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Latest framework version?Please use this link to see if this is the latest issued version of this framework:afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR02310

Issue date: 30 July 2013

Intermediate and AdvancedLevel Apprenticeship - RailInfrastructure Engineering(England)

Issued bySEMTA

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR02310

... Intermediate and Advanced Level Apprenticeship - Rail Infrastructure Engineering (England)

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Intermediate and Advanced Level Apprenticeship -Rail Infrastructure Engineering (England)




Framework summaryIntermediate and Advanced Level Apprenticeship - Rail InfrastructureEngineering

Intermediate Level Apprenticeship in Rail Infrastructure

This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 2 include:

Pathway 1: Track Maintenance

Competence qualifications available to this pathway:C1 - Level 2 NVQ Diploma In Rail Engineering Track Maintenance (QCF)

Knowledge qualifications available to this pathway:K1 - EAL Level 2 Certificate In Rail Engineering Underpinning Knowledge (QCF)

K2 - City & Guilds Level 2 Certificate in Rail Underpinning Knowledge (QCF)

K3 - Pearson BTEC Level 2 Extended Certificate in Engineering (QCF)Combined qualifications available to this pathway:N/A

This pathway also contains information on:

Employee rights and responsibilitiesFunctional skills

Pathway 2: Electrification Maintenance

Competence qualifications available to this pathway:C1 - City & Guilds Level 2 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF)

Knowledge qualifications available to this pathway:K1 - City & Guilds Level 2 Certificate in Rail Engineering Underpinning Knowledge (QCF)

Combined qualifications available to this pathway:N/A



Intermediate and Advanced Level Apprenticeship - Rail InfrastructureEngineering

Advanced Apprenticeship in Rail Infrastructure Engineering

This framework includes information on Personal Learning and Thinking Skills




Pathways for this framework at level 3 include:

Pathway 1: Signalling

Competence qualifications available to this pathway:C1 - Level 3 NVQ Diploma in Rail Engineering Signalling Maintainer and Fault Finder (QCF)

Knowledge qualifications available to this pathway:K1 - Pearson BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF)

K2 - Pearson BTEC Level 3 Diploma in Manufacturing Engineering (QCF)

K3 - Pearson BTEC Level 3 Diploma in Operations and Maintenance Engineering (QCF)

K4 - City & Guilds Level 3 Diploma in Engineering (QCF)

K5 - Pearson BTEC Level 3 Subsidiary Diploma in Engineering (QCF)

K6 - EAL Level 3 Diploma In Installation and Maintenance of Engineering Assets (QCF)

K7 - Pearson BTEC Level 3 Diploma in Engineering (QCF)Combined qualifications available to this pathway:N/A



Pathway 2: Track

Competence qualifications available to this pathway:C1 - Level 3 NVQ Diploma In Rail Engineering Track Maintenance (QCF)

Knowledge qualifications available to this pathway:K1 - Pearson BTEC Level 3 Diploma in Manufacturing Engineering(QCF)

K2 - City & Guilds Level 3 Diploma in Engineering(QCF)



K5 - Pearson BTEC Level 3 Diploma in Engineering (QCF)Combined qualifications available to this pathway:N/A



Pathway 3: Telecoms

Competence qualifications available to this pathway:C1 - Level 3 NVQ Diploma in Rail Engineering Telecoms Maintainer and Fault Finder (QCF)

Knowledge qualifications available to this pathway:K1 - Pearson BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF)



K4 - City and Guilds Level 3 Diploma in Engineering (QCF)


K6 - EAL Level 3 Diploma In Installation and Maintenance of Engineering Assets (QCF) Combined qualifications available to this pathway:




N/AThis pathway also contains information on:


Pathway 4: Electrification

Competence qualifications available to this pathway:C1 - Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF)

C2 - Level 3 NVQ Certificate in Rail Engineering Electrification Construction (QCF)Knowledge qualifications available to this pathway:K1 - Pearson BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF)





K6 - EAL Level 3 Diploma In Installation and Maintenance of Engineering Assets (QCF) Combined qualifications available to this pathway:N/A






Framework information

Information on the Issuing Authority for this framework:

SEMTA

The Apprenticeship sector for occupations in science, engineering and manufacturingtechnologies.

Short description

The purpose of the Intermediate and Advanced Level Apprenticeship - Rail InfrastructureEngineering is to train new apprentices and upskill the existing workforce to the industryrecognised standard of competency at Level 2 & 3 in the various rail infrastructure engineeringdisciplines of track, signalling, telecoms and electrification. The pathways within this frameworkcover semi-skilled and fully skilled job roles in these areas. Rail track maintenance workers(Level 2) and skilled Technicians (level3) play a key role in ensuring that the infrastructuresystems that make up the rail network are installed and maintained to the correct standards toensure the safe and efficient running of the railway.

This framework includes:

Level 2Level 3

Issue number: 4

Framework ID:FR02310

Date this framework is to be reviewedby: 01/04/2014 This framework is for use in: England




Contact information

Proposer of this framework

Semta has assumed responsibility for Rail engineering from People 1st on behalf of Go Skills.We have been principally working with the National Skills Academy for Rail Engineering(NSARE), Network Rail and Transport for London (London Underground) and the RailwayIndustry Association (RIA) who represent the bulk of companies working in the railengineering sector.

Developer of this framework

Name: Ian CarnellOrganisation: Semta

Organisation type: Sector Skills CouncilJob title: Frameworks and Certification Manager

Phone: 01923 652350Email: [email protected]

Postal address: 14, Upton Road WatfordWD18 0JD

Website: Semta.org.uk

Issuing Authority's contact details

Issued by: SEMTAIssuer contact name: David George

Issuer phone: 0845 6439001Issuer email: [email protected]




Revising a framework

Contact details

Who is making this revision: Ian CarnellYour organisation: Semta

Your email address: [email protected]

Why this framework is being revised

The framework has been revised as Semta have assumed responsibility for Rail Engineeringapprenticeships from People 1st on behalf of Go-Skills.

Summary of changes made to this framework

New qualifications have been introduced in the level 3 pathways, and two new pathways atlevel 2 have been incorporated to provide progression

Qualifications removed

None

Qualifications added

Level 2 Pathway 1: Track Maintenance

C1a, C1b Level 2 NVQ Diploma in Rail Engineering Track Maintenance (QCF)K1 EAL Level 2 Certificate in Rail Engineering Underpinning Knowledge (QCF)K2 City & Guilds Level 2 Certificate in Rail Underpinning Knowledge (QCF) K3 Pearson BTEC Level 2 Extended Certificate in Engineering (QCF)

Level 2 Pathway 2: Electrification Maintenance

C1a Level 2 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF)K1 City & Guilds Level 2 Certificate in Rail Underpinning Knowledge (QCF)

Level 3 Pathway 1: Signalling

C1b EAL Level 3 Diploma in Rail Engineering Signalling Maintainer and Fault Finder (QCF)




K6 EAL Level 3 Diploma in Installation and Maintenance of Engineering Assets (QCF)K7 Pearson BTEC Level 3 Diploma in Engineering (QCF)

Level 3 Pathway 2: Track

C1b EAL Level 3 Diploma in Rail Engineering Track Maintenance (QCF)K4 EAL Level 3 Diploma in Installation and Maintenance of Engineering Assets (QCF)K5 Pearson BTEC Level 3 Diploma in Engineering (QCF)

Level 3 Pathway 3: Telecoms

C1b EAL Level 3 Diploma in Rail Engineering Telecoms Maintainer and Fault Finder (QCF)K6 EAL Level 3 Diploma in Installation and Maintenance of Engineering Assets (QCF)

Level 3 Pathway 4: Electrification

C1b EAL Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF)K6 EAL Level 3 Diploma in Installation and Maintenance of Engineering Assets (QCF)

Qualifications that have been extended

None




Purpose of this framework

Summary of the purpose of the framework

An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector. It allows the apprentice to gain technical knowledge and real practicalexperience, along with functional and personal skills, required for their immediate job andfuture career. These are acquired through a mix of learning in the workplace, formal off the jobtraining and the opportunity to practice and embed new skills in a real work context. Thisbroader mix differentiates the Apprenticeship experience from training delivered to meetnarrowly focused job needs.

All apprentices commencing their apprenticeship must have an Apprenticeship Agreementbetween the employer and apprentice. This can be used to reinforce the understanding of therequirements of the apprenticeship.

On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties, in the range of circumstances appropriate to the job, confidently and competently tothe standard set by the industry.

The rail industry is a vital part of the countries transport infrastructure, its continued wellbeingand expansion is vital to ensure the economy can continue to operate and grow.

The UK rail industry is currently benefitting from an ambitious programme of infrastructureinvestment with exiting plans and projects reaching well into the next decade. It is vitaltherefore that the industry gains an understanding of the volume and types of skills that will berequired to deliver this level of expansion in a safe and efficient manner.

