Specify, design, build, program and test robotic systems or solutions intended to do automated jobs.
Apprentices learn to specify, design, build, program and test robotic systems built for automated tasks. Study covers mechanical and electrical engineering principles alongside software and control systems, giving apprentices the technical grounding to work across the full development lifecycle of a robotic solution. They also develop skills in systems integration, safety compliance, and fault diagnosis, learning how to take a robotic system from initial requirements through to a tested, deployable state.
Working weeks typically involve a mix of CAD modelling, writing and debugging control code, bench testing hardware, and integrating sensors or actuators into larger automated systems. Apprentices collaborate with design engineers, production teams, and sometimes clients to refine specifications and resolve technical issues. They maintain documentation, carry out risk assessments, and support commissioning activities on the shop floor or at customer sites. As the apprenticeship progresses, they take greater ownership of defined engineering tasks within a project team.
Completing this degree-level programme opens routes into roles such as robotics engineer, automation engineer, systems integration engineer, or controls engineer. Progression can lead to senior or lead engineer positions, with some moving into project management or R&D. Employers are found across advanced manufacturing, automotive, aerospace, logistics and warehousing, food and drink production, and medical device manufacturing. The demand for engineers who can design and deploy automated systems is growing across most sectors that run production or process environments.
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Graduates typically move into roles such as Robotics Engineer, Automation Engineer, or Systems Integration Engineer. Some take on titles like Robot Programmer or Controls Engineer, depending on whether their employer emphasises hardware or software delivery. Those with a stronger mechanical focus may enter as Mechanical Design Engineer on robotic platforms, while those who worked closely with sensing and perception systems may start as Vision Systems Engineer.
Within three to five years, most engineers progress to Senior Robotics Engineer or Lead Automation Engineer, taking ownership of larger projects and sometimes managing junior engineers or apprentices. The two main tracks that open up from there are a technical specialist route, moving into roles such as Principal Systems Architect or Robotics R&D Engineer, and a project or programme leadership route, moving into Engineering Manager or Technical Project Manager. Chartered Engineer status through a relevant professional body is a realistic longer-term goal on either track.
Manufacturing is the primary employer base, particularly automotive, aerospace, food and drink production, and pharmaceutical packaging. Logistics and warehousing operations are a growing source of demand, as are specialist robotics companies developing products for sale. Public sector research organisations and university spin-outs also hire for these roles. Employers range from large multinational manufacturers with dedicated automation teams to SMEs integrating robotic systems for the first time.
Learning takes place alongside employment, with the apprentice building competence in specifying, designing, building, programming and testing robotic systems throughout the programme. Before final assessment, the apprentice must pass a readiness check, commonly called a gateway, where the employer and training provider confirm the apprentice has met the required standard in the knowledge, skills and behaviours for the role. Final assessment then determines whether the apprentice can perform as a competent robotics engineer at degree level. Assessment models for many standards are being updated, so check the standard's gov.uk page for the current specification before enrolling.
Building a strong body of evidence from real work is the most effective preparation. Apprentices should document projects involving robotic systems design, programming, build and testing as they happen, rather than reconstructing them later. Working closely with both the employer and training provider throughout, keeping records current and seeking regular feedback, means the gateway review is a structured check of existing progress rather than a last-minute scramble. Treat every significant technical task as an opportunity to capture evidence of competence.
Look for providers whose staff have recent, hands-on experience in robotics or automation engineering, not just academic backgrounds. On FATP, achievement rates above 65% are a baseline; above 75% signals a provider managing cohorts well through a technically demanding four-year programme. Check that employer satisfaction scores are high, since degree apprenticeships at this level depend on tight employer-provider coordination. Practically, ask whether training facilities include physical robotics hardware, simulation environments, and current programming platforms such as ROS. Learner reviews mentioning real project work, not just lectures, are a useful signal.
Be cautious of providers with a high volume of apprentices but a declining or unpublished achievement rate. For this standard specifically, vague descriptions of "engineering labs" without detail on robotics-specific equipment, simulation tools, or automation platforms should prompt further questions. If a provider cannot point to apprentices currently working in automation, systems integration, or related roles, that is a concern. Providers who cannot explain how off-the-job training connects to your specific industrial context may struggle to support work-based projects meaningfully.
Most employers look for A-levels or equivalent level 3 qualifications, particularly in mathematics and a science or engineering subject. Some employers accept equivalent work experience combined with strong technical aptitude. Candidates must be employed throughout, so they need a job role relevant to robotics engineering before they start. Individual employers set their own entry criteria, so requirements can vary. Check directly with your chosen training provider for the specific conditions they and their employer partners apply.
The typical duration is 48 months, though this can vary depending on the apprentice's prior learning and pace of progression. Learning is split between on-the-job experience and off-the-job training, with apprentices remaining employed and paid throughout. The exact proportion of off-the-job training is subject to current reforms, so check the gov.uk standard page for the current specification before planning your programme.
Before sitting the end-point assessment, the apprentice must pass through a gateway, a formal check that they have met all the on-programme requirements and are ready to be assessed as competent. Assessment models for many degree apprenticeships are being updated under current reforms. The end-point assessment typically tests technical knowledge and practical competence in robotics engineering. Check the gov.uk page for standard ST0697 for the current assessment plan and any recent changes.
The funding band for this standard is £27,000, which is the maximum that can be drawn from apprenticeship funding. Larger employers with a levy account use those funds directly. Smaller employers without a levy account co-invest with government, typically contributing a small percentage of the training cost. Employers with fewer than 50 staff taking on an apprentice aged 16 to 18 pay nothing, with government covering the full cost. Contact a training provider to confirm current co-investment rates.
Day-to-day tasks depend on the employer and the stage of a project, but typically include specifying and designing robotic systems, writing and testing control software or programmes, integrating hardware components, troubleshooting faults, and running system tests. Apprentices may work on industrial automation, collaborative robots, or bespoke robotic solutions. They are expected to contribute to real projects from early in the apprenticeship, gradually taking on greater technical responsibility as their skills develop.
Graduates of this apprenticeship hold a level 6 qualification equivalent to a bachelor's degree, which opens routes into senior engineering roles, systems architecture, project engineering, or specialist areas such as machine vision or motion control. Some move into management or consultancy. Others continue into postgraduate study at master's or doctoral level. The qualification is recognised by professional engineering institutions, supporting applications for Engineering Technician or Incorporated Engineer registration depending on your institution's criteria.
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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: 697.
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.