The EPA is graded holistically across all three assessment methods. All three methods must be passed. Failing any single method results in an overall Fail regardless of other grades.
Demonstrates deep understanding across all KSBs. Explains reasoning, initiates improvement, takes ownership, shows professional maturity beyond the role.
Strong performance in one area. Solid knowledge and skills but depth of understanding or initiative is not consistent across all KSB areas.
Demonstrates sufficient breadth across all KSBs. Correctly follows procedures, applies knowledge accurately, communicates clearly. All three methods must be passed.
| Knowledge Test | Professional Discussion | Practical Demo | Overall EPA Grade |
|---|---|---|---|
| Distinction (86%+) | Distinction | Pass | 🏆 Distinction |
| Distinction | Pass | Pass | ⭐ Merit |
| Pass | Distinction | Pass | ⭐ Merit |
| Pass (70%+) | Pass | Pass | ✅ Pass |
| Fail (<70%) | Any | Any | ❌ Fail |
| Any | Fail | Any | ❌ Fail |
| Any | Any | Fail | ❌ Fail |
30 multiple choice questions · 60 minutes · Pass = 21/30 (70%) · Distinction = 26/30 (86%)
| Score | % | Grade | What This Demonstrates |
|---|---|---|---|
| 26–30 | 86–100% | Distinction | Deep knowledge across all KSB areas including higher-order application, analysis and scenario-based reasoning. Correctly answers the most technically demanding questions. |
| 21–25 | 70–83% | Pass | Sufficient breadth of knowledge across all KSBs. Correctly answers questions on core legislation, materials, processes, inspection and CI. May miss the most technical or analytical questions. |
| 0–20 | 0–67% | Below Pass | Insufficient knowledge across KSB areas. Must resit. Identify topic gaps through the incorrect answers and target revision before the next attempt. |
| Topic Area | Typical Qs per Paper | KSBs Tested | Distinction Demands |
|---|---|---|---|
| Health, Safety & Environment | 6–8 | K1K2K3S1S2B1 | Knows specific Acts, regulations and thresholds (e.g. RIDDOR 7-day rule, COSHH 2002 specific requirements) |
| Engineering Drawing & Standards | 3–5 | K4K5S8 | Interprets GD&T symbols, tolerance notation, projection angles and title block contents correctly |
| Machining Maths | 3–5 | K4K6K8 | Correctly calculates spindle speed, machining time and MRR including correct unit conversion |
| Materials | 4–6 | K7 | Understands material structure, properties and their machining implications including exotic alloys |
| Machining Processes & Tooling | 3–5 | K8K10K11K12 | Selects correct process/tool for application; understands tool failure modes (BUE, flank wear, grind burn) |
| CNC & Technology | 3–5 | K9K20 | Knows specific G-codes (G00, G96, G90/G91, G54, CRC); understands Industry 4.0 applications |
| Quality & Inspection | 3–5 | K14K15K16K19 | Applies tolerance calculations correctly; understands measurement uncertainty; Cp vs Cpk distinction |
| Continuous Improvement | 2–4 | K21S21 | Can name and apply DMAIC, SMED, TIMWOODS, VSM and Poka-Yoke with practical examples |
| Maintenance & Documentation | 2–4 | K13K18S7 | Understands LOTO, planned vs predictive maintenance; knows the purpose and legal requirements for documentation |
| Issue | What Happens | How to Fix It |
|---|---|---|
| Calculation errors | Gets the right formula but wrong answer due to arithmetic or unit confusion | Always write out working step by step. Identify the answer units before selecting. 1 cm³ = 1,000 mm³. |
| Confusing similar regulations | Mixes up COSHH/PUWER/RIDDOR responsibilities | Create a table: for each regulation, write who it applies to, what it requires, and a machining example. |
| Misreading questions | Missing words like NOT, MOST LIKELY, FIRST ACTION | Read every question twice and underline the key qualifying word. |
| Guessing on materials | Confuses ferrous/non-ferrous, crystalline/amorphous, material failure modes | Use memory hooks: Amorphous = no order (glass). Deformation = machining. Creep/fatigue = in service. |
| Weak on CNC G-codes | Confuses G00/G01, G90/G91, G96/G97 | Create a G-code reference card. G00 = rapid (no cutting). G96 = CSS. G90 = absolute. G54 = work offset. |
~60 minutes · Structured interview drawing on the portfolio · Graded Pass or Distinction · Holistic assessment across all assigned KSBs
| KSB Dimension | Insufficient (Fail) | Pass | Distinction |
|---|---|---|---|
| Breadth | Significant KSB areas missing or very thin | Covers all assigned KSBs with sufficient evidence | Covers all KSBs with multiple examples and cross-references between them |
