Apprenticeship Standard Common Challenges

July 2025 Edition

To help apprentices achieve better outcomes in their end-point assessments, we've analysed common areas where additional preparation can make the difference between meeting and exceeding assessment criteria.

Level 4 Data Analyst

User experience: A common issue is apprentices confusing user experience principles with domain context, often treating domain context as if it were user experience. This confusion appears linked to the current KSB structure, where these concepts are combined (e.g., "Principles of user experience and domain context for data analytics"). We recommend apprentices ensure they address both concepts distinctly.

Combining data: In AM1, Apprentices often forget to provide evidence of how they have combined data. 

Data analysis plan: In AM1, many apprentices include the header ‘Data Analysis Plan’, but rarely does this include a rough idea of the steps required and estimated timescales.

Read more about the standard here.

Level 3 Data Technician

Charts: Some apprentices show a lack of confidence in creating charts in Excel, relying on more advanced software such as Power BI. It would be beneficial for apprentices to be able to use either in case they struggle in the assessment.

Portfolio: Apprentices sometimes use ‘I will’ in situations where we are looking for ‘I have’. It's important for them to demonstrate what they have been doing as opposed to what they could do in the future. This is particularly apparent for ‘Describes how they have reviewed their own development and kept up to date with developments in technologies, trends and innovation.’ where the portfolio has a lot of detail of the tools they could use to keep up with technologies/tools as opposed to what they actually do - the criteria here is in the past tense: so we need to see what they actually use.

Read more about the standard here.

Level 4 Software Developer

AM1

Languages: Where an apprentice used languages that are constrained due to the codebase/company policy, they are encouraged to provide examples of alternative languages that could be used. Apprentices should also be able to explain why the company initially selected the chosen language. (S11)

Demonstrating code: Code requirements are linked to skills, which must be demonstrated (specifically through evidence such as screenshots, images, walk-throughs etc.) but some apprentices lack evidence to validate what is required from the assessment method. It can also make it more challenging for them to achieve a distinction when there is a lack of code demonstrated.

Issues: Ensure the apprentice shows multiple issues encountered, with the errors displayed. (S7)   

AM2

Difference between (K1) and (K3): Although usually linked, apprentices need to acknowledge the difference between these assessment criteria: ‘Describes the roles and responsibilities of the project lifecycle within their organisation, and their role’ (K3) & ‘Describes all stages of the software development lifecycle’ (K1).

Redaction: Redaction should not compromise the assessor’s ability to reliably and safely judge the criterion.

Testing: Ensure that the apprentice’s range of testing is included. This can differentiate between test types.  ‘Illustrates how to conduct test types, such as Integration, System, User Acceptance, Non-Functional, Performance and Security testing, including how they have followed testing frameworks and methodologies’ (S5, S13).  

Read more about the standard here.

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