Qualification and Assessment Specification

Transcription

1 Qualification and Assessment Specification NOCN Level 2 Diploma in Construction Plant or Machinery Maintenance (Construction) Qualification No: 601/3043/X Operational Start Date: 1 st September 2014 Version 2.0 December 2017

2 Introduction NOCN is a leading awarding organisation that has been creating opportunities for learners for over 30 years. It is the organisation preserving the proud heritage of the Open College Network (OCN) in the UK and is a brand trusted by learners, colleges, training providers and employers who recognise NOCN qualifications as an indicator of competence and quality. A NOCN qualification recognises a learner s skills and knowledge and can support progression to employment, training and/or further education. In addition to being an awarding organisation NOCN is also an apprenticeship assessment organisation and works internationally as well as in the UK. This document is a resource for NOCN centres who wish to offer the NOCN Level 2 Diploma in Construction Plant or and provides guidance to support delivery of the qualification. The qualification is relevant for plant or machinery maintenance organisations within the construction sector. 2

3 TABLE OF CONTENTS Introduction Overview of Qualification Entry Requirements Progression Routes Qualification Details Qualification Structure Total Qualification Time (TQT) Assessment and Evidence Fair and Equitable Assessment Learners with Particular Requirements Recognised Prior Learning Assessment and Evidence for the components Centre Information Required Resources for Delivering the Qualification Tutor Requirements Assessor Requirements Internal Quality Assurer Requirements Continuing Professional Development (CPD) External Quality Assurance Offering the qualification Component Information Mandatory Components Appendix 1 - Mapping Document Appendix 2 - Sample Assessment Documentation Appendix 3 - Learner and Assessor Declaration Appendix 4 - PLTS Log and Declaration Appendix 5 - Feedback Sheet

4 1. Overview of Qualification The NOCN Level 2 Diploma in Construction Plant or Machinery Maintenance (Construction) is designed to develop the skills and knowledge of learners in plant maintenance. It has been specifically developed for delivery in a training environment using simulated conditions. The qualification has been developed in line with the National Occupational Standards to support the knowledge element of the Construction Civil Engineering (England), Level 2: Apprenticeship in Construction Civil Engineering, Pathway 4: Construction Plant or Machinery Maintenance apprenticeship framework. If taken as part of an apprenticeship then learners will also be required to complete the NOCN Level 2 NVQ Diploma in Construction Plant or and must hold, or be able to achieve, a Level 1 qualification in maths and English. In addition learners must also complete their Employee Rights and Responsibilities if not already held Entry Requirements Learners must be age 16 years or over to take this qualification. Employment is not necessary for achievement of this qualification however colleges/training providers must ensure that all learners have the ability and attributes to achieve the qualification, given access to the appropriate facilities, resources, training and support within a college/training provider setting. If taken as part of the Level 2 Construction Plant or Machinery Maintenance apprenticeship learners must be employed in a relevant role and have achieved, or be working towards, a Level 1 standard of maths and English as well as undertaking the NOCN Level 2 NVQ Diploma in in Construction Plant or Machinery Maintenance (Construction), and Employee Rights and Responsibilities if required. Further information on the requirements will be available from the college/training provider Progression Routes Achievement of this qualification confirms the learner has gained the knowledge and skills required to: gain employment in the construction sector as a plant or machinery maintenance operative. progress onto the NOCN Level 3 Diploma and NVQ Diploma in Construction Plant or or a Level 3 NVQ Diploma in Occupational Work Supervision 4

5 2. Qualification Details 2.1. Qualification Structure The NOCN Level 2 Diploma in Construction Plant or Machinery Maintenance (Construction) is a 91 credit qualification with a Total Qualification Time (TQT) of 910, including 894 Guided Learning Hours. Learners must achieve all 91 credits from the 14 mandatory units listed below: Mandatory Units Component Title Level Credit Value Mandatory or Optional Ofqual Unit Reference Number Workplace health, safety and welfare 2 4 M L/503/4252 Conform to productive work practices 2 4 M R/503/4253 Move handle or store resources 2 4 M K/503/4310 Operate plant or machinery for nonoperational maintenance activities 2 2 M J/505/3849 Service plant or machinery 2 7 M F/505/3851 Remove and replace plant or machinery components Dismantle and assemble plant or machinery components Undertake functional diagnostics of faults in plant or machinery Inspect plant or machinery for operational serviceability Produce one-off components by bench fitting techniques 2 40 M J/505/ M L/505/ M R/505/ M Y/505/ M H/505/3857 Install plant or machinery 2 2 M K/505/3858 Carry out specific tests on plant or machinery Configure and hand over plant or machinery 2 4 M M/505/ M K/505/3861 Thermal cutting and joining materials 2 6 M M/505/3862 5

