pathway 2: Baking

Pathway 3: Milling

Pathway 4: Food Industry Skills



Pathway 7: Brewing

Pathway 8: Dairy


Pathway 10: Livestock Market Droving Operations

Pathway 11: Food Industry Team Leading

Level 2

Title for this framework at level 2

Intermediate Level Apprenticeship in Food and Drink

22


...... level 2

......... Pathway 1

Description of this pathway

This pathway is closed to new starts from 1 May 2018

Entry requirements for this pathway in addition to the framework entry requirements

(no information)

Level 2, Pathway 1: Meat and Poultry

23


...... level 2

......... Pathway 1

Job title(s) Job role(s)

(no information)

24


...... level 2

......... Pathway 1

Qualifications

Competence qualifications available to this pathway

N/A

Knowledge qualifications available to this pathway

N/A

Combined qualifications available to this pathway

N/A

Relationship between competence and knowledge qualifications

25

Transferable skills (England) Apprentices must complete, or have completed, one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications in order to successfully complete their

Apprenticeship.

The list of acceptable qualifications may vary depending on the Apprentice’s completion date of their Apprenticeship. Please check the qualifications that are acceptable for each Apprentice.

If Apprentices do not have acceptable evidence of the achievement of these mandatory qualifications, at the required grade/level, an Apprenticeship certificate cannot be awarded.

ENGLISH For the current list of acceptable English qualifications and appropriate minimum grade/level

requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional guidance materials can be found on the Knowledge Base section of the ACE website.

Does this framework require English achievement above the minimum SASE requirement?

YES ☐

If YES, please state the grade/level required for English:

Click here to enter text.

MATHS For the current list of acceptable Maths qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional

guidance materials can be found on the Knowledge Base section of the ACE website.

Does this framework require Maths achievement above the minimum SASE requirement?

YES ☐

If YES, please state the grade/level required for Maths:


https://www.gov.uk/government/publications/specification-of-apprenticeship-standards-for-england

http://www.gov.uk/

https://acecerts.co.uk/web/knowledge-base

https://acecerts.co.uk/web/


http://www.gov.uk/



26


...... level 2

......... Pathway 1

Inclusion of Information and Communications Technology (ICT)

Is ICT a framework requirement? YES ☐ NO ☐

ICT

For the current list of acceptable ICT qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional

guidance materials can be found on the Knowledge Base section of the ACE website. Does this framework require ICT achievement above the minimum SASE requirement

YES ☐

If YES, please state the grade/level required for ICT:

Following consultation with key stakeholders, such as employers, it was decided that ICT

Functional Skills should be encouraged but not made mandatory within the framework at levels

2 and 3.

Progression routes into and from this pathway

Further information about careers in the food and drink industry can be found at

www.tastycareers.org.uk


http://www.gov.uk/




27


...... level 2

......... Pathway 1

Employee rights and responsibilities

(no information)

28


...... level 2

......... Pathway 2


This pathway is closed for new starts from 1 May 2018


(no information)

Level 2, Pathway 2: Baking

29


...... level 2

......... Pathway 2


(no information)

30

Qualifications


N/A


N/A


N/A


(no information)

31

Transferable skills (England) Apprentices must complete, or have completed, one of the English transferable skills qualifications and

one of the Mathematical transferable skills qualifications in order to successfully complete their Apprenticeship.


If Apprentices do not have acceptable evidence of the achievement of these mandatory qualifications,

at the required grade/level, an Apprenticeship certificate cannot be awarded. ENGLISH

For the current list of acceptable English qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional

guidance materials can be found on the Knowledge Base section of the ACE website. Does this framework require English achievement above the minimum SASE requirement?

YES ☐



MATHS For the current list of acceptable Maths qualifications and appropriate minimum grade/level



YES ☐




http://www.gov.uk/




http://www.gov.uk/



32



ICT For the current list of acceptable ICT qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional


Does this framework require ICT achievement above the minimum SASE requirement

YES ☐




(no information)


http://www.gov.uk/



33


(no information)

34


...... level 2

......... Pathway 3


This pathway is closed for new starts from 6 March 2017


(no information)

Level 2, Pathway 3: Milling

35


...... level 2

......... Pathway 3


(no information)

36


...... level 2

......... Pathway 3

Qualifications


N/A


N/A


N/A


(no information)

37


Apprenticeship.



ENGLISH

For the current list of acceptable English qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional guidance materials can be found on the Knowledge Base section of the ACE website.


YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



38



ICT



YES ☐


Apprentices must complete or have completed one of the ICT 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 one of these qualifications as part of their evidence an

Apprenticeship certificate cannot be awarded.

Minimum Credit

ICT level

value

or grade

Functional Skills qualification in Information and Communications Technology (ICT)

levelValue

5

GCSE qualification in ICT (with enhanced functional content) levelValue 5

Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or... *

levelValue

5

GCSE qualification in ICT* C N/A

A' Level or AS Level qualification in ICT* E N/A

GCSE or O'Level qualification in ICT** A N/A

A' Level or AS Level qualification in ICT** 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.