The National Skills Academy for Rail Engineering (NSARE ) was commissioned by the Office ofRail Regulation to produce a long term skills forecast by first establishing the size andemployment demographics of the current workforce and then collecting data on all current andproposed future engineering projects involving infrastructure renewals and rolling stockprocurements.

A comprehensive skills forecasting model has been developed which uses this data to predictthe skills requirements for future projects involving new infrastructure, renewals, andmaintenance and predicts the number of additional people needed to both meet and anticipatethis growth given the age profile and subsequent industry leavers and retirements.

The objective was to obtain information from major organisations, Network Rail, TfL, Crossrail,




HS2 and the light rail companies on planned infrastructure investment from 2013 to 2028. Theskills forecasting model analyses workforce requirements based on four essential activities andfour skills level requirements within these.

Activities:

• Track• Signalling and Telecommunications (S&T)• Electrification and Plant (E&P)• Traction and Rolling Stock (T& RS)

Skills Levels:

• Professional engineer (NQF Levels 6-8)• Technical /manger (NQF Levels 4-5)• Skilled (NQF Level 3)• Semi-Skilled (NQF Level 2)

For each type of activity Track, S&T, (E&P) and (T&RS), the skills forecasting model estimatesthe level of resource required year on year to complete the work anticipated. The modelconsiders maintenance and project renewals separately.

Maintenance

For maintenance activity it uses the existing maintenance workforce and, by applying anannual % change in the activity required, forecasts increases or decreases in the number ofpeople required.

Projects and Renewals

For projects and renewals the future workforce requirement is derived from the information inthe aggregated investment programme.

The Current Workforce

Over 100 companies were approached and asked to provide individual data about railwayengineering staff. A total of 51 companies responded providing a rich data sample in excess of44,000 people. From this data it was possible to extrapolate an existing railway engineeringworkforce of some 100,000 people, 84,500 of whom are involved in railway specificengineering activities. Nearly 70% work in track, almost half are semi-skilled and 4.4 % arefemale. The highest average age is in T&RS activities where some 20% are over the age of 55.




female. The highest average age is in T&RS activities where some 20% are over the age of 55.

Numbers of Skills Levels

The total extrapolated workforce (2012) is comprised as shown below:

Track - 55,000S&T - 12,000E&P - 3,500Other non Railway Specific -15,500Total Infrastructure - 86,500 T&RS - 13,500Total - 100,000

The ‘other non- Railway Specific’ numbers includes those individuals not working in specificrailway engineering activities, e.g. in civil work such as bridges, embank, embankments,station refurbishment and platform lengthening. When the non- railway specific numbers arediscarded this indicates that some 66% of the workforce are in track, 16% in T&RS, 14% inS&T and just 4% in E&P.

Workforce Analysis by Skill Level

Semi-Skilled (Level 2) - 47,000Skilled (Level 3) - 37,000Technician/Manager (Level 4-5) - 12,000Engineering /General Manager (Level 6-8) - 4,000

Total - 100,000

Gender

Women make up 4.4% of the railway engineering workforce. However there is a wide disparitybetween the low percentage of women undertaking apprenticeships (3.3%) compared to thosejoining the industry as graduates (14%). According to the IET’s Engineering and TechnologySkills and Demand in Industry 2012 report, some 4% of technicians and 6% of professionalengineers nationally are female indicating that while overall numbers in railway engineeringare not significantly different to the National Average; the graduate percentage is encouragingand should be commended. The female workforce is not evenly distributed across the fouractivities with women relatively well represented in S&T and E&P compared to Track and T&RS.

Age Profile




The age profile of the workforce was also analysed by activity; the results for infrastructureshow a normal distribution of age with the exception of the T&RS profile which has aparticularly aging workforce with some 20% of people over the age of 55.

Planning For Retirements

Access to the employment demographics shows the impact of retirements across theworkforce. This is an area for concern for some employers who expressed difficulty in planningfor retirement due to a number of factors including:

• Removal of the compulsory 65 yrs retirement age• Changes to the age at which the basic state pension entitlement starts • Reduction in the number of final salary pension schemes and employees’ pension savings

Retirement at 65 • Next 5 yrs - 3,600 • 6 to 10yrs - 7,400 • 11 to 15 yrs - 11,400

Retirement at 60 • Next 5 yrs - 7,400 • 6 to 10yrs - 11,400 • 11 to 15 yrs - 13,800

In addition to these numbers, there are currently some 700 people in the workforce aged 65and above. It can be assumed these will retire over the next few years adding to the totalabove.

Future Workload to 2019

In the next seven years the industry will be spending £25bn on over 200 projects includinginfrastructure enhancements and renewals as well as rolling stock new build andrefurbishment.

Future Workforce Requirements – to 2019

The NSARE skills forecasting model looks at the number of people needed each year forprojects/renewals and maintenance, compares it to previous years requirements and thenestimates the ‘gap’ or ‘surplus’. For year 1 the required workforce is compared to the currentworkforce. The model then adds the additional people required to fill the gaps left by retireesand other leavers to give an overall resource ‘gap’ or ‘surplus’ by skill level and by activity type.




Track

Based on the existing workforce numbers and the forecast requirements there is no gap in theoverall numbers in the Track workforce. This is, at least in part, due to the large volume offlexible, part time individuals available at the semi-skilled level. This picture masks animportant issue however - the need to replace a number of higher qualified and experiencedpeople that will retire over the coming years.

Signalling and Telecommunications

The modelling indicates a need for 1,600 to 2,000 new people in the next five years with 30%of these being at technician level or above.

Electrification and Plant

The significant increase in E&P activity anticipated in the next few yeas will underpin the needfor around 1,000 new people which is equivalent of almost 30% of the existing workforce. Ofthese, some 750 will be required as a direct result of major electrification programmes. Anumber of actions are already in hand and by the industry to address this need. It will beimportant to ensure that:

effort is focussed in the right skills areassufficient emphasis is given to ensuring the capacity and capability of training providersand trainers to deliver the required skillsthere is co-ordination across the supply chain

Traction and Rolling Stock

The absolute gap in terms of numbers is largest in T&RS. This is driven by three key issues:

the age profile of this part of the workforce with significant numbers of people over 55yrsthe commencement of several rolling stock orders i.e. IEP, Thames link, Cross rail and TfLthe start of the retrofit of European Train Control Systems in line with the introduction ofthe European Rail Traffic Management System (ERTMS)

In summary:

New people required in the next 5 years

• Track Technicians - 1,950




Skilled - 1,000 • S&T

Technicians – 2,000 Skilled – 1,550• E&P

Technicians – 1,100 Skilled – 950• T&RS Technicians – 4,600 Skilled – 4,000

Critical to meeting the predicted skills requirements for an expanded workforce over the nextfive years is the availability of suitable apprenticeship frameworks that will address the skillsrequirements within the track; signals; telecoms; electrification, and plant skill areas.

The Level 2 & 3 Apprenticeship in Rail Infrastructure will meet the ongoing skills needs ofapprentices who will form the backbone of the new entrants required at levels 2 and level 3 within the track; signals; telecoms; electrification & plant sub-sectors.

Aims and objectives of this framework (England)

The aim of this apprenticeship is to train new entrants and upskill the existing workforce to theindustry recognised standard of competence in the appropriate rail infrastructure engineeringdisciplines. The apprenticeship will also aim to meet current and future skills needs bysupporting retention, motivation and performance.

The objectives of this apprenticeship are to:

provide a structured training programme to develop and upskill the workforceprovide career and progression opportunities in the industryprovide training to a common national standard that enable individuals to move betweenemployers in the rail industryattract new recruits into the rail industry to help employers with succession planning andincrease the diversity of the workforcedevelop transferability and employability skills




Entry conditions for this frameworkThe level 2 Intermediate Framework offers two occupations via 2 pathways. Employers arelooking to attract applicants who want to apply engineering principles, enjoy solving problems,and are willing to work shifts.

As a guide, the Intermediate framework in Rail Infrastructure is suitable for applicants whohave four relevant GCSEs grades D to E in English, Maths and Sciences. The selection processon behalf of employers may include initial assessment where applicants will be asked if theyhave any qualifications or experience that can be accredited against the requirements of theapprenticeship. They may also be required to take tests in basic numeracy and literacy,communication skills and spatial awareness. There may also be an interview to ensure:applicants have selected the right occupational sector and are motivated to become anapprentice, as undertaking an apprenticeship is a major commitment for both the individualand the employer.

Employers would be interested in applicants who:

are keen and motivated to work in an rail engineering environmentare able and prepared to work outside often in challenging weather environmentsare willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the rail sectorhave GCSEs grades D to E in English, Maths and Sciencehave completed tests in basic numeracy, literacy and communication skills and havespatial awareness.

Due to the safety critical nature of the role, applicants should be prepared to:

go through checks for physical health including hearing and eyesight (colour blindness)be tested for drugs and alcohol abuseundergo checks through the Criminal Records Bureau.

Transferable skillsAn Intermediate apprenticeship framework must specify that an apprentice needs to achieve(or have achieved) Functional skills, GCSEs (with enhanced functional content), these are listedtogether with the required levels under the Transferable skills section of this framework.