| Depth | Vague, generic statements only | Describes what they did correctly with some technical detail | Explains why — reasoning, technical justification, alternatives considered |
| Technical language | Incorrect or absent technical terminology | Uses correct terminology consistently | Uses precise technical vocabulary fluently and contextually without hesitation |
| Initiative | Waits to be told; no evidence of proactive behaviour | Follows procedures correctly; reports issues as required | Proactively identifies problems before being asked; proposes and drives solutions |
| Quality focus | Accepts defects or acts without proper process | Identifies and reports non-conformances through correct channels | Investigates root causes; implements systemic corrective action; prevents recurrence |
| CI | No CI participation or generic statements | Has participated in a CI activity with a specific example | Has led or initiated CI with measurable, quantified, documented outcomes |
| Communication | Struggles to communicate clearly with assessor | Communicates clearly and appropriately with assessor | Demonstrates confident stakeholder communication through workplace examples |
| Safety | Safety not mentioned or incorrect knowledge | Demonstrates correct safety procedures applied consistently | Safety mindset embedded in all decisions; challenges unsafe acts; explains purpose of controls |
| Reflection | Unable to evaluate own work or learn from experience | Can reflect on own work and identify areas for improvement when prompted | Demonstrates continuous learning from experience; shares learning with team; proactive CPD |
| If learner gives a Pass response... | Probe question to test for Distinction |
|---|---|
| "I checked the drawing and planned the machining sequence." | "Walk me through your specific reasoning for the sequence you chose — why that order, and what would happen if you reversed any of the steps?" |
| "I raised an NCR and told my supervisor." | "Tell me about the root cause investigation you carried out — what did you identify as the cause, and what corrective action did you put in place to prevent it happening again?" |
| "I do the pre-use checks before every shift." | "Give me a specific example where a pre-use check identified something — what was it, what did you do, and how did it influence the rest of the shift?" |
| "I was involved in a CI project at work." | "Can you quantify the result? How did you measure the improvement, and how was the change sustained to prevent reverting to the old method?" |
| "I completed all the documentation correctly." | "Why is that documentation important — what are the consequences if it is incomplete or inaccurate, and who relies on it after you?" |
| "I selected the correct tooling for the job." | "What would have happened if you had used the wrong insert grade for that material — how would that have affected the component, the machine and the batch?" |
| Topic Area | Must Cover at Minimum | Distinction Evidence Required | KSBs |
|---|---|---|---|
| Planning & Preparation | Drawing interpretation, machining sequence, datum selection, material verification | Technical reasoning for each planning decision with specific example | K4–K6S8–S11B3 |
| Health & Safety | Pre-shift checks, PPE, LOTO, COSHH, risk assessment | Specific quantified checks with regulatory knowledge and purpose articulation | K1K13S1S5S19B1 |
| Quality & Inspection | In-process inspection, FOI, measurement instruments, non-conformance process | Risk-based inspection strategy, measurement uncertainty awareness, proactive SPC use | K14–K16S15–S17B3 |
| Continuous Improvement | Specific CI activity with a problem identified and action taken | Quantified result, sustained change, CI methodology correctly applied, team contribution | K21S21B3B4 |
| Documentation | Completes required documentation at each stage | Articulates multiple purposes of documentation; links to traceability and quality systems | K18S7B3 |
| Communication | Communicates issues to supervisor/team appropriately | Multi-stakeholder communication examples with proactive, structured, fact-based approach | K17S20B2B4 |
| Environment & Sustainability | Waste segregation, coolant disposal, regulatory awareness | Names specific regulations, quantified environmental metrics, CI integration | K2K3S2S18S22 |
Pass/Fail only — no Distinction grade available for this method. The machine type and component are not disclosed to the learner in advance. The EPAO selects the task from a bank pre-agreed with the employer.