(no information)


http://www.gov.uk/



39


Further information about careers in the food and drink industry can be found on Improve’s

website at www.tastycareers.org.uk


40


...... level 2

......... Pathway 3


(no information)

41


...... level 2

......... Pathway 4




(no information)

Level 2, Pathway 4: Food Industry Skills

42


...... level 2

......... Pathway 4


(no information)

43

Qualifications


N/A


N/A

44








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



45


...... level 2

......... Pathway 4






YES ☐



http://www.gov.uk/



46


...... level 2

......... Pathway 4


N/A


(no information)





47


...... level 2

......... Pathway 4


(no information)

48


...... level 2

......... Pathway 5




(no information)

Level 2, Pathway 5: Food Manufacturing

Excellence

49


...... level 2

......... Pathway 5


(no information)

50

Qualifications


N/A


N/A


N/A


51








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



52


...... level 2

......... Pathway 5



ICT



YES ☐






http://www.gov.uk/




53


...... level 2

......... Pathway 5


(no information)

54


...... level 2

......... Pathway 6




(no information)

Level 2, Pathway 6: Fish and Shellfish

55


...... level 2

......... Pathway 6


(no information)

56


...... level 2

......... Pathway 6

Qualifications


N/A


N/A


N/A


(no information)

57


Apprenticeship.






YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



58






YES ☐






http://www.gov.uk/




59


(no information)

60


...... level 2

......... Pathway 7


Food and Drink (Brewing) is for those working in brewing, production, processing and bottling

operations.

Total minimum credit value for this pathway: 37 credits

• Total minimum credit value for the combined competence and knowledge qualifications: 27 credits comprising:

A minimum of 10 credits for the competence component

A minimum of 10 credits for the knowledge component

The remaining 7 credits can be either competence or knowledge, or a mixture of both,

including credits from units which include elements of both competence and knowledge

where appropriate

• Functional Skills in English and Mathematics: 10 credits


There are no additional requirements other than the general entry conditions.

Level 2, Pathway 7: Brewing

61


...... level 2

......... Pathway 7


Bottling Plant Operative Bottling and packaging operations

Brewer Producing beer

Brewing Operative Assisting with brewing processes and operations

62


...... level 2

......... Pathway 7

Qualifications


N/A


N/A

63


...... level 2

......... Pathway 7


B1 - Level 2 Certificate for Proficiency in Brewing Industry Skills

No. Ref no.

Awarding organisation

Credit value

Guided learning

hours

UCAS points value

B1a 501/0526/7 FDQ 27 92 - 223

B2 - Level 2 Diploma for Proficiency in Brewing Industry Skills

No. Ref no.


Credit value

Guided learning hours

UCAS points

value

B2a 501/1054/8 FDQ 37 147 - 267


The principal qualifications in the Brewing pathway are the Level 2 Certificate and Diploma for

Proficiency in Brewing Industry Skills.

In this Apprenticeship Framework, the choice of units in the qualification must provide at least

27 credits if the Certificate is the principal qualification, or 37 credits if the Diploma is the

principal qualification. Either way, the choice of units must comprise:



The remaining credits can be either competence or knowledge or a mixture of both,

including credits from any other unit in the qualification structure

Each qualification consists mainly of three types of unit: Occupational Skills (OS), Occupational

Knowledge (OK) and Underpinning Knowledge (UK). A small number of units combine both

skills and knowledge.

Competence component

Occupational Skills units provide the competence component of the qualification. (Minimum 10

credits from solely OS units)

• Occupational Skills are practical units and the unit titles start with a verb, eg., control,

64


...... level 2

......... Pathway 7

maintain, prepare, assemble.

Knowledge component

Knowledge units provide the knowledge component of the qualification and are either

Occupational Knowledge or Underpinning Knowledge units. (Minimum 10 credits from solely

OK/UK units)

• Occupational Knowledge is that which supports specific occupational skills; these units always start

with, “Understand how to...”

• Underpinning Knowledge provides the background theory or principles underpinning the occupational

area; these units always start with, “Principles of...”

Learners/centres should refer to any qualifications guidance published by the relevant awarding

organisation to ensure that the units selected meet the minimum credit requirements, making

sure that the correct balance of skills and knowledge is selected.

Selecting the principal qualification

Certificate route (minimum requirement)

• Qualification: Level 2 Certificate for Proficiency in Brewing Industry Skills

• Credit value: 27 credits

• Choice of units/credits: Units selected must contain at least 10 solely competence credits and at least 10 solely

knowledge credits; the remaining 7 credits can be from competence or knowledge units or a mixture of both, including

credits from any other unit in the qualification structure

Diploma route

• Qualification: Level 2 Diploma for Proficiency in Brewing Industry Skills


• Choice of units/credits: In addition to units containing at least 10 solely competence credits and at least 10 solely

knowledge credits, the remaining 17 credits can be from competence or knowledge units or a mixture of both, including


New skills and learning

Apprenticeships are about driving up standards and developing the skills and competencies

required for specific job roles. Where a learner has already achieved competence and/or

knowledge qualifications before entry to the Apprenticeship, they must select options which

will equip them with new skills and learning.

