Artificial Intelligence (AI) and Automation Practitioner Level 4

The Artificial Intelligence (AI) and Automation Practitioner Level 4 apprenticeship is designed to give individuals the skills to identify, design and implement AI driven solutions that improve business efficiency and productivity. Apprentices will learn how to analyse current processes, identify inefficiencies, and use automation and AI tools to streamline workflows, reduce manual tasks, and integrate digital systems.

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Course Overview

This programme is suitable for organisations across all sectors that rely on digital systems and data driven processes, including operations, marketing, HR, finance, customer service, and public sector environments. It is particularly valuable for businesses looking to adopt AI in a practical, responsible way to save time, reduce costs, and enhance performance.

Apprentices typically work in roles focused on improving business processes, such as digital transformation, operations, or support functions, where they can apply AI and automation to real workplace challenges and drive measurable impact. This programme is built around one of the fastest growing and most transformative areas in the modern workplace. AI and automation are reshaping how businesses operate, make decisions, and deliver services. Through this innovative programme, learners will gain practical, relevant skills that are directly aligned with how businesses are evolving right now, ensuring they are prepared not just for the future of work as well as today’s roles.

18 months + EPA

Learners will complete a Project in line with their course.

At least one additional assessment(s) must be selected from the following list of methods to ensure the assessment outcomes are met in full:

  • Presentation
  • Simulated task
  • Professional discussion
  • Portfolio
Once an apprentice has completed their apprenticeship, they will be ‘signed off’ by their employer/ provider as ready for end-point assessment of their knowledge and practical capabilities. In most cases, the assessment will be graded and must show the apprentice is fully competent and productive in the occupation.

Fully funded through the Apprenticeship Levy or 95% government-funded for eligible employers, with minimal contribution required.

Typical candidates include:

  • Employees in operations, business support, administration, or customer service roles
  • Individuals involved in process improvement or digital transformation projects
  • Those working with data, systems, or workflows who want to enhance efficiency
  • Career changers or upskillers looking to move into AI and automation focused roles

It is best suited to people who are:

  • Curious about how AI and automation can improve ways of working
  • Problem solvers who enjoy identifying inefficiencies and finding smarter solutions
  • Comfortable using digital tools, even if they are not from a technical background
  • Looking to develop practical, in demand skills without needing to become a specialist developer
This programme is particularly suited to individuals in operational or business support roles who want to develop practical AI and automation skills, rather than those pursuing highly technical or coding focused careers.
Employers may also provide additional entry criteria.

Learners aged 18 who do not have exemptions will still be required to achieve Level 2 Functional Skills.  
 
Learners over 19 will have the option to either opt in or out of Functional Skills training and examinations. For those who choose to opt out, Fareport remains committed to supporting all learners in developing their literacy and numeracy skills by embedding these essential topics within the curriculum and assessments of the apprenticeship.  

To be eligible for an Apprenticeship you (or the apprentice) must:

  • Be living and working in England
  • Be 16 years old or above
  • Have the legal right to work in the UK
  • Have maintained UK residency for the last 3 years
  • Be employed in a real job; they may be an existing employee or a new hire
  • Work towards achieving an approved apprenticeship standard or framework
  • Work at least 30 hours a week
  • Be able to commit to the apprenticeship and its requirements
  • Not hold a prior qualification at the same or higher level in the same subject area
  • Not undertake or benefit from DfE funding during their apprenticeship programme, including Student Loans.
  • Have apprenticeship training and employment that lasts at least 12 months.
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Knowledge, Skills & Behaviours

Knowledge (K) – The theoretical understanding an apprentice needs to perform their role effectively. This includes industry-specific principles, regulations, and best practices.