6 2.2. Total Qualification Time (TQT) Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification. TQT is split into two areas: Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training. Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including: preparatory work self-study or any other form of education or training, including assessment. Examples of GLH activities include: Classroom-based learning supervised by a teacher Work-based learning supervised by a teacher Live webinar or telephone tutorial with a teach in real time E-learning supervised by a teacher in real time All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training Exam time Examples of OLH activities include: Independent and unsupervised research/learning Unsupervised compilation of a portfolio of work experience Unsupervised e-learning Unsupervised e-assessment Unsupervised coursework Watching a pre-recorded podcast or webinar Unsupervised work-based learning The agreed Total Qualification Time has been used to identify the qualification s Credit Value. 6

7 2.3. Assessment and Evidence The NOCN Level 2 Diploma in Construction Plant or Machinery Maintenance (Construction) is assessed by a combination of written, practical and multiple choice assessments. The assessment tasks are externally set by NOCN. Centres will be provided with the relevant assessment pack and access to multiple choice assessments on approval to run the qualification. All practical assignments must be completed in the training environment. It is not acceptable to substitute work-based evidence. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. Assessment activities must be robust in that they are Valid Sufficient Reliable Authentic Fit for purpose in that they are suitable for the identified assessment criteria and offer the learner the opportunity to demonstrate achievement at the required level. Provide the opportunity for the learner to provide adequate evidence, showing full coverage of the requirements of the assessment criteria. Generate clear and consistent outcomes recognising that the activities may be applied to differing scenarios and in different contexts, with different learners. The evidence sought by the activity must be able to be assessed and result in assessment decisions that are consistent across all assessors and centres offering the qualification. Assessment activities should not deliberately offer an unfair advantage to or disadvantage specific groups of learners. Evidence presented must be the learner s own work Fair and Equitable Assessment Assessment within the NOCN Level 2 Diploma in Construction Plant or Machinery Maintenance (Construction) is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners Learners with Particular Requirements If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure within the Centres, NOCN Centres, Processes and Documents Section on This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. 7

8 The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact for further details Recognised Prior Learning Recognising Prior Learning is an assessment process that recognises learning that has its origins in a learner s experience and/or previous formal and informal learning contexts. This includes knowledge and skills gained within school, college, university and outside formal learning situations such as through life, employment, apprenticeships and other work experiences. NOCN is committed to the Recognition of Prior Learning (RPL) and has developed a policy and procedures to inform and support centres. This is available on the NOCN website at Assessment and Evidence for the components The awarding organisations offering this qualification have produced standardised assessments approved by industry trade associations, stake holders and training providers. Centres will be provided with the relevant Assessment Documentation pack and access to multiple choice assessments on approval to run the qualification. Please see Appendix 1 for a summary of the assessment methods to be used for each unit. For this knowledge qualification standard assessment documentation has been developed, this will be made available to centres on approval to run the qualification. 8

9 3. Centre Information 3.1. Required Resources for Delivering the Qualification As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. NOCN expects that Tutors and Assessors are able to demonstrate the following competencies: Tutor Requirements Be technically competent, hold or be registered as working towards, a recognised education and training qualification, have experience of delivering training within this subject area. The minimum expectation is that the level of competence of the Tutor should be at the same level as the training that is to be delivered Assessor Requirements Be technically competent, have experience of carrying out assessment activities and hold, or be registered as working towards, a recognised assessing qualification. The minimum expectation is that the level of competence of the Assessor should be at the same level as the qualification being assessed Internal Quality Assurer Requirements Each centre must have internal quality assurance policies and procedures in place to ensure that decisions made by Assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability and consistency. NOCN expects that an Internal Quality Assurer is able to demonstrate the following competencies: They should: Have an understanding of the subject area, have experience in carrying out internal quality assurance activities and hold, or be registered as working towards, a recognised Internal Quality Assurance qualification. The minimum expectation is that the level of competence should be at the same level as the qualification being quality assured. 9