Note about Guided Learning Hours for this section

Qualifications and Credit Framework (QCF) guided learning hours (GLH) stated for each

qualification are related to the number of hours of teacher/tutor-supervised or directed study

65


...... level 2

......... Pathway 7

time required to teach a qualification or unit of a qualification. This is different from the

minimum GLH per year requirements for this framework (as specified in the Specification for

Apprenticeships in England - SASE) which is explained in the section in this document about

on and off the job guided learning hours.

66


Apprenticeship.






YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



67



ICT



YES ☐




2 and 3.


http://www.gov.uk/



68


...... level 2

......... Pathway 7


Progression routes into the Intermediate Level Apprenticeship in Food and Drink (Brewing)

Examples include:

Academic routes (e.g. GCSEs)

By completing vocational qualifications (e.g. Foundation Learning, 14-19 Diploma)

Participation on a pre-Apprenticeship, employer placements

Work experience

Training

Progression routes from the Intermediate Level Apprenticeship in Food and Drink (Brewing)

Examples include:

Into employment as a brewer or brewing operative

Onto the Advanced Level Apprenticeship in Food and Drink on any suitable pathway

Development into a different role at the same level or higher

In-house development

Many career options become available to the Apprentice on successful completion of the

framework.




69


...... level 2

......... Pathway 7


Employee Rights and Responsibilities (ERR) is a mandatory component of this Framework.

Training providers must plan in advance how they will deliver all nine learning outcomes during

the Apprenticeship programme. For instance, they may be delivered during induction, group

discussions, and/or through one-to-one meetings.

Recording ERR learning outcomes

Explicit details of how the learning outcomes have been delivered and assessed must be

recorded. A suitable method of recording this information is by use of an ERR workbook. An

appropriate employer or provider version can be used. Either the learner or provider can

retain the ERR learning record.

Evidence of completion of ERR

To enable an Apprenticeship completion certificate to be issued, the apprentice must complete,

sign and date a declaration form along with either an assessor or provider to confirm that the

apprentice has achieved and demonstrated the standards of attainment set out in the

Employee Rights and Responsibilities nine national outcomes and has understood their

learning.

For details of relevant declaration forms and how to claim the Apprenticeship completion

certificate please refer to the section ‘On and off the job guided learning’.

70


...... level 2

......... Pathway 8




(no information)

Level 2, Pathway 8: Dairy

71


...... level 2

......... Pathway 8


(no information)

72

Qualifications


N/A


N/A


N/A


(no information)

73








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



74






YES ☐




2 and 3.





http://www.gov.uk/




75


(no information)

76


...... level 2

......... Pathway 9




(no information)

Level 2, Pathway 9: Fresh Produce

77


...... level 2

......... Pathway 9


(no information)

78


...... level 2

......... Pathway 9

Qualifications


N/A


N/A

79


N/A


(no information)

80








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



81






YES ☐







http://www.gov.uk/




82


(no information)

83


...... level 2

......... Pathway 10


This pathway is closed for new starts from 6 March 2017


(no information)

Level 2, Pathway 10: Livestock Market Droving

Operations

84


...... level 2

......... Pathway 10


(no information)

85

Qualifications


N/A


N/A


N/A


(no information)

86








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



87



ICT



YES ☐






Minimum Credit

ICT level

value

or grade


5

GCSE qualification in ICT (with enhanced functional content)

5


5








(no information)


http://www.gov.uk/



88


(no information)

89


...... level 2

......... Pathway 10


(no information)

90


...... level 2

......... Pathway 11




(no information)

Level 2, Pathway 11: Food Industry Team Leading

91


...... level 2

......... Pathway 11


(no information)

92

Qualifications


N/A


N/A


N/A


(no information)

93








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/



94






YES ☐






http://www.gov.uk/




95


(no information)

96


...... level 3

Pathways for this framework at level 3

Pathway

1:

Meat and Poultry

Pathway 2: Baking

Pathway 3: Food Industry Skills and Technical Management



Pathway 6: Milling


Level 3

Title for this framework at level 3

Advanced Level Apprenticeship in Food and Drink

97


...... level 3

......... Pathway 1




(no information)

Level 3, Pathway 1: Meat and Poultry

98


...... level 3

......... Pathway 1


(no information)


...... level 3

......... Pathway 1

apprenticeship FRAMEWORKS ONLINE

110

Qualifications


N/A


N/A


110


N/A


(no information)


110








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




110


...... level 3

......... Pathway 1



ICT



YES ☐





UCAS points for this pathway: (no information)


http://www.gov.uk/





110


...... level 3

......... Pathway 1


(no information)