  • K1: The role of organisational leadership in responsible AI adoption, including setting values, policy, and strategy. The business case for ethical AI adoption, including reputational risk, staff morale, and long-term sustainability.
  • K2: Legal and regulatory frameworks including employment rights, equality, and responsible automation, data protection and GDPR. Ethical principles and professional standards relevant to AI development such as fairness, transparency, and accountability.
  • K3: Understand the potential social and economic impacts of AI and automation on different roles, particularly for non-technical staff including change management principles.
  • K4: Approaches for identifying and implementing incremental change, including piloting, evaluating solutions in relation to organisational constraints such as budget, time, and resources.
  • K5: Methods to identify opportunities to enhance productivity such as improve processes, reduce waste, increase user or customer satisfaction or optimise outcomes.
  • K6: The importance of designing AI and automation systems that augment rather than replace human work, where feasible.
  • K7: The capabilities, benefits and risks of automation, AI and digital tools including responsible use, ethical considerations and the potential impact on the workforce.
  • K8: The capabilities, risks and implications of on-premise, cloud-based and third party solutions.
  • K9: AI and automation concepts, models and limitations. The impact adoption may have on workplace culture and wellbeing.
  • K10: Sources of error and algorithmic bias, including how they may be affected by choice of dataset and methodologies applied, and the impact on the user and or organisation. Fairness metrics and mitigation approaches.
  • K11: User requirements when designing and implementing AI and automation solutions including accessibility considerations.
  • K12: Product development lifecycle including consideration of user experience (UX) principles such as user centred design (UCD), data informed design and experimental testing.
  • K13: How to assess the viability of solutions, for example testing and evaluating solutions, using test data and results, feasibility (time, cost, data quality and process maturity), and user testing.
  • K14: Principles and application of testing methodologies and their application in practice.
  • K15: Principles of human oversight and human AI collaboration to achieve shared outcomes.
  • K16: Feedback and evaluation loops to improve systems, processes, productivity and performance including human in the loop safeguards.
  • K17: Principles for designing sustainable solutions to support organisational strategies and objectives.
  • K18: Governance principles to ensure accountability and compliance, including methods to identify system vulnerabilities and mitigate threats or risks to assets, data and cyber security.
  • K19: Engagement and training approaches used with non-technical staff to understand their roles, responsibilities, and concerns when AI automation solutions are proposed. Including best practice and methods to deliver training.
  • K20: Methods to develop resources such as manuals, short explainers, chat-based guidance, interactive wikis and training materials.
  • K21: Strategies for inclusive communication with stakeholders from diverse and non-technical backgrounds.
  • K22: Collaborative working principles to explore AI and automation solutions and implement prototypes, pilots or proof of concepts.
  • K23: Mitigation strategies for post-deployment issues such as overreliance and automation bias.
  • K24: Principles to support project and change management delivery.
  • K25: Approaches to maintaining up-to-date knowledge of existing, evolving and emerging technologies and sector trends for example peer learning, online forums, AI tool release notes.
  • K26: The benefits of wellbeing and safe working practices.
  • K27: Methods for assuring compliance in AI and automation projects, including documentation of model decision-making, conducting structured risk assessments, and aligning implementation with recognised AI assurance and governance frameworks. The importance of auditability, transparency, and accountability in organisational contexts.
  • K28: Principles and practices of algorithmic impact assessment and workforce equality monitoring, including methods to identify, assess, and mitigate potential disproportionate impacts of automation and AI systems on different workforce groups. Organisational responsibilities under equality and employment law, and methods to evidence fairness and transparency in adoption.
  • K29: Principles and practices for the long-term monitoring of AI and automation solutions, including detection and mitigation of risks such as model drift, emerging bias, degraded performance, and security vulnerabilities.

You can view the standard here.

Skills (S) – The practical abilities developed through training and hands-on experience. These are the technical and transferable skills required for the job.