Knowledge qualificationsIf applicants already have one of the knowledge qualifications or individual QCF units at Level2 (see knowledge qualifications page) before starting their apprenticeship, they may count thisand will not have to repeat the qualification providing they have achieved this qualificationwithin five years of starting their apprenticeship. Further more the hours that were spentgaining the qualification may be counted towards the total hours for the apprenticeship.




gaining the qualification may be counted towards the total hours for the apprenticeship.

Competence qualificationsIf applicants already have one of the competence qualifications at Level 2 (see competencequalifications page) before starting their apprenticeship, they may count this and will not haveto repeat the qualification providing they have achieved this qualification within five years ofstarting their apprenticeship. It is important however that there is agreement between theemployer and the apprentice that the applicant is currently competent. As is the case with theknowledge element above the hours that were spent gaining the competence qualification maybe counted towards the total hours for the apprenticeship.

Rules to avoid the need to repeat qualificationsTo avoid the need to repeat qualifications, processes exist to ensure applicants with priorknowledge, qualifications and/or experience are not disadvantaged. Colleges, TrainingProviders and Awarding Organisations will be able to advise applicants on the current rules foraccrediting prior learning and experience.

The level 3 Framework offers a broad range of occupations via 4 pathways. Employers wouldwelcome applicants from a wide and diverse background. Employers wish to attract applicantswho have an interest to work in a rail engineering environment as craft-persons or technicians

As a guide, the Advanced Apprenticeship in Rail Infrastructure is suitable for applicants whohave four GCSEs grade C or above including Maths, English, and a Science. This is not a hardand fast rule but may vary according to the pathway chosen (craft or technician) and thesuitability of individual applicants.

Employers would be interested in applicants who:

have completed an Intermediate apprenticeship at level 2 in the relevant railinfrastructure occupational disciplineHave GCSEs in English, Maths and Science - grade C or aboveare keen and motivated to work in an rail engineering environmentare able and prepared to work outside often in challenging weather environmentshave the ability to follow instructions and diagramshave literacy and numeracy to work with dataare good team worker, who can also work under own initiative.are willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the sectorhave GCSEs in English, Maths and Science - grade C or aboveare prepared to go through checks for physical health including hearing and eyesight(colour blindness)be tested for drugs and alcohol abuseundergo checks through the Criminal Records Bureau.




undergo checks through the Criminal Records Bureau.

Tranferable Skills

To avoid the need to repeat qualifications, processes exist to ensure applicants with priorknowledge, qualifications and/or experience are not disadvantaged. Colleges, TrainingProviders and Awarding Organisations will be able to advise applicants on the current rules foraccrediting prior learning and experience.

Selection Process

The selection process on behalf of employers may include initial assessment activity such astests in basic numeracy, literacy, communication skills and spatial awareness. There may alsobe an interview to ensure potential apprentices have selected the right occupational sector tomeet their needs and expectations and those of their employer.

Rules to avoid the need to repeat qualifications:

To avoid the need to repeat qualifications, processes exist to ensure applicants with priorknowledge, qualifications and/or experience are not disadvantaged. Colleges, TrainingProviders and Awarding Organisations will be able to advise applicants on the current rules foraccrediting prior learning and experience.


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Title for this framework at level 2

Intermediate Level Apprenticeship in RailInfrastructure

Pathways for this framework at level 2

Pathway 1: Track Maintenance

Pathway 2: Electrification Maintenance

Level 2


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Description of this pathway

Level 2 Track Maintenance

The total minimum credit value for this pathway is 75

Competence = 37 credits

Knowledge = 28 credits

Transferable skills = 10 credits

Entry requirements for this pathway in addition to the framework entryrequirements

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

Level 2, Pathway 1: Track Maintenance


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Job title(s) Job role(s)

Track MaintenanceOperative

Inspecting track, undertaking both visual inspections and the use ofmeasuring devices; carrying out general track upkeep and maintenancetasks using manual and automated tools.


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Qualifications

Competence qualifications available to this pathway

C1 - Level 2 NVQ Diploma In Rail Engineering Track Maintenance (QCF)

No. Ref no. Awarding organisationCreditvalue

Guidedlearning

hours

UCASpointsvalue

C1a 601/0198/2 EAL 37 179 N/A

C1b 600/1076/9 City & Guilds 37 179 N/A

Knowledge qualifications available to this pathway

K1 - EAL Level 2 Certificate In Rail Engineering Underpinning Knowledge (QCF)


Guidedlearning

hours

UCASpointsvalue

K1a 601/0160/X EAL 28 280 N/A

K2 - City & Guilds Level 2 Certificate in Rail Underpinning Knowledge (QCF)


Guidedlearning

hours

UCASpointsvalue

K2a 501/2174/1 City & Guilds 28 280 N/A


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Knowledge qualifications available to this pathway (cont.)

K3 - Pearson BTEC Level 2 Extended Certificate in Engineering (QCF)


Guidedlearning

hours

UCASpointsvalue

K3a 500/7577/9 Pearson 30 180 N/A


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Combined qualifications available to this pathway

N/A

Relationship between competence and knowledge qualifications

K1 - K3 provide general theoretical underpinning engineering knowledge to support C1.

The designated technical certificates underpin the knowledge elements of the competencequalification in this pathway. The knowledge qualifications support key areas of technicalknowledge development needed for apprentices in the rail engineering industry to carry outtheir duties in a safe and efficient manner. Delivery methods for knowledge based qualificationsmay vary, from a conventional college based environment, to delivery through a combinationof this and written/web-based/distance learning materials.

Employers have agreed that their apprentices should have access to a number of differenttechnical knowledge qualifications that specify varying degrees of theoretical conceptsrequired, including a broad range of mathematical, scientific and engineering principles andprocesses.


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Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills(England)

Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values. Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded.

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 1 5

GCSE qualification in English (with enhanced functional content) E 5

Key Skills qualification in Communication achieved either before September2013 as part of the Apprenticeship, or...*

1 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English Literature* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.


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MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 1 5

GCSE qualification (with enhanced functional content) in Mathematics E 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

1 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

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

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A



Inclusion of Information and Communications Technology (ICT)

The Industry has indicated that ICT is not required for the job role.

Progression routes into and from thispathwayProgression routes into this pathway:

Entrants to this pathway are likely to primarily be school leavers who have completed theirGCSE studies and in some cases relevant vocational activity such as Pre-Apprenticeshipprogramme or extended work experience. More specifically they may:


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have previous employment or work experience in the rail sector orhave GCSE's in English, Maths and Science (grade D to E or higher) orare keen and motivated to work in the rail engineering sector orare practically minded and want to work with their hands orare willing to undertake a course of training both on-the-job and off-the job and applythis learning in the workplace orhave completed tests in basic numeracy, literacy and communications skills and havespatial awareness.

Other entrants may have experience from working in the sector, and are now seeking tobecome qualified by undertaking an apprenticeship programme. Particular interest would beshown to those applicants who have had previous work experience or employment in thesector.

Progression routes from this pathway:

On completion of the Apprenticeship, individuals may continue working as Track Operatives.Individuals can go on to become team leaders and supervisors . Alternatively completion of theLevel 2 Intermediate Apprenticeship in Rail Infrastructure (Track) may support progressiononto the Level 3 Advanced Apprenticeship in Rail Infrastructure

Useful websites:

https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/railengineeringtechnician.aspx

http://www.networkrail.co.uk/careers/





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Employee rights and responsibilitiesThere are two methods of achieving ERR as set out below:

Method 1 - Qualifications

1a. Excellence Achievement and Learning (EAL) have produced a stand-alone qualification thatcovers all 9 outcomes of ERR requirements.

Qualification details:EAL Level 2 Award in Employment Rights and Responsibilities for new Entrants into theScience, Engineering and Manufacturing Sectors (QCF)QCF qualification ref no: 600/0290/6Credit value: 5 creditsGuided learning hours: 41

1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the City & Guilds and EAL competency and knowledge qualifications in theframework. The Apprentice must elect to complete this unit as part of the competencyqualifications. This unit has been specifically developed to cover all nine national outcomes forERR. ERR will automatically be evidenced at certification by the achievement of thesequalifications. For this pathway the competency qualification is the Level 2 NVQ Diploma InRail Engineering Track Maintenance (QCF) and the additional unit required is EmploymentRights and Responsibilities in the Passenger Transport Sector. Evidence of completion of thisunit is required for certification of the framework. The awarding organisations offering thisqualification are listed below:

EAL 601/0198/2 and City & Guilds 600/1076/9

1c. Pearson have produced a stand-alone qualification that can cover all 9 outcomes of ERRrequirements if Unit 2 is achieved.

Qualification details:Pearson BTEC Level 2 Award in WorkSkills for Effective Learning and Employment (QCF)QCF qualification ref no: 501/1793/2Credit value: 4 creditsGuided learning hours: 40

Please note: The Pearson BTEC Level 2 Award consists of a mandatory unit as an introductionto apprenticeships. Apprentices must then complete Unit 2 which covers the ERR requirements(included within content). This qualification is designed to be assessed in the context of the


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sector relevant to the apprenticeship framework being undertaken (ie rail engineering in thiscase).