110


...... level 3

......... Pathway 2




(no information)

Level 3, Pathway 2: Baking


110


...... level 3

......... Pathway 2


(no information)


110

Qualifications


N/A


N/A


N/A



110








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




110






YES ☐




http://www.gov.uk/




...... level 3

......... Pathway 2


121




UCAS points for this pathway: (no information)



122


...... level 3

......... Pathway 2


(no information)


123


...... level 3

......... Pathway 3




(no information)

Level 3, Pathway 3: Food Industry Skills and

Technical Management


124


...... level 3

......... Pathway 3


(no information)


125

Qualifications


N/A


N/A


N/A



126








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




130



ICT



YES ☐






UCAS points for this pathway:

(no information)


http://www.gov.uk/





...... level 3

......... Pathway 3


131


(no information)


132


...... level 3

......... Pathway 4




Level 3, Pathway 4: Food Manufacturing

Excellence


133


...... level 3

......... Pathway 4


(no information)


134

Qualifications


N/A


N/A


N/A


N/A


135








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




136


...... level 3

......... Pathway 4



ICT



YES ☐







(no information)


http://www.gov.uk/





137


...... level 3

......... Pathway 4


(no information)


...... level 3

......... Pathway 5


140




(no information)

Level 3, Pathway 5: Fresh Produce


...... level 3

......... Pathway 5


141


(no information)


142

Qualifications


N/A


N/A


N/A


(no information)


143








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




144


...... level 3

......... Pathway 5



ICT



YES ☐







(no information)


http://www.gov.uk/





145


...... level 3

......... Pathway 5


(no information)


146


...... level 3

......... Pathway 6


This pathway is closed to new starts from 4 April 2014


(no information)

Level 3, Pathway 6: Milling


147


...... level 3

......... Pathway 6


(no information)


...... level 3

......... Pathway 6


151

Qualifications


N/A


N/A


N/A


(no information)


152


Apprenticeship.



ENGLISH

For the current list of acceptable English qualifications and appropriate minimum grade/level requirements, please refer to the most recent version of SASE on the www.gov.uk website. Additional guidance materials can be found on the Knowledge Base section of the ACE website.


YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




153



ICT



YES ☐







Minimum Credit

ICT level

value

or grade


2

5

GCSE qualification in ICT (with enhanced functional content) C 5


2

5








http://www.gov.uk/




154


(no information)


(no information)


(no information)


155


...... level 3

......... Pathway 6


(no information)


156


...... level 3

......... Pathway 7


Food and Drink (Fish and Shellfish) is for those learners who are working in the fish and

shellfish processing and supply industry. It will also suit learners who are competent at core

industry activities and are looking for ways of developing their existing skills and knowledge,

perhaps to support multi-skilling or increase productivity at work.

Total minimum credit value for this pathway: 37 credits

• Total minimum credit value for the combined competence and knowledge qualifications: 27 credits comprising:



The remaining 7 credits can be either competence or knowledge, or a mixture of both,

including credits from units which include elements of both competence and knowledge

where appropriate

• Functional Skills in English and Mathematics: 10 credits


There are no additional requirements other than the general entry conditions.

Level 3, Pathway 7: Fish and Shellfish


157


...... level 3

......... Pathway 7


Master Fishmonger

Highly skilled individuals who work in large supermarkets, specialist shops, market stalls and as mobile fish traders, responsible for all the functions in their business including managing storage and quality, fish

and shellfish preparation, food safety and health and safety

Assistant Fishmonger

Similar to a master fishmonger but not the responsibility of management of the business; typically accepts deliveries of fish and shellfish, prepares counter displays, processes more common species of fish and shellfish, advises and sells to customers

Bivalve Purification Manager/Supervisor

Manages a small team working in a bivalve purification and despatch department/centre, takes charge of food safety policy, health and safety issues and key process activities of controlling bivalve purification processing and monitoring the reception, holding and despatch of live bivalve shellfish

Manager/Deputy Manager/Shift Supervisor of Fish and Chip Shop

Responsible for food safety/health and safety policy, dealing with resource and personnel issues, marketing, monitoring oil frying operations, evaluating customer service, planning and coordinating food services

Fish and Shellfish Processing Technical Manager/Supervisor

Responsible for managing processes and operations such as smoking, high care shellfish, freezing, coating, quality assessment and primary processing; responsible for food safety, health and safety, waste management, production planning, and staff development


158


...... level 3

......... Pathway 7

Qualifications


N/A


N/A


...... level 3

......... Pathway 7


160


B1 - FDQ Level 3 Certificate For Proficiency in Fish and Shellfish Industry Skills (QCF)

No. Ref no.


Credit value

Guided learning

hours

UCAS points value

B1a 600/9492/8 FDQ 27 90-184 N/A

B2 - FDQ Level 3 Diploma For Proficiency in Fish and Shellfish Industry Skills (QCF)

No. Ref no.