10 NOCN supports and recognises Centres internal quality assurance systems which support the above; any system should include standardisation and sharing of good practice. Centre staff may undertake more than one role, e.g. tutor, assessor or internal quality assurer, but they cannot carry out any quality assurance on work that they have previously assessed Continuing Professional Development (CPD) Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and quality assurance External Quality Assurance Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre s compliance with the requirements of centre recognised status. The External Quality Assurer will make regular visits to all Centres. During these visits he/she will: Monitor the Centre s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff. Verify the Award of Credit using the Recommendation for the Award of Credit form (RAC). Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process. 10

11 3.2. Offering the qualification Existing Centres If you are already recognised to offer NOCN qualifications and would like more information about offering this qualification, please contact: Use Horizon to add this qualification to your centre. New Centres If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website and complete the New Business Enquiry Form. 11

12 4. Component Information This qualification consists of fourteen mandatory components. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each component. However a number of assessment criteria can be taught and assessed through one activity using holistic assessment which focuses on the whole work activity rather than specific component of a qualification. A copy of each of the components follows: 4.1. Mandatory Components Component Title Ofqual unit reference number (code) Unit Level Unit Credit Value 4 Workplace Health, Safety and Welfare L/503/4252 Two GLH 40 Assessment Guidance This unit has 5 learning outcomes. Assessment of learners knowledge and understanding will be undertaken through practical assignment and questioning based activities undertaken in the training environment. For the full training specification refer to the relevant SQA Training and Assessment Programme for this unit. LEARNING OUTCOMES The learner will: 1. Understand health, safety and welfare requirements. ASSESSMENT CRITERIA The learner can: 1.1. State the role of the Health and Safety Executive Give examples of how induction, briefings and application of prior training can avoid risks in the workplace Explain why it is important to take individual responsibility for health, safety and welfare Explain the impact that behaviour can have on own and others health and safety 1.5. State the importance of health, safety and control equipment Explain why changing circumstances can create 12

13 LEARNING OUTCOMES The learner will: ASSESSMENT CRITERIA The learner can: hazards. 2. Understand the organisation s approach to health, safety and welfare. 3. Understand risk control in the workplace. 4. Confirm health and safety requirements in the workplace. 5. Work in accordance with health and safety requirements Outline the health, safety and welfare legislation that applies to the work area Outline the organisational policies and procedures for health, safety and welfare List the hazards associated with the work area Outline the organisation s requirements for dealing with accidents and emergencies in the work environment State procedures for evacuation, including safe exit procedures State methods of reporting hazards in the work area State procedures for complying with control measures identified by risk assessments Outline the security arrangements in the work area List the notices and warning signs associated with the work environment List the health and safety control equipment in the work area State when control equipment should be used State the purpose of Personal Protective Equipment (PPE) State work situations where Respiratory Protective Equipment (RPE) is used State work situations where Local Exhaust Ventilation (LEV) is used List the different types of fire extinguisher in the workplace Give examples of situations when different types of fire extinguisher should be used Interpret work instructions to maintain safe systems of work Take part in discussions with others to identify safe systems of work Provide feedback on health, safety and welfare policies Report hazards as they are identified Store equipment in designated areas 5.2. Ensure equipment is secured appropriately when stored 5.3. Dispose of waste in required receptacles, including those for reuse or recycling 5.4. Use safety control equipment according to instructions, induction and prior training 13

14 LEARNING OUTCOMES The learner will: ASSESSMENT CRITERIA The learner can: 5.5. Follow the requirements of safety notices and warning signs, as directed 5.6. Comply with control measures as identified by risk assessments and safe symbols of work. Scope of learning for the unit State the roles and responsibilities of the Health and Safety Executive: to include: enforcement, legislation, advice and inspection. Reasons for induction, briefings and application of prior training: to include: safe working environments, staff training, health and safety information, risk assessment, supervision. Employee s responsibilities under the Health and Safety at Work Act: to include: responsibility for themselves, responsibility for others, co-operation, communication, not interfering with health and safety equipment, working safely, reporting defects, hazards, near misses and accidents correctly. Behavioural impacts: the health and safety culture e.g. human factors; attitude, motivation, perception, competence, health and safety training. The importance of health, safety and control equipment: to include: the principles of protection for occupational use, types and purpose of each type, work situations and general work environment: collective protective measures, personal protective equipment (PPE), respiratory protective equipment (RPE), local exhaust ventilation (LEV). Hazards resulting for changing circumstances: to include: the difference between a risk and a hazard; potential risks resulting from; the use and maintenance of plant equipment, the use of materials and substances, accidental breakages and spillages, unsafe behaviour, environmental factors, unauthorised personnel, customers, contractors entering the work premises, working on site. Health, safety and welfare legislation: to include: Health and Safety at Work Act 1974, Control of Substances Hazardous to Health Regulations, Reporting Injuries Diseases and Dangerous Occurrence Regulations, Provision and Use of Work Equipment Regulations, Lifting Operations and Lifting Equipment Regulations, Noise at Work Regulations, Workplace Health, Safety and Welfare (Health, Safety and Welfare) Regulations. 14