1d. Pearson have produced a Level 3 stand-alone qualification that can cover all 9 outcomes ofERR requirements if Units 2 and 4 are achieved.


The Pearson BTEC Level 3 Award consists of a mandatory unit as an introduction toapprenticeships. Apprentices must then complete Units 2 and 4 which cover the ERRrequirements (included within content). This qualification is designed to be assessed in the railengineering sector in this case).

Please note: Only Level 2 is required to meet the framework requirements.

1e. City & Guilds have produced a stand-alone qualification that can cover all 9 outcomes ofERR requirements.

Qualification details:City & Guilds Level 2 Subsidiary Award in Employment and Personal Learning at Work (QCF)QCF qualification ref no: 600/2819/1Credit value: 2 creditsGuided learning hours: 15

Please note: Although it may be possible to complete ERR in a minimum of 15 Guided learninghours (GLH), Semta recommend a minimum of 40 GLH are taken to complete the ERRrequirements.

These qualifications will enable apprentices to both know and understand the principlesassociated with the nine national outcomes such as the world of work and how they areconstrained by various legal and organisational procedures for their own well-being.Apprentices achieving the qualifications will have demonstrated that they have theunderpinning knowledge relevant for the rail engineering environment whichsatisfies the Specification for Apprenticeship Standards for England.

Method 2 - Workbook


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......... Pathway 1



Semta has produced an Apprentice ERR workbook that is available from: [email protected]

The requirements for completing it must be explained to the apprentice right at the start oftheir training in order that they may take full advantage of their *company induction wheresignificant amounts of information towards the national outcomes will be covered. Theworkbook is intended to enable apprentices to know, understand and record the principlesassociated with the nine national outcomes such as the world of work and how they areconstrained by various legal and organisational procedures for their own well-being.

*Please note: All apprentices must receive a company induction programme.

To claim final certification of the apprenticeship, one of the preceding forms of ERR evidencewill be required, together with the Apprentice Declaration and Authorisation form V2 which isavailable from the Federation for Industry Sector Skills and Standards (Fisss) website: acecerts.co.uk/

mailto:[email protected]

http://acecerts.co.uk/


...... level 2

......... Pathway 2




Level 2 Electrification Maintenance







Level 2, Pathway 2: Electrification Maintenance


...... level 2

......... Pathway 2




ElectrificationMaintenance fitter

Carryout out linesman maintenance engineering work, example activities:reading of technical drawings, use of measuring equipment. Use of looselifting tackle for which you are trained and are competent to use. Operateequipment for the maintenance of OLE structures on the railwayinfrastructure.


...... level 2

......... Pathway 2



Qualifications


C1 - City & Guilds Level 2 NVQ Certificate in Rail Engineering ElectrificationMaintenance (QCF)


Guidedlearning

hours

UCASpointsvalue

C1a 600/3243/1 City & Guilds 20 122 N/A


K1 - City & Guilds Level 2 Certificate in Rail Engineering Underpinning Knowledge (QCF)


Guidedlearning

hours

UCASpointsvalue

K1a 501/2174/1 City & Guilds 28 280 N/A


...... level 2

......... Pathway 2




N/A


K1 provides the general theoretical underpinning engineering knowledge to support C1.




...... level 2

......... Pathway 2






EnglishMinimum

levelor grade

Creditvalue


GCSE qualification in English (with enhanced functional content) E 5


1 5












...... level 2

......... Pathway 2



MathematicsMinimum

levelor grade

Creditvalue


GCSE qualification (with enhanced functional content) in Mathematics E 5


1 5
















...... level 2

......... Pathway 2



have previous employment or work experience in the rail sector orhave GCSE's in English, Maths and Science (grade D to E or higher) orare keen and motivated to work in the rail engineering sector orare practically minded and want to work with their hands orare willing to undertake a course of training both on-the-job and off-the job and applythis learning in the workplace orhave completed tests in basic numeracy, literacy and communications skills and havespatial awareness.



On completion of the Apprenticeship, individuals may continue working as ElectrificationMaintenance Operatives. Individuals can go on to become team leaders and supervisors .Alternatively completion of the Level 2 Intermediate Apprenticeship in Rail Infrastructure(Electrification Maintenance ) may support progression onto the Level 3 AdvancedApprenticeship in Rail Infrastructure

Useful websites:







...... level 2

......... Pathway 2







1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the City & Guilds competency qualification in the pathway. The Apprenticemust elect to complete this unit as part of the competency qualification. This unit has beenspecifically developed to cover all nine national outcomes for ERR. ERR will automatically beevidenced at certification by the achievement of the qualification. For this pathway thecompetency qualification is the City & Guilds Level 2 NVQ Certificate in Rail EngineeringElectrification Maintenance (QCF) and the additional unit required is Employment Rights andResponsibilities in the Passenger Transport Sector. Evidence of completion of this unit isrequired for certification of the framework. The awarding organisations offering thisqualification is listed below: City & Guilds Level 2 NVQ Certificate in Rail EngineeringElectrification Maintenance (QCF) 600/3243/1



Please note: The Pearson BTEC Level 2 Award consists of a mandatory unit as an introductionto apprenticeships. Apprentices must then complete Unit 2 which covers the ERR requirements(included within content). This qualification is designed to be assessed in the context of thesector relevant to the apprenticeship framework being undertaken (ie rail engineering in thiscase).


...... level 2

......... Pathway 2











Method 2 - Workbook




...... level 2

......... Pathway 2









...... level 3



Title for this framework at level 3

Advanced Apprenticeship in RailInfrastructure Engineering

Pathways for this framework at level 3

Pathway 1: Signalling

Pathway 2: Track

Pathway 3: Telecoms

Pathway 4: Electrification

Level 3


...... level 3

......... Pathway 1




Rail Infrastructure Engineering (Signalling)






There are no additional requirements other than the general entry conditions

Level 3, Pathway 1: Signalling


...... level 3

......... Pathway 1




Junior SignalTechnical Engineer

Undertake surveys of the signalling equipment, analyse technical data onsignalling equipment performance , maintain records of signalling diagramsand control systems, prepare specifications, assist with method statementpreparation and/or plans for design work and requisition materials

Signal TechnicianInspect signal control systems, cabling and signals, fault find when there aresignal failures, maintain the signals and cabling and replace the signallingassets and components


...... level 3

......... Pathway 1



Qualifications


C1 - Level 3 NVQ Diploma in Rail Engineering Signalling Maintainer and Fault Finder(QCF)


Guidedlearning

hours

UCASpointsvalue

C1a 600/1491/X City and Guilds 42 212 N/A

C1b 601/0246/9 EAL 42 212 N/A


K1 - Pearson BTEC Level 3 Diploma in Electrical / Electronic Engineering (QCF)


Guidedlearning

hours

UCASpointsvalue

K1a 500/8098/2 Pearson 120 720



Guidedlearning

hours

UCASpointsvalue

K2a 500/7319/9 Pearson 120 720


...... level 3

......... Pathway 1






Guidedlearning

hours

UCASpointsvalue

K3a 500/7315/1 Pearson 120 720

K4 - City & Guilds Level 3 Diploma in Engineering (QCF)


Guidedlearning

hours

UCASpointsvalue

K4a 600/0882/9 City and Guilds 54 480



Guidedlearning

hours

UCASpointsvalue

K5a 500/7841/0 Pearson 60 360



Guidedlearning

hours

UCASpointsvalue

K6a 601/0161/1 EAL 46 350 N/A


...... level 3

......... Pathway 1




K7 - Pearson BTEC Level 3 Diploma in Engineering (QCF)


Guidedlearning

hours

UCASpointsvalue

K7a 500/8154/8 Pearson 120 720 N/A


...... level 3

......... Pathway 1




N/A


The competence qualification, C1, has been developed to support job roles with varyingemphasis on fault finding and rectification of signal engineering assets.


However, K1, K3, and K7 would be most suited to an apprentice working towards the JuniorSignal Technical Engineer role as they provide an additional emphasis on a particularengineering discipline i.e. electrical/electronic engineering (K1), mechanical engineering (K2)and maintenance engineering (K3). K4 and K5 would be most suited to an apprentice workingtowards the Signal Technician role. Please note that requirements of individual job roles mayvary and the apprentice should undertake the knowledge qualification most relevant to theirrole.

The designated technical certificates underpin the knowledge elements of the competencequalification in this pathway. The knowledge qualifications support key areas of technicalknowledge development needed for apprentices in rail engineering industry to carry out theirduties in a safe and efficient manner. Delivery methods for knowledge based qualifications mayvary, from a conventional college based environment, to delivery through a combination of thisand written/web-based/distance learning materials.