| Criterion | Pass Standard | Automatic Fail If... | KSBs |
|---|---|---|---|
| Pre-task safety checks | All checks completed unprompted and systematically before any machining begins | Safety checks skipped or require repeated prompting | K1S1S5B1 |
| PPE worn correctly | All required PPE in place before entering the machining area | Any mandatory PPE not worn | K1S1 |
| Drawing interpretation | Correctly reads drawing, identifies all critical dimensions, tolerances, datums and GD&T before setting up | Proceeds to set up without reading drawing or makes significant errors in interpretation | K5S8 |
| Material verification | Checks material grade against specification and confirms traceability before machining | Material not verified | K7S10 |
| Machining sequence | Plans a logical, reasoned sequence and can articulate the reasoning when asked | Random or illogical sequence with no reasoning | K6S9 |
| Tooling & workholding | Selects and sets up appropriate tooling and workholding correctly and safely | Incorrect or unsafe tooling or workholding selection | K10S11S12 |
| Machine set-up | Offsets set, datum established, programme loaded (CNC) and verified before cutting | Unchecked offset or datum error that could cause crash or dimensional failure | K9S3S14 |
| Machining operation | Controls the operation safely, monitors in-process, makes adjustments as needed | Unsafe operation; ignores warning signs; abandons assessment | K8S4S13 |
| Inspection | Uses appropriate instruments correctly, records all results accurately | Uses wrong instrument or demonstrates incorrect technique | K14S15S17 |
| Non-conformance | Identifies any NC, quarantines, raises NCR, investigates cause | NC ignored, concealed or reworked without documentation | K16S16B3 |
| Documentation | Completes all required documentation at every stage accurately and on time | Significant documentation missing or inaccurate | K18S7 |
| Shutdown & housekeeping | LOTO applied, swarf cleared, tools returned, area left safe and clean | Machine left running; area left hazardous | K13S18S19 |
| Supplementary questions | Answers all questions demonstrating underpinning knowledge of their actions | Cannot explain the reasoning behind significant actions | All KSBs |
Automatic Fail Triggers — any one of these results in immediate Fail regardless of other performance:
Unsafe act risking injury to self or others · Failure to wear any item of mandatory PPE · Bypassing or disabling a machine safety interlock · Deliberate damage to equipment, tooling or workpiece · Abandonment of the assessment · Concealing or failing to report a significant non-conformance
These benchmarks are for both learners preparing for the EPA and assessors making grading decisions. The key difference between Pass and Distinction is depth of understanding, initiative and the ability to explain the WHY.
| Dimension | Pass | Merit (context) | Distinction |
|---|---|---|---|
| Depth of knowledge | Recalls and applies knowledge correctly | Applies knowledge in more complex scenarios | Analyses situations, evaluates options, explains trade-offs |
| Safety behaviour | Follows all safety procedures correctly | Explains why procedures exist | Safety mindset embedded; challenges others; never shortcuts |
| Quality response | Identifies and reports NCs correctly | Investigates root causes | Systemic corrective action; SOP updates; prevents recurrence; data-driven |
| Planning approach | Plans correctly using provided information | Considers alternatives and explains reasoning | Risk-based planning; anticipates failure modes; designs in safeguards |
| CI contribution | Participates in CI activities as part of the team | Contributes ideas; can quantify outcomes | Initiates and leads CI; quantified results; sustained change; roll-out to others |
| Documentation | Completes required documentation accurately | Understands who uses the documentation and why | Articulates all five purposes; links to traceability, QMS, legal and CI functions |
| Communication | Reports issues through correct channels | Communicates proactively with specific facts | Multi-stakeholder; structured; evidence-based; maintains relationships |
| Technical language | Uses correct terminology | Uses terminology fluently in context | Precise, contextual, spontaneous — never hesitates on technical terms |
| Professional behaviour | Meets professional standards | Demonstrates ownership and follow-through | Professional responsibility beyond the immediate task; mentors others; CPD active |
| Reflection | Can reflect on own work when prompted | Identifies learning points from experience | Active learner; shares learning with team; continuous improvement mindset as default |
Ask "Why did you do that?" after any Pass-level response. A Pass learner will say what they did. A Distinction learner will explain the technical reasoning, the risk they were mitigating, and the consequence if they had done it differently.
