Design, planning and delivery of programmes that provide learning and change using outdoor activities and experiences.
Apprentices learn to design, plan and deliver outdoor learning programmes that produce measurable outcomes, whether that's personal development, educational achievement, team cohesion or improved wellbeing. The training covers needs analysis, Theory of Change programme design, risk-benefit assessment, and group leadership in physically demanding and unpredictable environments. Apprentices also develop skills in coaching and supervising delivery staff, managing programme logistics and budgets, and evaluating programme effectiveness using evidence and reflection frameworks. Safeguarding, equality legislation, and the IOL Code of Professional Conduct are embedded throughout.
Week to week, an apprentice in this role might meet with a client group to assess their needs, then plan a multi-day programme of outdoor activities sequenced to achieve agreed learning outcomes. On programme, they lead sessions directly, brief and supervise junior instructors, conduct dynamic risk assessments as conditions change, and respond to any emergencies that arise. Between programmes they complete evaluation reports, liaise with operational managers on safety and satisfaction, manage kit and equipment checks, and contribute to programme development. The role regularly involves working in remote or variable weather conditions.
Completing this apprenticeship typically leads to roles such as senior outdoor instructor, outdoor education teacher, outdoor programme tutor or course director. From there, progression routes include centre management, curriculum leadership within a school or college outdoor education department, or independent programme consultancy. Employers hiring at this level include outdoor activity and education centres, national parks, expedition providers, early years and secondary schools, youth work organisations, and health and social care services using outdoor therapy approaches. The Level 5 qualification positions graduates to take on team leadership and programme management responsibilities.
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Completers typically move into positions with lead responsibility for programme design and delivery. Common job titles include Senior Outdoor Instructor, Outdoor Development Trainer, Outdoor Programme Tutor, Senior Field Studies Tutor, and Outdoor Learning Course Director. Some move directly into area ranger or lead ranger roles within national parks or countryside management bodies. Others step into outdoor education teacher posts within schools or colleges, where they take ownership of curriculum planning alongside fieldwork delivery.
Within three to five years, many specialists move into centre management, head of outdoor education, or programme manager positions. Those who stay closer to delivery often build specialist expertise in a particular population group, such as therapeutic outdoor work, early years outdoor learning, or expedition leadership, and take on mentoring and quality assurance responsibilities for junior instructors. Longer term, options include director-level roles in charitable outdoor organisations, consultancy work on programme evaluation, or moving into higher education lecturing and research.
Employers span public, private and third sectors. Outdoor activity and education centres, field studies providers, and expedition companies make up a large share of hiring. Schools, colleges and universities recruit for curriculum-linked outdoor education roles. National parks, nature reserves and local authority countryside services employ rangers with outdoor learning responsibilities. Youth work charities and social enterprises working in health, wellbeing and community development also hire for this occupation, particularly where therapeutic or developmental outcomes are a programme goal.
Throughout the apprenticeship, the learner works in a genuine outdoor learning role while building the knowledge, skills and behaviours required of a specialist at this level. These cover programme design and delivery, risk-benefit assessment, staff supervision, group leadership and environmental responsibility. Before final assessment can begin, the apprentice and employer must confirm readiness, often called the gateway, demonstrating that the full range of occupational competence has been developed. Final assessment then confirms that the apprentice can perform the role to the required standard. Assessment models across many apprenticeships are currently being updated, so check the standard's gov.uk page for the current specification before enrolling.
Real workplace evidence sits at the heart of this apprenticeship, so learners benefit from collecting records throughout the programme rather than leaving it to the end. That means documenting programme plans, risk-benefit assessments, facilitation decisions and staff coaching activity as they happen. Working closely with both the employer and the training provider to track progress against the knowledge, skills and behaviour requirements makes the gateway process more straightforward. Learners who reflect regularly on their practice in unpredictable, dynamic outdoor settings tend to be better placed to demonstrate competence when it matters.
Look for providers with achievement rates above 65% on their FATP profile, and check whether apprentice and employer satisfaction scores are both present and reasonably high. For this standard specifically, the quality signals that matter most are access to real outdoor environments for practical training, tutors who hold current technical outdoor activity qualifications, and evidence that the provider understands dynamic risk-benefit assessment in field settings. Providers linked to, or formally recognised by, the Institute for Outdoor Learning carry weight here. Ask whether the curriculum covers Theory of Change as a programme design tool, not just activity delivery.
Be cautious of providers whose curriculum leans heavily on classroom or online delivery with limited field-based learning. If a provider cannot clearly describe how they assess dynamic decision-making and emergency response in realistic outdoor conditions, that is a gap worth pressing on. High apprentice volumes combined with a falling achievement rate suggests cohort management problems. Providers unable to point to completers working in outdoor education, ranger, or youth development roles, or who give vague answers about safeguarding and Adventure Activity Licensing compliance, should be scrutinised carefully.
Applicants must be employed in a relevant role for the duration of the apprenticeship. There are no nationally mandated GCSE or A-level entry requirements, but employers typically expect prior experience in outdoor instruction or education, along with relevant activity qualifications. Candidates should be comfortable working in physically and emotionally demanding outdoor environments. Employers set their own entry criteria, so check directly with your chosen training provider about what they require before applying.
The typical duration is 24 months, though individual timelines vary depending on prior learning and employer context. Apprentices remain employed throughout and develop skills on the job, planning and leading real outdoor learning programmes. A portion of contracted hours is set aside for off-the-job learning. The exact minimum duration and off-the-job requirement are subject to revision under current Skills England reforms, so check the latest specification on the Institute for Apprenticeships page for this standard.
Before sitting the end-point assessment, apprentices must pass through a gateway, demonstrating they have met the required knowledge, skills and behaviours. Assessment models for many standards are currently being updated, so the precise methods, such as professional discussions, observations or portfolio submissions, may change. The gov.uk page for standard ST0672 holds the current assessment plan. At all stages, the apprentice must demonstrate competence in programme design, risk-benefit assessment, group leadership and staff supervision.
The funding band for this standard is £13,000, which is the maximum government contribution toward training costs. Levy-paying employers (those with a payroll above £3 million) draw training costs from their digital apprenticeship service account. Smaller employers co-invest, typically paying 5 percent of the training cost while the government funds the remainder. If your business employs fewer than 50 people and the apprentice is aged 16 to 18, the government covers the full training cost. Apprentices earn a wage throughout.
Day-to-day work centres on designing, planning and leading outdoor learning programmes for children, young people or adults. This includes conducting needs analysis with clients, producing risk-benefit assessments, managing logistics such as equipment and transport, and directing the delivery team on programme. Apprentices also facilitate outdoor sessions, adapting activities when weather, group dynamics or individual needs change, and they report on safety and outcomes to managers. In smaller organisations they may handle all of these responsibilities; in larger ones the work may specialise.
Graduates are well placed for senior or lead roles such as outdoor learning course director, senior outdoor instructor, or area ranger. Some move into management positions within outdoor centres, national parks or youth organisations. The level 5 qualification also provides a foundation for further study at degree or postgraduate level in outdoor education, education, psychology or environmental science. Those wanting to specialise further may pursue additional technical activity awards or pursue chartered membership through the Institute for Outdoor Learning.
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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: 672.
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.