  • S1: Review, establish, follow and or amend policies and procedures on data and information security.
  • S2: Follow ethical, responsible and safe working practices respecting confidentiality and sensitive organisational matters.
  • S3: Undertake analysis to identify if automation is viable. Including assessing risks such as data quality, process maturity and unintended consequences of AI automation projects, such as the impact on job roles.
  • S4: Engage with non-technical staff to understand their roles, responsibilities, and concerns when automation solutions are proposed and implemented. Adapt approach to support workforce needs when implementing solutions that impacts the workforce.
  • S5: Support with the introduction, adaption, and implementation of change. Contribute to constructive dialogue between leaders and employees about the adoption of AI and automation solutions.
  • S6: Review and complete workflow and process mapping to identify problems or inefficiencies and recommend solutions including pilots, incremental changes and scaling opportunities.
  • S7: Use automation design tools to suit the organisational context to configure, adapt and implement solutions for example Zapier, Make and Power Automate.
  • S8: Create and refine prompts for AI tools, using iterative testing to achieve accurate and useful outputs.
  • S9: Apply analytical and computational techniques using tools and datasets to design, evaluate, and optimise automation solutions.
  • S10: Integrate AI and automation technologies to collect, process, and manage data effectively, enabling intelligent and efficient system operation.
  • S11: Design, integrate, and test digital workflows and AI automation tools using APIs, connectors, or low-or no-code integration methods.
  • S12: Iterate solutions based on testing and feedback to ensure reliability, security, accessibility, and alignment with organisational needs.
  • S13: Identify opportunities to deliver automation. Support leaders in integrating ethical, empathetic approaches when decision-making.
  • S14: Support in the identification and evaluation of opportunities for increased productivity. For example, use of low-or no-code tools, streamlining processes and use of AI platforms.
  • S15: Make evidence based suggestions to support governance, outcomes and facilitate improvement for example cost benefit analysis.
  • S16: Report on productivity and efficiency savings and the opportunities for automation and where applicable when automation does not improve experience or processes.
  • S17: Contribute to sustainable and efficient AI and automation solutions.
  • S18: Support with the delivery of training to technical and non-technical user groups or audiences adapting content and format responding to feedback and organisational context.
  • S19: Contribute to the creation and or adaption of resources such as user guides, training materials, process documents to meet user requirements.
  • S20: Work collaboratively to deploy AI and automation strategies. Support where required to deal with the impact of automation for example retraining, redeployment, or upskilling of affected staff.
  • S21: Undertake data analysis, preparation, and conversion to support automation solutions.
  • S22: Present and communicate information including the translation of technical concepts into accessible materials to support clear dialogue with stakeholders.
  • S23: Work with others to achieve agreed outcomes or outputs. Provide evidence-based analysis and insight to leaders on the likely human impacts of automation projects.
  • S24: Use project management principles, techniques and tools to support the development of clear, balanced communications and briefings, articulating both opportunities and risks.
  • S25: Keep up to date with existing, evolving, emerging technologies and sector trends in AI, automation and technology including methods to evaluate vendor and supplier solutions.
  • S26: Apply ethical and human-centred design principles when scoping, developing, and deploying automation and AI solutions, underpinned by robust governance.
  • S27: Apply technical understanding to help align business needs with technical capabilities, supporting the development of solutions that are scalable, efficient, and aligned with the organisation’s strategic objectives.
  • S28: Undertake assurance activities to evidence responsible AI and automation, including maintaining clear documentation of design and decision-making, contributing to risk assessments, and applying assurance frameworks to support compliance with organisational, regulatory, and ethical standards.
  • S29: Apply algorithmic impact assessment and workforce equality monitoring techniques when scoping, implementing, and reviewing AI and automation projects. Gather and analyse relevant workforce data, identify potential equality risks, and contribute evidence-based recommendations to support fair and inclusive adoption.

Behaviours (B) – The professional attitudes and values expected in the workplace. These include teamwork, adaptability, problem-solving, and ethical responsibility.

  • B1: Demonstrates empathy by actively considering the perspectives and concerns of staff who may be impacted by AI-driven change. Acts responsibly, recognising organisational efficiency goals with fairness to employees.
  • B2: Maintains professionalism and upholds confidentiality when discussing sensitive workforce impacts, showing respect for individual contributions.
  • B3: Demonstrates confidence in sharing concerns or alternative perspectives of self or others, even when under pressure to deliver efficiencies.
  • B4: Balances respect for leadership decisions with advocacy for employees.
  • B5: Support leaders to consider the impact of AI automation adoption, not just immediate organisational gains.
  • B6: Shows curiosity and initiative, experimenting with AI and automation, while ensuring such exploration is conducted safely, ethically, and with regard for potential impacts.

