Onsite trades foundation apprenticeship

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Introduction

Foundation apprenticeships are employed positions and are for younger people who will benefit from a wide range of experiences. Each foundation apprenticeship provides a mix of employability skills and behaviours, technical knowledge and skills, and associated English and maths. It combines valuable hands-on practice in the workplace with off-the-job learning. The apprentice’s experiences will not only help them to grow their skills but will also help to inform their next career steps. Completion of this foundation apprenticeship will certify achievement of all of the technical knowledge and skills, together with all of the employability skills and behaviours described. The typical progression routes will likely include employment or progression onto another skills product such as a level 2 or level 3 apprenticeship.

Foundation apprenticeships benefit employers as they get to see the apprentice in work-based settings while the apprentice receives extra support. Employers also benefit from accessing a broader talent pool of young learners than they might otherwise do.

Under DfE Apprenticeship funding Rules 25/26 the employer qualifies for up to £2,000 per foundation apprentice, subject to retention and progression.

Overview of the role

Onsite construction relates to bricklayers, carpenters, joiners and plasterers. Onsite construction work is found in both the new build and refurbishment construction sector. Project size will vary, ranging from domestic repairs to larger contracts for home builders, commercial and retail developments. Employers and contractors vary in size from small, local family building companies to major home builders and commercial contractors.

The broad purpose is to always work in an efficient and safe manner to support the wider construction team.

Daily duties will vary depending on which setting they work at. The apprentice will interact with customers, other trades and the site management team.

This foundation apprenticeship requires a minimum 187 hours off-the-job learning. Upon successful completion, the apprentice will be competent in the knowledge, skills and behaviours outlined in this standard. Someone who completes some or all of this content will be part-way through a journey to a more specialist occupation. Taking another apprenticeship after this one is one way of progressing. More information about the main occupations involved can be found via the links below.

Included occupations

• Bricklayer
• Plasterer - fibrous Plasterer
• Plasterer - solid Plasterer
• Carpentry and joinery - Site Carpenter

Typical job titles include:

Entry requirements

The apprentice must normally be age 16 to 21 at the start of their apprenticeship. Exceptions to this are set out in the Department for Education Apprenticeship funding rules.

Technical knowledge

• K1: Employee responsibilities under health, safety and welfare regulations relevant to the role.*
• K2: Sustainability principles and practices relevant to the role, including waste disposal and the impact of construction trades on the environment.*
• K3: Types, use and storage of personal protective equipment (PPE).
• K4: Common construction techniques and basic functional requirements of building elements: walls, roofs, floors and fenestrations and how they interact.*
• K5: Industry standards and regulations relevant to the role including fire safety and the Building Safety Act and how they interact.*
• K6: Roles and responsibilities of an employee and other relevant personnel in the workplace.
• K7: Use and characteristics of common materials and components associated with onsite trades, including mixing materials.*
• K8: Types, use and storage techniques of tools and equipment associated with onsite trades.
• K9: Work area preparation and maintenance.*
• K10: Techniques to carry out simple tasks associated with onsite trades.*
• K11: Methods of protecting materials and work in progress from damage, weather and theft.
• K12: Techniques to carry out simple repair tasks associated with onsite trades.
• K13: The importance of customer service to their organisation.
• K14: Equity, inclusion and diversity regulations relevant to the role.*
• K15: Mental and physical health considerations in self and others when working in construction and the importance of reporting issues.

Technical skills

• S1: Comply with employee responsibilities under health, safety and welfare.*
• S2: Use and store PPE.
• S3: Follow written and verbal work instructions.*
• S4: Apply techniques to carry out simple tasks associated with onsite trades.*
• S5: Protect work in progress and materials, for example, from damage, weather or theft.
• S6: Apply techniques to carry out simple repairs associated with onsite trades.
• S7: Select and use materials associated with onsite trades, including mixing materials.*
• S8: Use and store tools and equipment associated with onsite trades.
• S9: Prepare and maintain the work area.
• S10: Dispose of waste safely and sustainably. Segregate resources for reuse and recycling.

Employability skills and behaviours

• EB1: Communicate and share information using verbal, non-verbal, written and digital methods.
• EB2: Act in a professional manner including good time keeping and conduct.
• EB3: Apply new learning and feedback to everyday practice.
• EB4: Complete own work tasks and ask for help when needed.
• EB5: Work with colleagues to contribute to team outcomes.
• EB6: Seek ways to manage own financial, health and wellbeing needs using available resources.
• EB7: Overcome challenges and adapt to changes at work.
• EB8: Work in line with health, safety and environmental requirements.

English and maths

Functional English and maths

(*) Knowledge and skills statements which offer opportunities to develop functional English and maths are identified with an asterisk.

These are knowledge or skills statements which provide a learner with an opportunity to utilise English and maths in a workplace. This could include reading instructions, measuring or recording information.

English and maths qualifications

Apprentices must follow the English and maths formal qualification requirements as set out in the Department for Education Apprenticeship funding rules.

Mandatory qualifications or licence to practice

CSCS will issue an Industry Placement card to apprentices upon their application for the Foundation Apprenticeship, subject to all relevant CSCS published requirements being met.

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Assessment details

This assessment plan sets out the requirements for the assessment of the level 2 Onsite Trades Foundation Apprenticeship. The assessment outcomes group and summarise the knowledge and skills that must be demonstrated in assessments and are of equal weighting. The End-Point Assessment Organisation (EPAO) must ensure that all assessment outcomes are met.

It is important that the assessment of foundation apprentices is proportionate and supports the swift progression of learners onto their next destination, whether that be a further apprenticeship, entering the workplace, or another programme of study. As such, EPAOs must design assessments to ensure there is no unnecessary delay in the progression of learners.

This assessment plan does not prescribe when assessment takes place. Apprentices may be assessed at appropriate points (or milestones) throughout their Foundation Apprenticeship.

This assessment plan does not prescribe assessment methods, but does require:

• a knowledge test
• a practical assessment

The practical assessment must give the foundation apprentice the opportunity to demonstrate the practical application of the knowledge and skills they have acquired over the course of their training. This may take many forms, including (but not limited to) observation, undertaking a set task in a simulated environment, direct assessment of materials generated during their training, projects, presentations, compiling a portfolio of evidence.

The EPAO must set Foundation Apprenticeship assessments. The EPAO may design the assessment to permit a centre to mark the assessment(s). The EPAO is responsible for ensuring all assessments are sufficiently reliable and valid, and the accuracy of any centre marking. EPAOs are permitted to sample within knowledge and skills statements, and evidence can be drawn from one or more occupations.

Assessment outcomes