The Education and Skills Funding Agency (ESFA) funding rules require training providers to have a written agreement with an employer. It must set out the apprenticeship training and on-programme assessment and who will deliver it, along with other things.
To support this process, you could develop a specimen training plan. The plan would need to be published on a website that you feel is appropriate (for example, the website of a trade association or professional body). It cannot be published on IFATE’s website. A link to your specimen training plan could be included on the apprenticeship’s webpage on the apprenticeship search section of our website.
A specimen training plan should provide an example of how the knowledge, skills and behaviours (KSBs) required for occupational competence could be delivered as learning modules. It may also provide an example of how apprentices can be prepared for their EPA.
A specimen training plan may not be suitable for every apprentice. For example, if an apprentice has prior learning or experience, some elements of the specimen training plan will not be relevant. Training providers should always adapt a specimen training plan to meet an apprentice’s and their employer’s needs. Any training plan can only be delivered effectively if the necessary resources are in place including suitably experienced trainers.
A trailblazer should only develop one plan for each apprenticeship except for a core and options apprenticeship, where there can be a specimen training plan for each option (occupation).
You are responsible for ensuring the specimen training plan remains up to date and reflects emerging good practice and any updates made to the occupational standard.
Our Product Managers are not in a position to provide advice and guidance on developing specimen training plans, but you may find the following suggested approach helpful.
Seek advice from a range of training providers and end-point assessment organisations and other stakeholders on your specimen training plan. This is to help ensure it is based on effective practice.
It is also good practice to consult with employers beyond the trailblazer group's members.
Ensure the specimen training plan is suitable for all types and sizes of employers and training providers who may use or deliver the apprenticeship.
The plan should be developed in the same collaborative way as other products developed by the trailblazer group.
You could outline any activity needed to produce supporting materials for the EPA (gateway requirements) and to prepare the apprentice for EPA.
Specimen training plans should not:
The occupational standard content may be presented in learning modules. For each learning module you could provide:
Self-directed study must only form part of the learning experience.
The learning modules should cover all the KSBs in the occupational standard.
The learning modules should not cover additional KSBs.
The approach should be potentially suitable for different types and sizes of employers, and training providers who may use or deliver the apprenticeship.
A learning module shows how KSBs (in full or part) in an occupational standard could be grouped together for delivery. A learning module may be based on a subject, duty, or programme objective. For example, communication, maintenance or working safely.
Identify when during the apprenticeship a learning module should ideally be delivered. Some learning modules may need to be delivered after others, whereas some may need to be delivered up-front.
The delivery periods can overlap. For example:
Learning objectives define the content of the learning module, and you could also include details on how the module could link to any mandated qualifications, where applicable.
Learning outcomes are what the apprentice should be able to do once they have completed the learning module. Learning outcomes should reflect the grading descriptors in your EPA plan. For example, for a learning module on problem solving, the learning outcome may be: ‘Applies problem solving techniques and identifies causes. Justifies the use of techniques for different situations.’
Off-the-job training delivery methods may be:
Identify suggested training delivery methods for each learning module. There may be one or more delivery method per learning module. For each group delivery, enter the typical group size. For each delivery method enter the anticipated total training hours and the training delivery lead - training provider or employer.
You may also want to include additional off-the-job training information such as details of any special resources or equipment you consider is needed to deliver the learning module.
Identify on-the-job training that could take place for each learning module. That is work-based activities that help reinforce the off-the-job training. For example, for a communication learning module, on-the-job training may include practice at writing emails, letters, and reports in the workplace and their manager providing constructive feedback.
Outline on-programme assessment that could take place. This is needed to confirm the apprentice’s competence or to help identify if any further training is needed. It may include, for example, tests, observations, or assignments.
Apprentices should be aware from the start of the apprenticeship what the EPA will involve. They need support to ensure they are ready and prepared for EPA.
EPA preparation may, for example, include collecting evidence for a portfolio of evidence, revision, or mock EPA assessments.
For each EPA assessment method, outline how EPA preparation could be delivered and who could be responsible for delivery.
The Education and Skills Funding Agency (ESFA) funding rules require training providers to have a written agreement with an employer. It must set out the apprenticeship training and on-programme assessment and who will deliver it, along with other things.
Specimen training plans are prepared by trailblazer groups and not IFATE.
A specimen training plan provides an example of how the trailblazer group believes training can be effectively delivered. Training for an occupational standard could be delivered effectively in other ways.
A specimen training plan may not be suitable for every apprentice. This is due to several factors. This may be, for example, because an apprentice has prior learning or experience which means that some elements of the training plan are not relevant. Training providers should always adapt a training plan to meet an apprentice’s and their employer’s needs.
Any training plan can only be delivered effectively if the necessary resources are in place including suitably experienced trainers.
Find a suggested specimen training template below:
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Delivery type |
Group size |
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Responsible for delivery (provider/employer) |
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Group delivery 1 |
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Group delivery 2 |
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One-to-one learning |
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Self-directed study |
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Total hours |
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*repeated for each learning module
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