Meet the Trainers

Nicholas Beer - Data Trainer

Nicholas Beer

Trainer

With a wealth of experience in the financial services sector, Nicholas is a passionate systems development professional who has excelled in various technical roles.  As a proficient MI/BI system developer and lead data analyst, Nicholas has a proven track record of building strong relationships through a friendly and open-minded approach.

Key personal skills include a love of learning, excellent communication, and a positive attitude.  Nicholas is known for his inclusive leadership, logical problem-solving, and enthusiastic embrace of change.  With extensive knowledge in software engineering and business process improvement, Nicholas brings a clear and enjoyable training style to software development best practices.  He looks forward to working with you.

Simon Gentile - Data Trainer

Simon Gentile

Trainer

Simon joined Fareport Training in November 2024 as an experienced trainer, coach and mentor.  He has been working with level 3 and level 4 Data Analyst apprenticeship learners for around 5 years.

Prior to this, Simon has over 10 years practical experience working in Data Analytics in corporations and SMEs.

Simon holds the CAVA assessor qualification and is working towards his AET.

Frequently Asked Questions

Off-the-job training is a mandatory requirement for all apprenticeships in the UK. It ensures that apprentices develop the Knowledge, Skills, and Behaviours (KSBs) outlined in their apprenticeship standard, beyond their day-to-day work duties.

How Much Off-the-Job Training is Required?
Apprentices must spend the equivalent of 6 hours per week on off-the-job training, which must take place during their normal working hours. This structured learning approach is designed to enhance their professional development and directly relate to their apprenticeship programme.

What Activities Count as Off-the-Job Training?
Off-the-job training can be delivered in various ways, including:
✔ Training sessions with Fareport – workshops, workbooks, online learning, and assignments
✔ Employer-led training – mentoring, job shadowing, and workplace projects
✔ Industry-related learning – attending relevant seminars, courses, or training events

This training can take place at the apprentice’s usual workplace or offsite, but it must always be completed within their normal working hours.

How is Off-the-Job Training Planned?
At Fareport Training, we work closely with employers and apprentices to plan and document off-the-job training within the Training Agreement. This ensures a structured learning journey that aligns with business needs while meeting apprenticeship requirements.

By dedicating time to off-the-job training, apprentices gain valuable knowledge and experience, helping them develop professionally and contribute more effectively to their workplace.

Many successful careers start with an Apprenticeship. On completion, 90% of apprentices stay in employment with 71% staying with the same employer.
They are open to people of any age and can be for either new recruits or your existing staff. Even those with higher qualifications can undertake an apprenticeship where they are gaining substantial new skills and knowledge.

By employing an apprentice, you have certain requirements to meet. You must:
Give them an induction into their role and provide on-the-job training
Allow them to spend at least 6 hours per week on the off-the-job training required for their apprenticeship
Issue a contract of employment and pay at least the Apprenticeship National Minimum Wage. Apprentices who are under 19 and in the first year of their intermediate level or advanced level apprenticeship, must be paid a minimum of £6.40 per hour (tax year 24/25). However many businesses pay more. The Apprenticeship National Minimum Wage increases to £7.55 from April 2025
Provide apprentices with the same benefits as other employees

The minimum hours of employment for an apprentice is 30 hours per week. By exception, where the individuals circumstances or the particular nature of employment in a given sector makes this impossible, then an absolute minimum of 16 hours must be met. In such cases the duration of the apprenticeship should be extended

All apprentices must have an Apprenticeship Agreement between the employer and the apprentice

Once an apprentice has completed their apprenticeship, they will be ‘signed off’ by their employer/provider as ready for end-point assessment of their knowledge and practical capabilities. The assessment will be graded and must show the apprentice is fully competent and productive in their occupation. End-point Assessment consists of a work based project and a professional discussion.