Credit value

Guided learning hours

UCAS points

value

B2a 600/9493/X FDQ 37 160-305 N/A


The principal qualifications in the Fish and Shellfish pathway are the Level 3 Certificate and

Diploma for Proficiency in Fish and Shellfish Industry Skills (QCF).

In this Apprenticeship Framework, the choice of units in the qualification must provide at least

27 credits if the Certificate is the principle qualification, or 37 credits if the Diploma is the

principle qualification. Either way, the choice of the units must comprise:



The remaining credits can be either competence or knowledge or a mixture of both,

including credits from any other unit in the qualification structure

Each qualification consists mainly of three types of unit: Occupational Skills (OS), Occupational

Knowledge (OK) and Underpinning Knowledge (UK). A small number of units combine both

skills and knowledge.

Competence component

Occupational Skills units provide the competence component of the qualification. (Minimum 10

credits from solely OS units)


...... level 3

......... Pathway 7


161

• Occupational Skills are practical units and the unit titles start with a verb, eg., control, maintain, prepare,

assemble.

Knowledge component

Knowledge units provide the knowledge component of the qualification and are either

Occupational Knowledge or Underpinning Knowledge units. (Minimum 10 credits from solely

OK/UK units)

• Occupational Knowledge is that which supports specific occupational skills; these units always start with,

“Understand how to...”

• Underpinning Knowledge provides the background theory or principles underpinning the occupational area;

these units always start with, “Principles of...”

Learners/centres should refer to any qualifications guidance published by the relevant awarding

organisation to ensure that the units selected meet the minimum credit requirements, making

sure that the correct balance of skills and knowledge is selected.

Selecting the principal qualification Certificate route

(minimum requirement)

• Qualification: Level 3 Certificate for Proficiency in Fish and Shellfish Industry Skills (QCF)





Diploma route

• Qualification: Level 3 Diploma for Proficiency in Fish and Shellfish Industry Skills (QCF)





New skills and learning

Apprenticeships are about driving up standards and developing the skills and competencies

required for specific job roles. Where a learner has already achieved competence and/or

knowledge qualifications before entry to the Apprenticeship, they must select options which

will equip them with new skills and learning.

Note about Guided Learning Hours for this section


162

Qualifications and Credit Framework (QCF) guided learning hours (GLH) stated for each

qualification are related to the number of hours of teacher/tutor-supervised or directed study

time required to teach a qualification or unit of a qualification. This is different from the

minimum GLH per year requirements for this framework (as specified in the Specification for

Apprenticeships in England - SASE) which is explained in the section in this document about

on and off the job guided learning hours.


163








YES ☐






YES ☐




http://www.gov.uk/




http://www.gov.uk/




164



ICT



YES ☐




2 and 3.


http://www.gov.uk/




165


Employee Rights and Responsibilities (ERR) is a mandatory component of this Framework.

Training providers must plan in advance how they will deliver all nine learning outcomes

during the Apprenticeship programme. For instance, they may be delivered during

induction, group discussions, and/or through one-to-one meetings.

Recording ERR learning outcomes

Explicit details of how the learning outcomes have been delivered and assessed must be

recorded. A suitable method of recording this information is by use of an ERR workbook. An

appropriate employer or provider version can be used. Either the learner or provider can retain

the ERR learning record.

Apprentices who have already undertaken an Intermediate Apprenticeship may have already

completed the ERR workbook. These apprentices will not be required to repeat this section, but

they will be required to provide evidence of completion (e.g. re-sign an ERR Declaration or

provide a copy of their Intermediate Apprenticeship Certificate) at the time of certification of

the Advanced Apprenticeship.

Evidence of completion of ERR

To enable an Apprenticeship completion certificate to be issued, the apprentice must complete,

sign and date a declaration form along with either an assessor or provider to confirm that the

apprentice has achieved and demonstrated the standards of attainment set out in the

Employee Rights and Responsibilities nine national outcomes and has understood their

learning.

For details of relevant declaration forms and how to claim the Apprenticeship completion

certificate please refer to the section ‘On and off the job guided learning’.

Certification Requirements for ERR

All providers and apprentices must complete the Apprenticeship Consent Form when claiming for the

Apprentice's apprenticeship certificate. The universal form covers declarations for the apprentice to: confirm the existence of an Apprenticeship Agreement between themselves and their employer;

confirm their achievement of all ERR requirements; confirm their achievement of all 6 PLTS; confirm that they have received at least the minimum levels of GLH set out in their framework

and have undertaken training both on and off the job.

All apprentices must sign this form at the end of programme to give their authority for the claimant, named on the form, to make a claim, on their behalf, for their Apprenticeship completion certificate.


166

The remaining sections apply to all levels and pathways within this framework.

