Apprenticeship Standard Common Challenges

October 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.

General Hints and Tips

Tech Setup: Before logging in to the assessment, apprentices should check that all their equipment is working properly. Make sure the apprentice ID is clearly visible on the webcam, as this is a mandatory requirement.

Page Numbers: Include page numbers in any documentation submitted for the assessment, e.g. portfolio or project reports. This makes it easier for both the apprentice and the assessor to find and discuss key elements efficiently.

Presentations: The apprentice shouldn’t simply duplicate the project report in their presentation. It should be used as an opportunity to include other evidence of the criteria or provide further explanations.

Word Count: Check the word count allowances for the version of the apprentice standard you are using. The word count can vary between standards.

Level 3 Data Technician

AM1: Review all of the supplied data before checking instructions and starting the tasks. Some apprentices waste time by jumping into the task without considering what is actually required.

AM2: If the apprentice has found and referenced good definitions for knowledge elements, they need to be able to discuss how they apply the information in the workplace. Recalling a definition from an online source is not sufficient in demonstrating competency. Assessors will ask a series of questions designed to allow the apprentice to showcase their skills and knowledge.

Read more about the standard here.

Level 4 Business Analyst

Business Process Modelling

• Apprentices should use proper notation in their process models (e.g. BPMN) rather than basic flowcharts. They should be prepared to explain and justify the notation they've used.

• Apprentices should ensure they can back up their modelling choices and explain why they've used specific approaches.

• Apprentices should include both current state and future state process models where appropriate.

• Apprentices should also include data models alongside process models.

Cost Benefit Analysis

• Apprentices should provide detailed, quantified cost benefit analysis rather than marginal or surface-level savings. They should also go beyond stating "it will save time" – they need to specify how much time and translate this into monetary value.

• Apprentices should ensure their analysis is deep enough to stand on its own, though they can expand on it during the interview if needed.

• Apprentices should present their work as a forward-looking proposal, not simply a report of what has already happened.

Read more about the standard here. 

Level 4 Data Analyst

Get to the Root Cause – Don’t Just Describe It: When analysing problems, make sure you truly understand the root cause, not just surface issues. Avoid broad statements that try to fix the whole project - focus on one specific cause you can clearly explain and evidence. Try using frameworks to structure your root cause analysis.

Apply Principles and Ethics in Practice: Show that you understand ethical principles and professional frameworks - don’t just name them. Discuss how you apply them in your work and use best practice examples rather than textbook references.

Evidence Is Everything: Back up your discussion with evidence. Include relevant data, code snippets, and outputs to demonstrate your process and results. This shows depth of understanding and transparency in your analysis.

Read more about the standard here. 

Level 4 Software Developer

(S4) Apprentices who demonstrate automated unit testing typically find it easier to evidence meeting the criteria than apprentices who can only demonstrate manual testing.

Read more about the standard here.

Level 7 AI Data Specialist

AM2:

• Apprentices should be prepared to explain what happens "under the hood" of their AI solution in plain language and also describe not just what their model does, but how it works.

• Where statistical approaches, aggregations, or coefficients have been used, apprentices should practise explaining these meaningfully before assessment.

• Apprentices should ensure they can articulate their mathematical approaches clearly, not just reference them.

• Apprentices should avoid bringing high-tech products to assessment that they haven't had chance to properly evaluate.

• Apprentices should prepare specific examples of how their work has benefited their organisation – both quick wins and long-term benefits. They should also consider impact across different contexts: their immediate team, wider organisation, and broader applications.

• We've seen examples where the learning journal has dedicated sections for distinction criteria, this is extremely helpful for assessors, allowing them to personalise the questioning for that criteria.

AM3:

• Apprentices should read the question carefully – answering what's actually being asked, not what they think might be asked or what they've prepared to talk about.

• Apprentices who are clear and structured in their responses, using good titles and sections that directly address each part of the question, tend to perform better.

Read more about the standard here.

Is there a standard you'd like to see on this list next time?

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