| Pass Response | Distinction Response to the Same Question |
|---|---|
| "I chose a PVD-coated carbide insert for the stainless steel." | "I chose a PVD-coated sub-micron carbide insert with a positive rake geometry because 316 stainless work-hardens easily — a positive rake reduces cutting forces and heat generation, reducing the work-hardening tendency. PVD coating provides hardness while maintaining a sharper edge than CVD." |
| "I machined the datum face first." | "I machined the datum face first because all subsequent features are toleranced relative to datum A on the drawing. If I machined other features first, I would have no reliable reference surface, and any cumulative positional error would compound with each setup." |
| "I raised an NCR and stopped the batch." | "I quarantined the last 15 components, raised the NCR, and then ran a systematic root cause investigation. I plotted the measurement data chronologically — the monotonic drift told me it was tool wear, not random variation. I then investigated why the wear rate was higher than expected for this material." |
| "I check the coolant concentration regularly." | "I check the coolant concentration weekly using a refractometer and log the reading. Our SOP specifies 5–8% for this emulsifiable oil. Low concentration increases bacterial growth risk (including Legionella), reduces lubrication and corrosion protection. High concentration causes skin irritation and foaming." |
These model responses are for both learner preparation and assessor calibration. Click each question to expand.
"I looked at the drawing, set the machine up and made the part. I've done it loads of times."
"I received the job pack and read through the drawing to identify all the critical dimensions and tolerances. I planned the machining sequence — roughing before finishing — and selected tooling appropriate for the material. I checked the material bar against the specification, set up the chuck and proved out the first component before running the batch."
"The component was a precision hydraulic actuator rod in 17-4 PH stainless steel in H900 condition. Before touching the machine I spent time with the drawing: three critical h6 diameters with total runout ≤0.015 mm to a common datum — which immediately told me I had to machine all three in a single setup to guarantee concentricity, so I designed a between-centres approach with a female-taper drive dog. I mapped the operation sequence on our operation sheet and identified which features needed quality engineer witness under our QMS. For tooling I selected PVD-coated sub-micron carbide at 180 m/min Vc with flood coolant and set a defined insert change interval at 15 components based on tool supplier data, because 17-4 PH work-hardens and is prone to BUE at low speeds. I checked the material cert for heat number, composition and hardness certificate, marked the heat number on the workpiece for traceability, and the first-off was CMM-inspected on all critical features. All setup parameters were documented on the job card."
"I check the machine looks okay and clean up at the end. It's just what you do."
"Before the shift I check the guards are in place, the machine looks undamaged, coolant is at the right level, and the work area is clear. I wear the correct PPE. At the end of the shift I clean the machine, clear swarf, put tools away and shut down correctly. These checks matter for safety and to keep the machine in good condition."
"I follow a formal pre-use checklist: machine axis condition checked on a short dry cycle for unusual noise or resistance; all guards present and interlocks functional; coolant concentration measured with a refractometer — our SOP specifies 5–8% for our soluble oil and I log it with the date; coolant colour checked (pink or black indicates microbial growth requiring immediate treatment); lubrication systems primed; emergency stop tested; work area clear of trip hazards; PPE confirmed — cut-resistant gloves and safety glasses as minimum, full face shield for grinding. I also check the shift handover log for any issues from the previous shift. End of shift: LOTO isolation using my personal padlock; tooling on the shadow board; swarf cleared into the segregated metal waste bin per our environmental policy; exposed metal surfaces lightly oiled to prevent rust; shift log updated with any observations and tool changes; maintenance requirements raised via CMMS before leaving. The purpose is threefold: safety, quality — a machine in known-good condition means first-off accuracy is reliable — and compliance with our QMS and insurance requirements."
"I just remachined it and it was fine after that. It doesn't happen often."
"A component came out undersize on a diameter. I tagged it as non-conforming, placed it in the quarantine area, told my supervisor and raised an NCR. We looked at the cause — tool wear that happened quicker than expected. I adjusted my tool offset and re-proved the first-off before continuing the batch."
"We had a batch of precision bores drifting oversize by 0.003–0.005 mm over each 20-component interval. I quarantined the last 15 components after the drift was detected, raised NCRs on all affected pieces, and began a systematic root cause investigation rather than just adjusting and continuing. I plotted the measurement data chronologically and confirmed the drift was monotonic — consistent with tool wear — but the rate was faster than previous experience with this material. I inspected the boring bar insert under the optical comparator and found accelerated flank wear caused by a partially blocked coolant-through-tool line — insufficient coolant at the bore was reducing tool life. I rectified the blockage, replaced the insert, adjusted the offset, proved the first-off, and wrote a corrective action updating the SOP to include a coolant-through-tool flow check before each run. Of the 15 quarantined components, 8 were salvageable under a concession; 7 were scrapped. The lesson shared to the team: don't just fix the symptom — understand the mechanism."