Fareport Training is an Ofsted ‘Good’ work-based training provider, delivering apprenticeships and commercial training to employers aiming to enhance their workforce’s skills and qualifications (indeed.com).

Established in 1981, Fareport has a longstanding reputation for high-quality training across various sectors.

Benefits of Partnering with Fareport:

Enhanced Skills and Productivity: Employers have reported that apprenticeships through Fareport help develop relevant skills, improve productivity, and enhance the quality of products or services.

Comprehensive Support: Fareport collaborates closely with employers to design high-quality teaching sessions tailored to business requirements, ensuring that apprentices gain substantial new knowledge, skills, and behaviors applicable to their roles (files.ofsted.gov.uk).

Employee Development and Retention: By investing in apprenticeships, employers can grow their own talent, leading to improved employee morale and loyalty.

Collaborating with Fareport Training enables organisations to effectively upskill their workforce, fostering growth and maintaining a competitive edge in their respective industries.

Yes, Fareport Training operate across all of England. You can undertake your training at your workplace and live online with our trainers.

An apprenticeship in the UK is a paid position that combines practical on-the-job training with academic learning, leading to nationally recognised qualifications. Typically, apprentices spend around 20% of their working hours on classroom, 1-2-1 or individual learning, while the remainder is dedicated to hands-on work experience. This structure allows individuals to earn a salary while gaining valuable skills and credentials in their chosen field. Apprenticeships are for new employees as well as existing employees.

As of November 2025, the UK apprentice minimum wage is £7.55 per hour for apprentices under 19 or in their first year.

Apprentices are entitled to the apprentice rate if they’re either:

  • Aged under 19
  • Aged 19 or over and in the first year of their apprenticeship

Apprentices are entitled to the minimum wage for their age if they both aged 19 or over and have completed the first year of their apprenticeship.

In the UK, apprenticeships offer individuals the opportunity to earn while they learn, with the cost of training largely covered by employers and government funding. Here’s an overview of the financial aspects associated with apprenticeships:

For Apprentices:
Training Costs: Apprentices do not bear the cost of their training or assessment; these expenses are covered by the employer and government funding (UCAS.com).

Wages: Apprentices earn a salary during their training period. The minimum wage for apprentices is £6.40 per hour, applicable to those aged 16 to 18 and those aged 19 or over in their first year. Apprentices aged 19 or over who have completed their first year are entitled to the National Minimum Wage or National Living Wage for their age group (gov.uk).

For Employers:
Training Costs: Employers are responsible for covering the training and assessment costs of apprentices. The extent of this financial responsibility depends on the employer’s size and annual wage bill:

Levy-Paying Employers: Employers with an annual pay bill exceeding £3 million are required to pay the apprenticeship levy, set at 0.5% of their total pay bill. These funds are allocated for apprenticeship training and assessment (ICAEW.com).

Non-Levy-Paying Employers: Employers with an annual pay bill under £3 million contribute 5% towards the cost of apprenticeship training, with the government covering the remaining 95%. For example, if an apprenticeship costs £10,000, the employer would pay £500, and the government would fund £9,500 (simplyacademy.com).

Incentives: Employers may be eligible for additional payments, such as £1,000 for hiring apprentices aged 16 to 18 or those aged 19 to 24 with an Education, Health, and Care Plan (HTP.ac.uk).

Overall, apprenticeships are structured to minimize financial barriers for individuals seeking to develop their skills, while employers benefit from government support to invest in workforce development.

Apprenticeships in the UK offer a multitude of benefits for both individuals and employers.

For Individuals:
Earning While Learning: Apprentices receive a salary during their training, allowing them to gain work experience without incurring student debt (Moneyhelper).
Nationally Recognised Qualifications: Completing an apprenticeship provides credentials that are respected across industries, enhancing employability (MKCollege.ac.uk).
Practical Experience: Apprentices develop hands-on skills in real-world settings, making them valuable assets to employers (Apprenticeships.gov.uk).
Career Advancement: Many apprentices secure permanent positions post-training, with opportunities for further education and career progression (MKCollege.ac.uk).