...... level 3

......... Pathway 1






EnglishMinimum

levelor grade

Creditvalue


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


2 5












...... level 3

......... Pathway 1



MathematicsMinimum

levelor grade

Creditvalue


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


2 5
















...... level 3

......... Pathway 1



Progression routes into the pathway include those who:

have GCSEs in English, Maths and Science - grade C or abovehave A or AS levels in Science, Technology, Engineering or Mathematics subjectshave completed an Intermediate level apprenticeship in Rail Engineeringare keen and motivated to work in a Engineering Maintenance environmentare willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the Rail or Engineering sector



While significant numbers of Advanced Apprentices will seek internal progression to teamleader or supervisory roles or follow a route into a Senior Signalling Technical role within theircompanies, some will want to progress to a Higher Apprenticeship in Engineering (RailPathway); others may decide to opt for a Foundation Degree in Railway Engineering orHNC/HND. More generally, most ex-apprentices aspire to a combination of internal promotionwhile at the same time undertaking company sponsored qualifications as specified above.

Useful websites:



UCAS points for this pathway:

(no information)





...... level 3

......... Pathway 1







1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the City & Guilds and EAL competency qualifications in the framework. TheApprentice must elect to complete this unit as part of the competency qualification. These unitshas been specifically developed to cover all nine national outcomes for ERR. ERR willautomatically be evidenced at certification by the achievement of the qualification. For thispathway the competency qualification is the Level 3 NVQ Diploma in Rail EngineeringSignalling Maintainer and Fault Finder and the additional unit required is Employment Rightsand Responsibilities in the Passenger Transport Sector. Evidence of completion of this unit isrequired for certification of the framework. The awarding organisation offering this qualificationis listed below:• Ref: 600/1491/X (City and Guilds) and 601/0246/9 (EAL)



Please note: The Pearson BTEC Level 2 Award consists of a mandatory unit as an introductionto apprenticeships. Apprentices must then complete Unit 2 which covers the ERR requirements(included within content). This qualification is designed to be assessed in the context of thesector relevant to the apprenticeship framework being undertaken (ie rail engineering in this


...... level 3

......... Pathway 1



case).









Method 2 - Workbook

Semta has produced an Apprentice ERR workbook that is available from:



...... level 3

......... Pathway 1



[email protected]







...... level 3

......... Pathway 2




Rail Infrastructure Engineering (Track)

The total minimum credit value for this pathway is = 93





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

Level 3, Pathway 2: Track


...... level 3

......... Pathway 2




Junior TrackTechnical Engineer

Undertake track surveys, analyse technical track data, maintain records,prepare specifications for renewals, assist with method statementpreparation and/or plans for design work and requisition materials

Track TechnicianInspect track using specialist equipment, fault find when there are trackequipment failures, maintain the track and replace the track assets andcomponents


...... level 3

......... Pathway 2



Qualifications


C1 - Level 3 NVQ Diploma In Rail Engineering Track Maintenance (QCF)


Guidedlearning

hours

UCASpointsvalue

C1a 600/1100/2 City and Guilds 37 167 N/A

C1b 601/0196/9 EAL 37 167 N/A


K1 - Pearson BTEC Level 3 Diploma in Manufacturing Engineering(QCF)


Guidedlearning

hours

UCASpointsvalue

K1a 500/7319/9 Pearson 120 720

K2 - City & Guilds Level 3 Diploma in Engineering(QCF)


Guidedlearning

hours

UCASpointsvalue



...... level 3

......... Pathway 2






Guidedlearning

hours

UCASpointsvalue

K3a 500/7841/0 Pearson 60 360



Guidedlearning

hours

UCASpointsvalue

K4a 601/0161/1 EAL 46 350 N/A

K5 - Pearson BTEC Level 3 Diploma in Engineering (QCF)


Guidedlearning

hours

UCASpointsvalue

K5a 500/8154/8 Pearson 120 720 N/A


...... level 3

......... Pathway 2




N/A


The competence qualification, C1, has been developed to support various job roles in trackmaintenance.


The four knowledge qualifications (K1 – K4) provide general theoretical underpinningengineering knowledge to support C1 however, K1 and K5 would be most suited to anapprentice working towards the Junior Track Technical Engineer role, while K2, K3 and K4 would be most suited to an apprentice working towards the Track Technician role. Please notethat requirements of individual job roles may vary and the apprentice should undertake theknowledge qualification most relevant to their role.

The designated technical certificates underpin the knowledge elements of the competencequalification in this pathway. The knowledge qualifications support key areas of technicalknowledge development needed for apprentices in the the rail engineering industry to carryout their duties in a safe and efficient manner. Delivery methods for knowledge basedqualifications may vary, from a conventional college based environment, to delivery through acombination of this and written/web-based/distance learning materials.



...... level 3

......... Pathway 2






EnglishMinimum

levelor grade

Creditvalue




2 5












...... level 3

......... Pathway 2



MathematicsMinimum

levelor grade

Creditvalue




2 5














Entrants to this pathway are likely to primarily be school leavers who have completed theirGCSE studies and in some cases relevant vocational activity such as Pre-Apprenticeshipprogramme or extended work experience.


...... level 3

......... Pathway 2



More specifically they may:

have GCSEs in English, Maths and Science - grade C or abovehave A or AS levels in Science, Technology, Engineering or Mathematics subjectshave completed an Intermediate level apprenticeship in Rail Engineeringare keen and motivated to work in a Rail Engineering environmentare willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the Rail Engineering sector



While significant numbers of Advanced Apprentices will seek internal progression to teamleader or supervisory roles or follow a route into a Senior Track Technical role within theircompanies, some will want to progress to a Higher Apprenticeship in Engineering (RailPathway); others may decide to opt for a Foundation Degree in Railway Engineering orHNC/HND. More generally, most ex-apprentices aspire to a combination of internal promotionwhile at the same time undertaking company sponsored qualifications as specified above.

Useful websites:




(no information)





...... level 3

......... Pathway 2







1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the City & Guilds and EAL competency qualifications in the framework. TheApprentice must elect to complete this unit as part of the competency qualification. These unitshas been specifically developed to cover all nine national outcomes for ERR. ERR willautomatically be evidenced at certification by the achievement of the qualification. For thispathway the competency qualification is the Level 3 NVQ Diploma In Rail Engineering TrackMaintenance (QCF) and the additional unit required is Employment Rights and Responsibilitiesin the Passenger Transport Sector. Evidence of completion of this unit is required forcertification of the framework. The awarding organisation offering this qualification is listedbelow:• Ref: 600/1100/2 (City and Guilds) and 601/0196/9 (EAL)





...... level 3

......... Pathway 2



case).









Method 2 - Workbook




...... level 3

......... Pathway 2



[email protected]







...... level 3

......... Pathway 3




Railway Infrastructure Engineering (Telecoms)







Level 3, Pathway 3: Telecoms


...... level 3

......... Pathway 3




Junior TelecomsTechnical Engineer

Undertake surveys of telecoms equipment , analyse technical data fromtelecoms systems, maintain records, prepare specifications for maintenanceand renewals, assist with method statement preparation and/or plans fordesign work and requisition materials

TelecomsTechnician

Inspect telecoms control systems and cabling, fault find when there aretelecoms failures, maintain and replace the telecoms assets and components


...... level 3

......... Pathway 3



Qualifications


C1 - Level 3 NVQ Diploma in Rail Engineering Telecoms Maintainer and Fault Finder(QCF)


Guidedlearning

hours

UCASpointsvalue


C1b 601/0158/1 EAL 46 245 N/A




Guidedlearning

hours

UCASpointsvalue

K1a 500/8098/2 Pearson 120 720



Guidedlearning

hours

UCASpointsvalue

K2a 500/7319/9 Pearson 120 720


...... level 3

......... Pathway 3






Guidedlearning

hours

UCASpointsvalue

K3a 500/7315/1 Pearson 120 720



Guidedlearning

hours

UCASpointsvalue




Guidedlearning

hours

UCASpointsvalue

K5a 500/7841/0 Pearson 60 360



Guidedlearning

hours

UCASpointsvalue

K6a 601/0161/1 EAL 46 350 N/A


...... level 3

......... Pathway 3




N/A


The competence qualification, C1, has been developed to support job roles with emphasis onfault diagnosis and rectification of telecoms railway assets.


However, K1-K3 would be most suited to an apprentice working towards the Junior TelecomsTechnical Engineer role as they provide an additional emphasis on a particular engineeringdiscipline i.e. electrical/electronic engineering (K1), mechanical engineering (K2) andmaintenance engineering (K3). K4 and K5 would be most suited to an apprentice workingtowards the Telecoms Technician role. K6 is suitable for Telecoms Technician. Please note thatrequirements of individual job roles may vary and the apprentice should undertake theknowledge qualification most relevant to their role.