How equality and diversity will be met

The food and drink industry in England is predominantly male, comprising 66% male and 34%

female. However, females account for a greater share of the workforce in specific sub-sectors

such as the confectionery and bakery industries. Over one-third (35%) of the workforce will be

eligible for retirement during the next 20 years. At the other end of the spectrum, one quarter

(26%) is in the age group 16 to 29. In relation to the ethnic profile:

86% are white

9% are asian/asian british

2% are black/black british

2% are of another ethnic group

It is notable that 83,000 are non-UK nationals, an increase of 77% since 2006, playing a vital role

by filling gaps in the workforce.

This Apprenticeship Framework is an important route to encourage greater diversity within the

industry and the following actions are being taken to promote equality and inclusion:

Ongoing monitoring of data to identify any issues and intervene where necessary

Promotion of the industry to a diverse audience though our careers website Tasty Careers

www.tastycareers.org.uk and Tasty Careers Ambassadors

Apprenticeship Roadshows to raise awareness of the benefits of Apprenticeships to

employers

All partners involved in the delivery of Apprenticeships, including training providers, centres and

employers, must be committed to a policy of equal opportunities and must have robust equality

and diversity policies and procedures.

Training providers and employers must comply with the Equality Act 2010 to ensure that

applicants are not discriminated against in terms of entry to, and progression within, the

industry, using the nine protected characteristics of:

Age

Disability

Gender

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity



167

Race

Religion or belief

Sexual orientation

Access to this Framework is open to all learners who meet the entry conditions and does not

present a barrier to entry and progression. Further guidance to help you understand and use

the Equality Act 2010 can be found here:

www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/

http://www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/The


168

On and off the job guided learning (England)

Total GLH for each pathway

Providers must ensure that their delivery models are structured to deliver the Framework

requirements in terms of guided learning hours and length of programme, details of which can

be found in this section.

Guided learning hours, in this section, are defined as, “The specified amount of time an

apprentice needs to complete a Framework. This is an estimate of the time that might be

allocated to direct teaching or instruction, together with other structured learning time, such as

directed assignments, assessments on the job or supported individual study and practice and

time needed in the workplace to practice skills and knowledge on the job.” It excludes

learner-initiated private study.

Total GLH for each pathway

Intermediate Level Apprenticeship

Pathway 7: Brewing

• Minimum recommended duration of the programme is 12 months

• Total of 280 minimum GLH for the duration of the programme, made up of:

o Combined competence and knowledge qualification: 92 GLH

o Other activities: 188 GLH

Advanced Level Apprenticeship


• Minimum recommended duration of the programme is 18 months

• Total of 420 minimum GLH for the duration of the programme, made up of:

o Combined competence and knowledge qualification: 90 GLH

o Other activities: 330 GLH

• Year 1 minimum 280 GLH, and minimum 140 GLH over the remainder of the programme

Duration and hours of employment

The minimum hours of employment for an apprentice should be at least 30 hours per week. By

exception, where the individual’s circumstances or the particular nature of employment in a


such cases the duration of the Apprenticeship should be extended. Please refer to the SFA


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website for current rules.

The duration of the Apprenticeship must meet the minimum duration requirements below:

• Apprenticeships for apprentices aged 16 – 18 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 and must include new skills

and new learning.


including the opportunity for apprentices to embed and extend their learning through repeated

workplace practice.

Guided Learning Hours:

must be planned, reviewed and evaluated jointly between the apprentice and tutor,

teacher, mentor or manager;

must allow access as and when required by the apprentice either to a tutor, teacher,

mentor or manager;

are delivered through one or more of the following methods: individual and group

teaching, e-learning, distance learning, coaching, mentoring; feedback and assessment;

collaborative/networked learning with peers; guided study;


including the opportunity for apprentices to embed and extend their learning through

repeated workplace practice;

completed in relation to accredited components of the framework achieved prior to the

that apprenticeship training may count towards the GLH requirement for the framework;

where an apprentice completes an Apprenticeship part way through the final 12 month

period (which is after the first 12 months), an apprentice must receive a proportion of

the minimum of 280 GLH on a pro rata basis which is at least equal to the proportion of

the final 12 month period spent on the Apprenticeship.

Minimum off-the-job guided learning hours


Pathway 7: Brewing

1. Minimum recommended duration of programme is 12 months

2. Total of 207 minimum off-the-job GLH for the duration of the programme

3. Breakdown for this pathway is as follows:

• Knowledge component of combined qualification: minimum 53 GLH

• Functional Skills: 90 GLH

• ERR: 15 GLH

• PLTS: 15 GLH

• Mentoring, other training and support activities: 34 GLH


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2. Total of 292 minimum off-the-job GLH for the duration of the programme


• Knowledge component of combined qualification: minimum 54 GLH

• Functional Skills: 90 GLH

• ERR: 15 GLH

• PLTS: 15 GLH


How this requirement will be met

Examples of off-the-job activities to develop the knowledge required for the job role, i.e., away

from the immediate pressures of the workplace, include access to a computer during working

hours, day release, block release, web-based learning, mentoring.