For Employers:
Cost-Effective Recruitment: Apprenticeships can reduce hiring expenses by developing talent internally (FDMGroup.com).
Enhanced Employee Retention: Investing in apprenticeships often leads to higher staff loyalty and job satisfaction (Apprenticeships.gov.uk).
Addressing Skill Shortages: Tailored training ensures employees possess skills aligned with business needs (FDMGroup.com).
Diversity and Inclusion: Apprenticeships promote a varied workforce, enriching company culture and perspectives (Apprenticeships.gov.uk).

Overall, apprenticeships serve as a strategic approach to workforce development, benefiting both the apprentice and the employer.

Employers in the UK who engage apprentices have specific responsibilities to ensure a successful apprenticeship experience. Key obligations include:

1. Providing On-the-Job Training: Employers must deliver practical training that equips apprentices with the necessary skills and experience for their role. This involves guiding and supervising apprentices in their daily tasks to ensure they develop job-specific competencies (apprenticeships.gov.uk).
2. Facilitating Off-the-Job Training: Apprentices are entitled to spend at least 20% of their working hours on off-the-job training. Employers should collaborate with registered training providers to arrange this training, ensuring it complements the apprentice’s role and contributes to their development (hrprotect.wardhadaway.com).
3. Ensuring a Safe Working Environment: Employers are responsible for providing a safe and suitable workplace, adhering to health and safety regulations to protect apprentices during their training (edn.training).
4. Offering Employment Terms and Conditions: Apprentices should receive a contract of employment that outlines their terms and conditions, including working hours, wages, and holiday entitlements, in line with legal requirements (edn.training).
5. Supporting Apprenticeship Progress: Employers should contribute to the apprentice’s training plan, support their learning needs, and participate in regular progress reviews with the apprentice and training provider, typically at least every 12 weeks (apprenticeships.gov.uk).

By fulfilling these responsibilities, employers play a crucial role in developing skilled professionals and ensuring the success of apprenticeship programs.

At Fareport, we understand the requirement for training to be delivered to those residing in Scotland and Wales and as such, we are able to deliver qualifications in these locations, however, the qualifications cannot be paid for using the funds in your levy account.
The portion of your levy that relates to employees in the devolved nations will be paid directly to these governments and won’t go into your levy account. While this money is likely to be used for Apprenticeships it will not be identified as being for your organisation. The devolved authorities retain the right to continue with their own arrangements.
Where it is not possible to source a training provider in the area for funded programmes, we advise that the qualification is costed for privately; this means that they are included within any training offered and can complete their qualification alongside their colleagues based in England if required. We have worked with several national employers to design an apprenticeship programme that works across the United Kingdom.

Why Learn with Fareport Training?

Established in 1983, we’ve been helping people & businesses grow for over 40 years.

40+ Years’ Experience

Ranked in the top 25% of training providers inspected in England by Ofsted. Trusted by employers, councils & learners alike for over 40 years.

Expert Trainers

Our trainers are highly experienced professionals who bring real subject-based knowledge & skills to every session.

Career Support

We don’t just train you – with some of our courses we help you find work with CV support, interview coaching, and employer connections.

Course Reviews

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Fareport has worked with Liquid Friday since 2010, placing 22 apprentices and completing 17 qualifications. Their values align with ours, and apprentices bring excitement and fresh perspectives, growing with Fareport’s support.

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I have recently completed the government funded Digital Marketing course, and found it invaluable. Kamal was an incredible trainer who personalised his support and went the extra-mile for each learner. The small group of learners started off as strangers, and have since become a support-network for one another.”

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Fareport has been amazing, and all apprentices are happy with their programme. Without the support from Fareport trainers and Jodie, we wouldn’t have reached 50th place in the Top 100 Apprenticeship Employers. Thank you from The YOU Trust.

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