...... level 3

......... Pathway 3






EnglishMinimum

levelor grade

Creditvalue




2 5












...... level 3

......... Pathway 3



MathematicsMinimum

levelor grade

Creditvalue




2 5
















...... level 3

......... Pathway 3



have GCSEs in English, Maths and Science - grade C or abovehave A or AS levels in Science, Technology, Engineering or Mathematics subjectshave completed an Intermediate level apprenticeship in Rail Engineeringare keen and motivated to work in a Engineering Maintenance environmentare willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the Rail Engineering sector



While significant numbers of Advanced Apprentices will seek internal progression to teamleader or supervisory roles or follow a route into a Senior Telecoms Technical role within theircompanies, some will want to progress to a Higher Apprenticeship in Engineering (RailPathway); others may decide to opt for a Foundation Degree in Railway Engineering orHNC/HND. More generally, most ex-apprentices aspire to a combination of internal promotionwhile at the same time undertaking company sponsored qualifications as specified above.

Useful websites:




(no information)





...... level 3

......... Pathway 3







1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the City & Guilds and EAL competency qualifications in the framework. TheApprentice must elect to complete this unit as part of the competency qualification. These unitshas been specifically developed to cover all nine national outcomes for ERR. ERR willautomatically be evidenced at certification by the achievement of the Level 3 NVQ Diploma inRail Engineering Telecoms Maintainer and Fault Finder qualification. For this pathway thecompetency qualification is the Level 3 NVQ Diploma and the additional unit required isEmployment Rights and Responsibilities in the Passenger Transport Sector. Evidence ofcompletion of this unit is required for certification of the framework. The awarding organisationoffering this qualification is listed below:• Ref: 600/1498/2 (City and Guilds) and 601/0158/1 (EAL)





...... level 3

......... Pathway 3



case).









Method 2 - Workbook




...... level 3

......... Pathway 3



[email protected]







...... level 3

......... Pathway 4




Rail Infrastructure Engineering (Electrification Maintenance)

The total minimum credit value for this pathway is 78 credits for (Electrification Maintenance)




Rail Infrastructure Engineering (Construction)

The total minimum credit value for this pathway is 87 credits for (Electrification Construction)






Level 3, Pathway 4: Electrification


...... level 3

......... Pathway 4




JuniorElectrificationTechnical Engineer

Undertake surveys of contact system components, analyse technical data,maintain records, prepare specifications for installation, maintenance andrenewal of the contact systems and electrification system, assist withmethod statement preparation and plans for design work and requisitionmaterials

ElectrificationTechnician

Inspect contact systems; fault find the contact systems following failures;maintain and replace the contact systems and the electrification assets andcomponents


...... level 3

......... Pathway 4



Qualifications


C1 - Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF)


Guidedlearning

hours

UCASpointsvalue


C1b 601/0197/0 EAL 22 164 N/A

C2 - Level 3 NVQ Certificate in Rail Engineering Electrification Construction (QCF)


Guidedlearning

hours

UCASpointsvalue

C2a 600/3236/4 City and Guilds 31 202




Guidedlearning

hours

UCASpointsvalue

K1a 500/8098/2 Pearson 120 720


...... level 3

......... Pathway 4






Guidedlearning

hours

UCASpointsvalue

K2a 500/7319/9 Pearson 120 720



Guidedlearning

hours

UCASpointsvalue

K3a 500/7315/1 Pearson 120 720



Guidedlearning

hours

UCASpointsvalue




Guidedlearning

hours

UCASpointsvalue

K5a 500/7841/0 Pearson 60 360


...... level 3

......... Pathway 4






Guidedlearning

hours

UCASpointsvalue

K6a 601/0161/1 EAL 46 350 N/A


...... level 3

......... Pathway 4




N/A


The competence qualification C1 focuses on electrification maintenance and C2 focuses onelectrification construction/installation.

K1 - K6 provide general theoretical underpinning engineering knowledge to support C1 and C2

However, K1-K3 would be most suited to an apprentice working towards the JuniorElectrification Technical Engineer role as they provide an additional emphasis on a particularengineering discipline i.e. electrical/electronic engineering (K1), mechanical engineering (K2)and maintenance engineering (K3). K4 , K5 and K6 would be most suited to an apprenticeworking towards the Electrification Technician role. Please note that requirements of individualjob roles may vary and the apprentice should undertake the knowledge qualification mostrelevant to their role.




...... level 3

......... Pathway 4






EnglishMinimum

levelor grade

Creditvalue




2 5












...... level 3

......... Pathway 4



MathematicsMinimum

levelor grade

Creditvalue




2 5
















...... level 3

......... Pathway 4



have GCSEs in English, Maths and Science - grade C or abovehave A or AS levels in Science, Technology, Engineering or Mathematics subjectshave completed an Intermediate level apprenticeship in Rail Engineeringare keen and motivated to work in an Engineering Installation/Maintenance environmentare willing to undertake a course of training both on-the-job and off-the-job and applythis learning in the workplacehave previous work experience or employment in the Rail Engineering sector



While significant numbers of Advanced Apprentices will seek internal progression to teamleader or supervisory roles or follow a route into a Senior Electrification/Construction Technicalrole within their companies, some will want to progress to a Higher Apprenticeship inEngineering (Rail Pathway); others may decide to opt for a Foundation Degree in RailwayEngineering or HNC/HND. More generally, most ex-apprentices aspire to a combination ofinternal promotion while at the same time undertaking company sponsored qualifications asspecified above.

Useful websites:


http://www.networkrail.co.uk/careers /


(no information)



http://www.networkrail.co.uk/careers


...... level 3

......... Pathway 4







1b. ERR is covered by completion of the Employment Rights and Responsibilities unit which isembedded within the competency qualifications in the framework. The Apprentice must elect tocomplete this unit as part of the competency qualification. This unit has been specificallydeveloped to cover all nine national outcomes for ERR. ERR will automatically be evidenced atcertification by the achievement of the qualification. For this framework the competencyqualifications are the Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance andthe Level 3 NVQ Certificate in Rail Engineering Electrification Construction. The additional unitrequired is 'Employment Rights and Responsibilities in the Passenger Transport Sector.'Evidence of completion of this unit is required for certification of the framework. Thequalification reference numbers and awarding organisations offering these qualifications arelisted below:

Ref: 600/3244/3 City & Guilds Level 3 NVQ Certificate in Rail Engineering ElectrificationMaintenance and the EAL Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance601/0197/0Ref: 600/3236/4 City & Guilds Level 3 NVQ Certificate in Rail Engineering ElectrificationConstruction




...... level 3

......... Pathway 4



Please note: The Pearson BTEC Level 2 Award consists of a mandatory unit as an introductionto apprenticeships. Apprentices must then complete Unit 2 which covers the ERR requirements(included within content). This qualification is designed to be assessed in the context of thesector relevant to the apprenticeship framework being undertaken (ie rail engineering in thiscase).










...... level 3

......... Pathway 4



Method 2 - Workbook










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

How equality and diversity will be metWithin the rail engineering industry, only about 4.4% of the workforce are women. Thepercentage of the workforce that is ethnic minority is also lower than the national average, at5%.

Semta recognises the training and business benefits of having apprentices from a wide varietyof diverse backgrounds. We are committed to ensuring equality and diversity drives all aspectsof apprentice selection and recruitment. Equal opportunity and diversity refers to the activeelimination of unlawful or unfair discrimination against any person or group on the grounds ofgender, race, colour, nationality, ethnic origin, religion, age, sexual orientation, marriage andcivil partnership, pregnancy and maternity, political belief, disability and where appropriate,prison/offender background where this is deemed irrelevant.

Despite the encouraging numbers of both female participants and ethnic minorities on the 14to 19 Engineering and Manufacturing Diplomas and Young Apprenticeship programmes, theEngineering sector still has a significant way to go to encourage women into engineering andmanufacturing careers.

Semta wishes to make a Gender Equality Commitment. Semta has signed the United KingdomResource Centre (UKRC) CEO's charter in a bid to step up female recruitment in its key sectorsand programmes. Due to impending skills gaps it is estimated that 204,000 people will berequired to be recruited and trained between 2010-2016 within Semta’s sectors of Rail(18,700) aerospace, automotive, composites, electrical, electronics, maintenance, marine,mathematics, metals and engineered metal products, renewables and science.

The UKRC is the Government’s leading body for advanced gender equality in science,engineering and technology (SET) and the CEO’s charter is a formal commitment to the UKRC’sagenda to challenge the under-representation of women in SET. Women make up 50% of thelabour market, yet they make up less than 20% of the labour market in science, engineeringand technology.

The UKRC believes that only a concerted effort by the SET industry will break down the genderbarriers that exist in traditionally male-dominated environments and we want to be part of anew consensus which will create an inclusive working environment for women. The




manufacturing industries in which this framework operates are traditionally dominated by awhite, male workforce. However, faced with an aging workforce and the probability of skillshortages we must look to attract new entrants from a much more diverse recruitment pool.This means that all young people and adults considering engineering and manufacturing as acareer are welcome.