"I always try to do a good job and work efficiently. I think that is continuous improvement."
"We had a problem where tools were always being searched for. I suggested a shadow board so tools had a fixed place. We implemented it and set-up time improved — my supervisor said it saved about 10 minutes per set-up."
"I volunteered to lead a SMED exercise on a job where we averaged 87 minutes to set up a 4-axis CNC machining centre — run 3–4 times per week. I videoed three complete setups with the operator's permission, then analysed the footage frame by frame to categorise every activity as internal (machine stopped) or external (machine running). The biggest finding: 22 minutes was spent searching for the correct revision of the setup sheet and tooling — all of this was external setup that could be done during the previous run. I designed a dedicated job trolley — pre-kitted with all tools, gauges, fixture hardware and the latest printed setup sheet in a dedicated holder, prepared during the previous production run. Average setup time dropped from 87 to 54 minutes — a 38% reduction. Over 52 cycles per year this freed up 1,716 minutes of machine time — 28.6 hours of additional capacity. I presented the results to the operations manager and was asked to train two operators in SMED methodology as a result."
"I've never really made a big mistake. I'm always careful."
"I made an error in my tool offset — I entered the wrong value and the first component came out undersized. I stopped the machine, told my supervisor, raised the NCR and corrected the offset. The component was scrapped. I double-check offset entries now before running."
"Early in my apprenticeship I made an error on a work offset — I set it 10 mm incorrect in the Z-axis. When I ran the first block of the programme the tool gouged the component surface. No injury occurred but the component was damaged. I stopped immediately and told my supervisor straight away — I was embarrassed but I knew immediate honest disclosure was the only right course of action. My supervisor used it as a learning moment. We identified where I went wrong: I had entered the offset value in diameter mode when the machine was in radius mode, giving double the intended offset. My corrective action: I wrote a personal setup checklist including a step to verify mode before entering offset values, and a step to check values on screen after entry before any axis movement. I also raised this as a failure mode in our FMEA for CNC setup, which resulted in an SOP update requiring a second-person check on work offset entry for new setups. The component was scrapped — a cost to the business, but the process improvement has prevented recurrence. Making mistakes is human; failing to learn from them or covering them up is unprofessional."
The portfolio does NOT receive a direct grade. It underpins the professional discussion. The assessor uses it to generate interview questions. The learner must be able to speak fluently to every piece of evidence submitted.
| Evidence Piece | Type | Description | KSBs Covered |
|---|---|---|---|
| E1 — Job Pack A | Workplace document | Complete job pack for a complex turned housing: drawing, operation sheet, first-off inspection record, NCR (one minor), corrective action taken | D2D3D4D7D8D9 |
| E2 — Witness Statement | Employer observation | Supervisor direct observation of learner setting up CNC machining centre — covers setting offsets, proving programme, first-off inspection | D5D6 |
| E3 — Annotated Photograph | Product evidence | Photo of workholding setup with learner's annotations explaining why that fixture method was chosen and what was checked | D4D5 |
| E4 — Job Pack B | Workplace document | Grinding operation: setup sheet, inspection results, tooling selection rationale | D4D5D6D7 |
| E5 — CI Contribution | Process improvement | Email chain + updated SOP showing learner's insert change interval proposal implemented following NCR trend analysis | D13D9D11 |
| E6 — Risk Assessment | Safety document | Completed risk assessment for a specific operation, showing learner's hazard identification and control measures | D1 |
| E7 — Shift Log Excerpt | Workplace record | Annotated shift log entries covering machine pre-use checks, issue reporting and end-of-shift shutdown | D1D10D12 |
| E8 — Job Pack C | Workplace document | Complex milling operation with multiple setups — covers planning sequence across three operations | D2D4D5D6 |
Reflective accounts and self-assessment are NOT permitted in the portfolio. Any piece starting with "I feel..." or "I think I demonstrated..." is not valid portfolio evidence.
EPA Grading Criteria Guide · City & Guilds Machining Technician EPA · ST1305 v1.5 · Level 3