Design, fabricate and assemble models of all scales, styles and complexities – from prototypes to finished products, for use across a range of industries including architectural and building, product design, engineering, museums and exhibitions, film, TV, video games and digital media, props and costumes, advertising and sculpture
Apprentices learn to design, fabricate and assemble physical models across a wide range of scales, styles and complexities. The programme covers material selection, including paints, adhesives, finishes and sustainable alternatives, alongside hand and power tool techniques, machine operation, and CAD software such as Rhino, AutoCAD and SOLIDWORKS. Apprentices also develop skills in reading and producing technical drawings, working to client briefs and specifications, managing workshop duties, and maintaining quality standards within defined budgets and timelines.
Week to week, an apprentice in this role works from technical drawings and client briefs to plan, design and build physical models, prototypes and mock-ups. Tasks include cutting, shaping, moulding, joining and finishing materials; using digital tools to develop and refine designs; and liaising with project managers, designers, suppliers and external contractors such as 3D printing or metal fabrication specialists. Depending on the project, they may work in a dedicated workshop, a design office, or on location at film sets or exhibition venues.
Completing this apprenticeship typically leads to roles such as architectural model maker, product model maker, prop maker or product designer. Progression can move towards senior maker, workshop manager or specialist roles in prototyping or product development. Employers span a broad range of industries: architecture and construction, product and industrial design, film and television production, museum and gallery exhibition design, advertising, and sculpture. Both studio-based practices and larger production companies hire at this level, and some model makers go on to work freelance or establish their own workshops.
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No training providers currently listed for this standard.
Completers typically move into Model Maker, Architectural Model Maker, or 3D Model Maker positions, working on commissions across property development, product design, or screen production. Some move directly into Product Designer roles, particularly where CAD competency and prototyping experience are central to the job. Entry-level workshop positions in museums, exhibition design studios, or prop-making houses are also common starting points, depending on the specialism developed during training.
Within three to five years, experienced model makers often progress to Senior Model Maker or Workshop Supervisor, taking responsibility for project management, client liaison, and junior staff. Deep-specialist tracks include becoming a lead practitioner in a specific area, such as architectural presentation models, film and television props, or medical and engineering prototypes. Longer term, some move into studio or workshop management, while others establish independent practices taking on freelance or contract commissions.
Employers span a wide range of industries. Architectural and urban planning practices commission presentation models for major developments. Product design consultancies use model makers throughout prototyping cycles. Film, television, and video game studios employ them in art and props departments. Museums and exhibition designers need skilled makers for displays and installations. Employers range from small specialist studios to large production companies and public sector cultural organisations.
Throughout the apprenticeship, the learner works in a real model making role while building the knowledge, skills and behaviours set out in the standard. These cover the full scope of the occupation: design, material selection, fabrication, digital tools, hand and machine work, and professional conduct in workshop environments. Before final assessment, the apprentice and employer confirm readiness at a gateway point, which checks that the necessary evidence has been gathered and the learner is competent across all areas. Final assessment then confirms that the apprentice can perform at the level the occupation demands. Assessment arrangements for many standards are currently being updated; check the standard's gov.uk page for the current specification.
Evidence of real project work is central to demonstrating competence, so keeping records throughout the apprenticeship rather than trying to reconstruct them at the end makes a significant difference. That means documenting designs, material choices, fabrication processes and finished models as projects progress. Learners should work closely with both their employer and training provider to understand what the gateway requires and to identify any gaps in their evidence well before they approach the end of the programme. Good habits with workshop records and design documentation from day one will reduce pressure later.
A strong provider for this standard will have tutors who have worked in model making professionally, whether in architecture, film, product design, or exhibitions. Look for achievement rates above 65% on their FATP profile, and check whether employer and apprentice satisfaction scores are both present and consistently high. Because fabrication is a hands-on discipline, ask whether apprentices have access to proper workshop facilities covering both traditional hand tools and digital fabrication equipment such as laser cutters and CNC routers. Providers delivering across multiple creative sectors, rather than just one, are better placed to match learners to genuinely relevant placements.
Be cautious of providers whose tutor profiles show no background in physical making, or who teach CAD software without connecting it to real fabrication workflows. A high volume of apprentices combined with a falling achievement rate is a concern in a craft-based standard where individual mentoring matters. Providers who cannot explain how they cover the range of sectors listed in the standard, or who rely entirely on employer-led training with minimal off-the-job delivery, are worth pressing hard. Vague answers about workshop access or health and safety training should give you pause.
Employers set their own entry criteria, so requirements vary. Most will look for some evidence of practical or creative ability, such as a portfolio or experience working with materials. A background in art, design, or a technical subject is useful but not always essential. Apprentices must be employed in a relevant role throughout. If you are unsure whether a candidate meets your requirements, speak directly to a training provider listed on this page.
The typical duration is 36 months. The apprentice remains in employment throughout, applying learning directly on the job. A portion of contracted hours must be spent in off-the-job training, though the precise requirement is subject to ongoing reform under Skills England. Check the current specification on the Institute for Apprenticeships and Technical Education page on gov.uk for the up-to-date figure before agreeing a training plan with your provider.
Before the end-point assessment, the apprentice passes through a gateway, at which point the employer and training provider confirm the apprentice has met the required standard. Assessment models for many apprenticeships are currently being updated, so the specific methods, such as a portfolio review, practical observation, or professional discussion, may change. Check the current assessment plan on the Institute for Apprenticeships and Technical Education page on gov.uk for the version that applies to your apprentice.
The funding band for this standard is £26,000, which is the maximum that can be drawn from the apprenticeship funding system. Larger employers paying the apprenticeship levy use their levy account to cover costs. Smaller employers who do not pay the levy co-invest with the government, typically contributing five per cent of training costs. Employers with fewer than 50 employees who take on an apprentice aged 16 to 18 pay nothing. Your training provider can confirm the exact funding arrangement.
Day-to-day work involves interpreting briefs and technical drawings, selecting appropriate materials and tools, and physically constructing models at various scales. That includes cutting, shaping, moulding and finishing materials by hand and with machinery, working in CAD software such as Rhino or AutoCAD, and liaising with clients, designers, and suppliers. Apprentices may also assist with exhibition preparation, maintain workshop stock and equipment, and follow health and safety procedures throughout every stage of fabrication.
Completing this Level 6 apprenticeship puts a model maker at graduate level. From there, typical directions include senior model maker roles, workshop management, or moving into product design, set design, or prop making depending on the sector they have worked in. Some go on to further study or professional accreditation. Employers in architecture, film, product development, and museums all recruit at this level, giving completers scope to specialise or move across industries.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 770.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.