Providers of apprenticeship training including employers must be able to demonstrate there areno overt or covert discriminatory practices in the selection and employment of apprentices thiscan be demonstrated by the implementing of a Single Equality Scheme (SES). The newEquality Duty (part of the Single Equality Bill) introduced to the public sector requires all publicsector bodies to produce a SES combining their current race, disability and gender schemesand should be recognised by all providers of apprenticeship training. The implementation of aSES demonstrates the organisation's commitment to equality and diversity by identifying newand improved ways of working to ensure the organisation is more efficient and effective inmeeting the diverse needs of both staff and customers.

All those who recruit apprentices, be they colleges, training providers or employers, mustcomply with the Equality act of 2010 and apply the Equality and Diversity legislation taking fullaccount of the following:

• The Sex Discrimination Act 1975 and Code of Practice• The Race Relations Act 1976 and Code of Practice• The Disability Discrimination Act 1995 and Code of Practice• Employment Equality (Religion or Belief) Regulations 2003• Employment Equality (Sexual Orientation) Regulations 2003• Employment Equality (Age) Regulations 2006• The Equality Act 2010

Providers of apprenticeship training and employers must also actively monitor equality ofopportunity and diversity procedures and take positive action where necessary to ensure equalaccess and treatment for all. Apprenticeships must be seen as a vital route to encourage andfacilitate long term change in the equality and diversity of the engineering industry, thereforeentry conditions into this framework are extremely flexible. All effort should be made toincrease the diversity of our apprentice population.

Download the guidance on the Equality Act here:

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

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




On and off the job guided learning(England)

Total GLH for each pathway

Evidence requirements for claiming an Apprenticeship Certificate

The Apprenticeships, Skills, Children and Learning Act (ASCL) was enacted in November 2010and the new certification requirements came into force on the 13th April 2011. One of the keyrequirements of the Act is that only the Certifying Authority for England can issueapprenticeship certificates to successful apprentices in England.

In order to make this happen the Federation for Industry Sector Skills & Standards (Fisss) hasbeen designated the Certifying Authority in England. Certification applications are madethrough the Apprenticeship Certificates England (ACE) on-line system.

Guided Learning hours:

Semta recognises that all apprentices have different learning needs and some apprentices willrequire more Guided Learning Hours (GLH) while others will require less. We have outlined theGLH delivered to apprentices as set out in the GLH in the individual qualifications. Thisrepresents a typical apprentice with minimum experience in the sector, as specified by theSpecification for Apprenticeship Standards for England (SASE).

Both on and off-the-job GLH must be clearly evidenced. This SASE requirement for on-the-joband off-the-job guided learning is intended to meet the requirement in section 27(2) (b) of theApprenticeships, Skills, Children & Learning (ASCL) Act for on-the-job and off-the-job training.

Total GLH for each pathway is summarised below:


The normal pathway duration for completion for apprentices age 16 years to 18 years is 18months

Total minimum credit value: 75 credits

Total GLH = 570 hours• Competence = 179 minimum hours/ 37 minimum credits• Knowledge = 180 minimum hours (smallest technical certificate GLH) / 30 minimum credits• *Functional Skills (notional value 45 hours x 2 = 90 hours /10 credits




• Mentoring 66 weeks x 1 hour/week = 66 hours• PLTS = 40 hours• ERR = 15 hours*Functional skills: Intermediate Apprentices who already have functional skills at level 1should be encouraged to achieve level 2

Year 1 = 380 hours Year 2 = 190 hours




Total GLH = 613 hours• Competence = 122 minimum hours/ 20 minimum credits• Knowledge = 280 minimum hours (smallest technical certificate GLH) / 28 minimum credits• *Functional Skills (notional value 45 hours x 2 = 90 hours /10 credits• Mentoring 66 weeks x 1 hour/week = 66 hours• PLTS = 40 hours• ERR = 15 hours*Functional skills: Intermediate Apprentices who already have functional skills at level 1should be encouraged to achieve level 2

Year 1 = 409 hours Year 2 = 205 hours




Total GLH = 839 hours• Competence = 212 minimum hours/ 42 minimum credits• Knowledge = 350 minimum hours (smallest technical certificate GLH) / 46 minimum credits• Functional Skills (notional value 45 hours x 2 = 90 hours /10 credits• Mentoring 132 weeks x 1 hour/week = 132 hours• PLTS = 40 hours• ERR = 15 hours

Year 1 = 280 hours Year 2 = 280 hours Year 3 = 279 hours












Total GLH = 872 hours• Competence = 245 minimum hours/46 minimum credits• Knowledge = 350 minimum hours (smallest technical certificate GLH) / 46 minimum credits• Functional Skills (notional value 45 hours x 2 = 90 hours /10 credits• Mentoring 132 weeks x 1 hour/week = 132 hours• PLTS = 40 hours• ERR = 15 hours




Total minimum credit value: 78 credits (Electrification Mainenance)

Total GLH = 791 hours• Competence = 164 minimum hours/ 22 minimum credits




• Competence = 164 minimum hours/ 22 minimum credits• Knowledge = 350 minimum hours (smallest technical certificate GLH) / 46 minimum credits• *Functional Skills (notional value 45 hours x 2 = 90 hours /10 credits• Mentoring 132 weeks x 1 hour/week = 132 hours• PLTS = 40 hours• ERR = 15 hours


Total minimum credit value: 87credits (Electrification Construction)



Minimum off-the-job guided learning hours

Below are the minimum off-the-job guided learning hours specified for all pathways of theintermediatelevel 2 programme


Minimum off-the-job hours through pathway 1 are 391 GLH, and is evidenced by completion ofthe knowledge element, Functional skills, Employment Rights and Responsibilities (ERR), PLTSand Mentoring.

This amounts to 69% of the total pathway GLH.



This amounts to 80% of the total pathway GLH.




Below are the minimum off-the-job guided learning hours specified for all pathways of theAdvanced level 3 programme



This amounts to 75 % of the total pathway GLH



This amounts to 79% of the total pathway GLH




Level 3 Pathway 4: Electrification (Maintenance)



Level 3 Pathway 4: Electrification (Construction)





How this requirement will be met

Apprentices following the 2 pathways for the Intermediate Apprenticeship and the 4 pathwaysfor the Advanced Apprenticeship described within this framework will receive off-the-joblearning via a combination of activities such as the Underpinning Knowledge (Technicalcertificate), Functional skills, Employment Rights and Responsibilities (ERR), and PersonalLearning and Thinking Skills (PLTS).

The Technical Certificate may be delivered either by day or block release or a combination ofthe two at a local Training Provider or College of FE or delivered on the employers premises(away from the immediate pressures of the workplace). There may also be a need for selfstudy according to the Training Providers, Colleges or Awarding Organisations arrangements.

Functional skills delivery methods vary widely, however all methods should start withinitial/early assessment of a learner’s functional skills, personalised learning should be basedon assessing performance to date in order to inform and shape the next step in learning forthat individual or group of individuals. Functional are externally assessed and candidates needto be prepared in order to take the tests, again methods of preparation vary but the preferredmethod seems to be an intensive off-the-job coaching period where candidates are taught thetechniques required to undertake previous test papers to become proficient.

Employment Rights and Responsibilities (ERR) will be delivered as per the guidance in the ERRsection of this framework. It is important that all new apprentices receive a comprehensiveinduction programme on joining their companies and that they are aware of the evidenceopportunities this presents to complete significant areas of the ERR requirements.

Inclusion of Technical Certificates in the Apprenticeship Framework pathways

Working closely with a number of stakeholders including employers and awarding organisationswe have ensured that employers and apprentices have access to a wide range of technicalcertificates across a number of awarding organisations. Whilst Awarding Organisation partnershave ensured that each of the technical knowledge qualifications in each pathway delivers, viaa core and options approach the minimumknowledge and understanding requirements for all the occupational areas (job roles) selectedin the appropriate NVQ, employers have also demanded that they and apprentices have accessto a number of different technical knowledge qualifications that specify varying degrees oftheoretical concepts required in Engineering, Manufacturing and Advanced Technology Sectorsincluding maths, scientific and engineering/manufacturing principles.




The different sizes (credit value and GLH) of the technical knowledge qualifications reflects thevarying degree in the complexity, breadth and depth of the skills, knowledge, understandingand theoretical concepts required in the rail engineering sector.

Minimum on-the-job guided learning hours

Below are the minimum on-the-job guided learning hours specified for all pathways of theIntermediate level 2 programme


Minimum on-the-job hours through pathway 1 is 179 GLH and is evidenced by completion ofthe Level 2 NVQ Diploma in Rail Engineering Track Maintenance(QCF).


Minimum on-the-job hours through pathway 2 is 122 GLH and is evidenced by completion ofthe Level 2 NVQ Certificate in Rail Engineering Electrification Maintenance(QCF).

Below are the minimum on-the-job guided learning hours specified for all pathways of theAdvanced level 3 programme


Minimum on-the-job hours through pathway 1 is 212 GLH and is evidenced by completion ofthe Level 3 NVQ Diploma in Rail Engineering Signalling Maintainer and Fault Finder (QCF).