Off-the-job GLH must:

• achieve clear and specific outcomes which contribute directly to the successful achievement

of the Framework. This may include accredited and non-accredited elements of the Framework

• be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher,

mentor or manager

• allow access, as and when required, by the apprentice, either to a tutor, teacher, mentor or

manager

• be delivered during contracted working hours

• be delivered through one or more of the following methods: individual and group teaching,

e-learning, distance learning, coaching, mentoring, feedback and assessment,

collaborative/networked learning with peers, guided study

• be recorded, eg., in a logbook or diary

Evidence of completion of off-the-job GLH (see How to claim the Apprenticeship Completion Certificate

at the end of this section)

Intermediate Level Apprenticeship – all pathways

• The required principal Level 2 Certificate/Diploma for the selected pathway. This must

include the unit credit page (see How to claim the Apprenticeship Completion Certificate)

• Level 1 Functional Skills certificates for Maths and English (or acceptable alternatives)

• Completed declaration to confirm achievement of ERR standards of attainment signed and

dated by the apprentice and either assessor or provider

• Completed declaration to confirm achievement of the PLTS framework signed and dated by


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the apprentice and the provider

• Declaration form signed and dated by the apprentice and provider that the off-the-job GLH

has been completed

Advanced Level Apprenticeship – all pathways



• Level 2 Functional Skills certificates for Maths and English (or acceptable alternatives)





• Declaration form signed and dated by the apprentice and provider that the off-the-job GLH

has been completed

Minimum on-the-job guided learning hours


Pathway 7: Brewing


2. Total of 73 minimum on-the-job GLH for the duration of the programme


• Competence component of combined qualification: minimum 39 GLH

• ERR: 4 GLH

• PLTS: 8 GLH





2. Total of 128 minimum on-the-job GLH for the duration of the programme


• Competence component of combined qualification: minimum 46 GLH

• ERR: 4 GLH

• PLTS: 8 GLH


How this requirement will be met


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On-the-job GLH are skills, knowledge and competence gained within normal work duties.

Examples of on-the-job activities include embedding knowledge into workplace activities,

coaching sessions and performance reviews, mentoring, assessment of competence, the

building of portfolios, keeping diaries/logs, peer review discussions.

On-the-job GLH must:

• achieve clear and specific outcomes which contribute directly to the successful achievement

of the Framework. This may include accredited and non-accredited elements of the Framework

• be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher,

mentor or manager

• allow access, as and when required, by the apprentice, either to a tutor, teacher, mentor or

manager

• be delivered during contracted working hours

• be delivered through one or more of the following methods: individual and group teaching,

e-learning, distance learning, coaching, mentoring, feedback and assessment,

collaborative/networked learning with peers, guided study

• be recorded, eg., in a logbook or diary

Evidence of completion of on-the-job GLH (see How to claim the Apprenticeship Completion Certificate

at the end of this section)

Intermediate Level Apprenticeship – all pathways







• A coaching and mentoring record signed by the apprentice and provider/coach/mentor (not

required at certification stage)

• Declaration form signed by the apprentice and provider that the on-the-job GLH has been

completed (not required at certification stage)

Advanced Level Apprenticeship – all pathways







• A coaching and mentoring record signed by the apprentice and provider/coach/mentor (not


174

required at certification stage)

• Declaration form signed by the apprentice and provider that the on-the-job GLH has been

completed (not required at certification stage)

How to claim the Apprenticeship Completion Certificate

At the end of their Apprenticeship, apprentices must apply for their Apprenticeship completion

certificate and provide all relevant evidence. The full evidence required should be uploaded to

the relevant placeholder on ACE (Apprenticeship Certificates England). For queries relating to

this please contact Improve, or alternatively the ACE system is managed by Federation for

Industry Sector Skills & Standards (FISSS).

Qualifications

• Evidence of achievement of the required principal qualification (e.g. the qualification

certificate). This must include the unit credit page as evidence of compliance with the

requirements of the Apprenticeship (i.e. that the qualification meets the minimum number of

credits, including the required minimum number of competence and knowledge component

credits as set out elsewhere in this Framework).

• Transferable skills – evidence of achievement of the relevant Functional Skills or acceptable

alternatives.

Other evidence

• Employee Rights and Responsibilities (ERR) – completed declaration to confirm that the

apprentice has achieved the ERR standards of attainment, signed and dated by the apprentice

and either assessor or provider.

• Personal Learning and Thinking Skills (PLTS) – completed declaration to confirm the

apprentice has achieved the PLTS framework, signed and dated by the apprentice and provider.

• The ACE Declaration and Authorisation Form, completed, signed and dated by the apprentice

and provider.

It is also possible for the apprentice to authorise their employer or training provider to apply for a completion certificate on their behalf using the above ACE declarati

Certification Requirements for GLH All providers and apprentices must complete the Apprenticeship Consent Form when claiming for the apprentice's Apprenticeship certificate. The universal form covers declarations for the apprentice to:

confirm the existence of an Apprenticeship Agreement between themselves and their employer; confirm their achievement of all ERR requirements;

confirm their achievement of all 6 PLTS; confirm that they have received at least the minimum levels of GLH set out in their framework

and have undertaken training both on and off the job. All apprentices must sign this form at the end of programme to give their authority for the claimant,

named on the form, to make a claim, on their behalf, for their Apprenticeship completion certificate.