Minimum on-the-job hours through pathway 1 is 167 GLH and is evidenced by completion ofthe Level 3 NVQ Diploma in Rail Engineering Track Maintenance(QCF).


Minimum on-the-job hours through pathway 1 is 245 GLH and is evidenced by completion ofthe Level 3 NVQ Diploma in Rail Engineering Telecoms Maintainer and Fault Finder (QCF).


Minimum on-the-job hours through pathway 1 is 164 GLH and is evidenced by completion ofthe Level 3 NVQ Certificate in Rail Engineering Electrification Maintenance (QCF).

Minimum on-the-job hours through pathway 1 is 202 GLH and is evidenced by completion ofthe Level 3 NVQ Certificate in Rail Engineering Electrification Construction (QCF)




How this requirement will be met

Assessment of the units in the competency qualification should be carried out in line with theassessment strategy for Rail Infrastructure produced orginally by GoSkills. Copies can berequested via: [email protected]

All apprentices are required to generate evidence in the workplace to demonstrate completionof the competence qualification, this may be through:

apprentices generating a portfolio to record evidence of unit completion in accordancewith the Awarding Organisations requirements and this will be regularly reviewed by theassessor and mentor. A period of one hour per week has been set aside for mentors toreview the ongoing progress of their apprentice

or

apprentices generating portfolio evidence based on jobs undertaken will need to get thissigned as having been completed by a responsible work colleague. This is then examinedand agreed by the assessor as a contribution to demonstrating competence in theworkplace.

Generation of portfolio evidence may be paper based, electronic with other mediums such asvideo evidence. Evidence may be gathered throughout the whole apprenticeship period.

It is also important that:

progress towards completion of the competence qualification should be planned,reviewed and evaluated jointly between the apprentice and an appointed mentor ormanagerapprentices should receive regular reviews from the mentor and assessor in order toensure they remain on target to complete the competence qualification in the allocatedtimethe framework is delivered during normal contracted working hours.

Examples of on-the-job guided learning in a rail engineering context might be:

Environmental awarenessEmployability skillsTeam working and communicationsTask specific workplace instructions or team briefingsTaught sessions by the workplace line manager/instructor

http://[email protected]




Taught sessions by the workplace line manager/instructorInduction where activities are covered within normal work dutiesCoaching of learners.




Personal learning and thinking skillsassessment and recognition (England)

Summary of Personal Learning and Thinking Skills

Personal Learning and Thinking Skills (PLTS) comprise of six skill areas that are essential tobeing successful in an apprenticeship.

There are two methods of evidencing the completion of PLTS within this framework.


1a. Excellence Achievement and Learning (EAL) have produced a stand-alone qualification thatcovers all 6 skill areas of PLTS.

Qualification details:EAL Level 2 Award in Personal Learning and Thinking Skills for New Entrants into the Science,Engineering and Manufacturing Sectors (QCF)QCF qualification ref no: 600/2019/2Credit value: 6 creditsGuided learning hours: 60

1b. Pearson have produced a stand-alone qualification that can cover all 6 skill areas of PLTS ifUnits 7, 8 and 9 are achieved


Please note: The Pearson BTEC level 2 Award qualification consists of a mandatory unit as anintroduction to apprenticeships. Apprentices must then complete Units 7, 8 and 9 to cover allthe PLTS which are mapped in grids at the end of each unit. This qualification is designed to beassessed in the context of the sector relevant to the apprenticeship framework beingundertaken (ie manufacturing/engineering in this case).

1c. Pearson have produced a Level 3 stand-alone qualification that can cover all 6 skill areas ifUnits 5, 6 and 7 are achieved.




Units 5, 6 and 7 are achieved.Qualification details:Pearson BTEC Level 3 Award in WorkSkills for Effective Learning and Employment (QCF)QCF qualification ref no: 501/1791/9Credit value: 4 creditsGuided learning hours: 40

The Pearson BTEC Level 3 Award consists of a mandatory unit as an introduction toapprenticeships. Apprentices must then complete Units 5, 6 and 7 to cover all the PLTS whichare mapped in grids at the end of each unit. This qualification is designed to be assessed in thecontext of the sector relevant to the apprenticeship framework being undertaken (ie RailEngineering in this case).

Please note: Only Level 2 is required to meet the framework requirements

Method 2 - Workbook

Apprentices or training providers may request the Semta PLTS Evidence Recording Documentavailable via the Semta customer services: [email protected]

This document will be used to record the apprentices PLTS evidence from the most naturallyoccurring location, such as the knowledge or competency qualifications, or Functional and ERRcomponents of the framework.

To claim final certification of the apprenticeship, one of the following forms of PLTSompletion evidence will be required:

A qualification certificate for the EAL Level 2 Award in Personal Learning and Thinking Skills fornew Entrants into the Science, Engineering and Manufacturing Sectors (QCF)

or

A qualification certificate for Pearson BTEC Level 2 Award in WorkSkills for Effective Learningand Employment (QCF) which must include achievement of Units 7, 8 and 9

or

A qualification certificate for Pearson BTEC Level 3 Award in WorkSkills for Effective Learningand Employment (QCF) which must include achievement of Units 5, 6 and 7

or

A completed and countersigned Semta PLTS evidence recording document.

http://[email protected]




A completed and countersigned Semta PLTS evidence recording document.

All apprentices will need to receive guidance on what PLTS are and how they will need toprovide evidence for all 6 PLTS areas as detailed below. They will need to understand thoseaspects of each skill area as defined in the bullet points below and be able to identifyopportunities to practice and evidence these skills within their apprenticeship.

The PLTS areas are interconnected so it is likely that apprentices will encounter skills fromseveral areas in any one learning experience. For example, when an apprentice works toimprove their own and team practice in the workplace they will have demonstrated teamworker (collaborate with others to work towards common goals), effective participator (identifyimprovements that would benefit others as well as themselves) and self manager skills (worktowards goals, showing initiative, commitment and perseverance).

Lecturers and/or assessors will be expected to check individual apprentices’ progress in usingand recording PLTS.

Creative thinking

For Creative Thinking there is a focus statement summing up the range of skills to bemastered and this is accompanied by a set of outcome statements that are indicative of theskills, behaviours and personal qualities associated with creative thinking.

Creative Thinking involves:

• generating ideas and exploring possibilities• asking questions to extend thinking• connecting own and others’ ideas and experiences in inventive ways• questioning own and others’ assumptions• trying out alternatives or new solutions and following ideas through• adapting ideas as circumstances change

Independent enquiry

For Independent Enquiry there is a focus statement summing up the range of skills to be




mastered and this is accompanied by a set of outcome statements that are indicative of theskills, behaviours and personal qualities associated with independent enquiry.

Independent Enquiry involves:• identifying questions to answer and problems to resolve• planning and carrying out research, appreciating the consequences of decisions• exploring issues, events or problems from different perspectives• analysing and evaluating information, judging its relevance and value• considering the influence of circumstances, beliefs and feelings on decisions and events

Reflective learning

For Reflective Learning there is a focus statement summing up the range of skills to bemastered and this is accompanied by a set of outcome statements that are indicative of theskills, behaviours and personal qualities associated with independent enquiry.

Reflective Learning involves:

• assessing yourself and others, identifying opportunities and achievements• setting goals with success criteria for your personal development and work• reviewing progress, acting on the outcomes• inviting feedback and dealing positively with praise, setbacks and criticism• evaluating experiences and learning to inform your future progress• communicating your learning in relevant ways for different audiences

Team working

For Team Working there is a focus statement summing up the range of skills to be masteredand this is accompanied by a set of outcome statements that are indicative of the skills,behaviours and personal qualities associated with team working.

Team Working involves:

• collaborating with others to work towards common goals• reaching agreements, managing discussions to achieve results• adapting behaviour to suit different roles and situations, including leadership roles• showing fairness and consideration to others• taking responsibility, showing confidence in yourself and your contribution• providing constructive support and feedback to others




Self management

For Self Managers there is a focus statement summing up the range of skills to be masteredand this is accompanied by a set of outcome statements that are indicative of the skills,behaviours and personal qualities associated with self management.

Self Manager involves:

• seeking out challenges or new responsibilities and showing flexibility when priorities change• working towards goals, showing initiative, commitment and perseverance• organising time and resources, prioritising actions• anticipating, taking and managing risks• dealing with competing pressures, including personal and work-related demands• responding positively to change, seeking advice and support when needed• managing your emotions and building and maintaining relationships

Effective participation

For Effective Participation there is a focus statement summing up the range of skills to bemastered and this is accompanied by a set of outcome statements that are indicative of theskills, behaviours and personal qualities associated with effective participation, skills,behaviours and personal qualities associated with effective participation.

Effective Participation involves:

• discussing issues of concern, seeking resolution where needed• presenting a persuasive case for action• proposing practical ways forward, breaking these down into manageable steps• identifying improvements that would benefit others as well yourself• trying to influence others, negotiating and balancing diverse views to reach workablesolutions• acting as an advocate for views and beliefs that may differ from your own




Additional employer requirementsThere are no additional employer requirements

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