Personal learning and thinking skills assessment and recognition (England)

Summary of Personal Learning and Thinking Skills Personal Learning and Thinking Skills (PLTS) are an essential component of the Apprenticeship

Framework and must be satisfactorily completed in order for the Framework to be certificated.

The Personal Learning and Thinking Skills framework comprises six groups of skills that,

together with the functional skills of English and mathematics are essential to success in

learning, life and work. In essence, the PLTS framework captures the essential skills of:

managing self; managing relationships with others; and managing own learning, performance

and work.

The six groups of skills are categorised as:

Creative thinking

Independent enquiry

Reflective learning

Team working

Self management

Effective participation

Apprentices must be introduced to all Personal Learning and Thinking Skills (PLTS) during

induction so that they will learn to recognise for themselves, with support from their provider,

when and where they are practicing these skills.

Within the Apprenticeship in Food and Drink there are many opportunities for learners to

demonstrate and collect evidence for each of the PLTS outcomes. Apprentices must record

when and how they have used PLTS to get tasks done in the workplace by completing a

Personal Reflective Logbook with the details of PLTS activities, confirmed by the provider or

assessor.

The apprentice and provider must sign and date a declaration, to confirm that all six PLTS

outcomes have been achieved.

Certification Requirements for PLTS

All providers and apprentices must complete the Apprenticeship Consent Form when claiming for the apprentice's Apprenticeship certificate. The universal form covers declarations for the apprentice to:

confirm the existence of an Apprenticeship Agreement between themselves and their employer;

confirm their achievement of all ERR requirements; confirm their achievement of all 6 PLTS;

confirm that they have received at least the minimum levels of GLH set out in their framework and have undertaken training both on and off the job.

All apprentices must sign this form at the end of programme to give their authority for the claimant, named on the form, to make a claim, on their behalf, for their Apprenticeship completion certificate.

Creative thinking

People think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

To demonstrate these skills, behaviours and personal qualities, apprentices should: Generate ideas and explore possibilities;

Ask questions to extend their thinking; Connect their own and others’ ideas and experiences in inventive ways; Question their own and

others’ assumptions;

Try out alternatives or new solutions and follow ideas through; Adapt ideas as circumstances change.

Independent enquiry People process and evaluate information in their investigations, planning what to do and how to go

about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.

Skills, behaviours and personal qualities for apprentices: Identify questions to answer and problems to resolve; Plan and carry out research, appreciating the consequences of decisions; Explore issues, events

or problems from different perspectives; Analyse and evaluate information, judging its relevance and value;

Consider the influence of circumstances, beliefs and feelings on decisions and events; Support conclusions, using reasoned arguments and evidence.

Reflective learning People evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making

changes to further their learning. To demonstrate these skills, behaviours and personal qualities, apprentices should:

Assess themselves and others, identifying opportunities and achievements;

Set goals with success criteria for their development and work; Review progress, acting on the outcomes; Invite feedback and deal positively with praise, setbacks and criticism; Evaluate experiences and

learning to inform future progress; Communicate their learning in relevant ways for different audiences.

Team working People work confidently with others, adapting to different contexts and taking responsibility for their

own part. They listen to and take account of different views. They form collaborative relationships,

resolving issues to reach agreed outcomes. To demonstrate these skills, behaviours and personal qualities, apprentices should:

Collaborate with others to work towards common goals;

Reach agreements, managing discussions to achieve results; Adapt behaviour to suit different roles and situations, including leadership roles; Show fairness

and consideration to others; Take responsibility, showing confidence in themselves and their contribution;

Provide constructive support and feedback to others.

Self management People organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to

new priorities, coping with challenges and looking for opportunities. To demonstrate these skills, behaviours and personal qualities, apprentices should:

Seek out challenges or new responsibilities and show flexibility when priorities change; Work towards goals, showing initiative, commitment and perseverance;

Organise time and resources, prioritising actions; Anticipate, take and manage risks;

Deal with competing pressures, including personal and work-related demands; Respond positively to change, seeking advice and support when needed; Manage their emotions, and build and maintain relationships.

Effective participation People actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring

improvements for others as well as themselves. To demonstrate these skills, behaviours and personal qualities, apprentices should:

Discuss issues of concern, seeking resolution where needed; Present a persuasive case for action; Propose practical ways forward, breaking these down into manageable steps;

Identify improvements that would benefit others as well as themselves; Try to influence others, negotiating and balancing diverse views to reach workable solutions;

Act as an advocate for views and beliefs that may differ from their own.

For more information visit-

www.acecerts.co.uk/framework_library

food and drink (england) · 2019. 11. 25. · the apprenticeship sector for occupations in food and...

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