15 Policies and procedures for health, safety and welfare: to include: company health and safety statement, training, accident reporting, hazard reduction, major incident procedure, use of flammable liquids and gases, employees responsibilities, manual handling, abrasive wheels, operating of lifting equipment, operating of access equipment. Hazards associated with the work area: to include: contact with equipment, electricity, machinery collapsing /overturning, use of flammable liquids and gases, fire, explosion, noise, harmful fumes, slips, trips, flying objects, liquids, dust, vehicle movement, working at height, manual handling, accidents whilst completing maintenance tasks. Methods of dealing with accidents and emergencies in the work place: to include: the chain of responsibility (employee, supervisor, managing director), employee responsibility, employer s responsibility, RIDDOR, HSE, lines of communication, organisational responsibilities (employers, employees, health and safety and other advisers). Procedures for evacuation: to include methods of: raising the alarm, alerting others, clearing exits, leaving the building via escape routes, fire marshals, assembling at the correct assembly point. Methods of reporting hazards: to include: statutory protocols, organisation s procedures, reporting lines, accident book, near misses. Procedures for complying with control measures: to include: safe systems of work, lone workers, permits to work, training, tool box talks, risk assessments, safety audits, monitoring, consultation with employees, safe plant and equipment, safe handling and use of substances, information, instruction and supervision, competency for tasks and training, accidents. Security: organisational procedures relating to the workplace, general public, site personnel and resources. Warning labels and signs: to include: colours used for warning signs (red, blue, green), shapes and meaning (round, triangular, square), the meaning of prohibitive warning signs, the meaning of mandatory warning signs, the meaning of warning notices, general design of safe place warning signs. Health and Safety control equipment: to include: machine guards, welding curtains, flash arresters, emergency stop buttons, RCDs, fume extraction units, fire extinguisher, axle stands, wheel chocks, transformers, lifting aids. 15

16 State when control equipment should be used: to include: risk assessments, method statements, types of equipment available, work situations and general work environment: collective protective measures, personal protective equipment (PPE), Respiratory Protective Equipment (RPE) and Local Exhaust Ventilation (LEV) List the types of fire extinguisher available: to include: foam, dry powder, CO2, water, fire blanket. Give examples of when different types of fire extinguisher should be used: to include: water (organic fires), foam (liquid and organic fires), CO (electrical fires), dry powder (electrical, liquids) fire blanket (smother). 16

17 Component Title Ofqual unit reference number (code) Unit Level Unit Credit Value 4 Conform to Productive Work Practices R/503/4253 Two GLH 40 Assessment Guidance This unit has 5 learning outcomes. Assessment of learners knowledge and understanding will be undertaken through practical assignment and questioning based activities undertaken in the training environment. For the full training specification refer to the relevant SQA Training and Assessment Programme for this unit. LEARNING OUTCOMES The learner will: 1. Know how to work productively in the workplace. 2. Understand low/zero carbon outcomes. 3. Understand equality and diversity in the workplace. 4. Know how to communicate with others. ASSESSMENT CRITERIA The learner can: 1.1. Explain why it is important to be productive in the workplace State the procedures that must be followed in the workplace List the documentation that must be maintained by the organisation including job cards, worksheets, material/resources lists and timesheets State the importance of maintaining accurate, up to date records Explain why zero/low carbon production is desirable Describe the contribution that the built environment makes to carbon production Explain how zero/low carbon production can be achieved in the built environment State the legislation that protects equality and diversity in the workplace Explain why equality and diversity in the workplace is important Describe ways of communicating with others that encourages cooperation Outline the methods of communication used in the workplace State the information needs of the customer, line manager, own occupation and allied trades. 17

18 LEARNING OUTCOMES The learner will: 5. Work productively in the workplace. ASSESSMENT CRITERIA The learner can: 5.1. Interpret procedures to plan a productive sequence of work Plan a sequence of work which is productive and sets out the use of time and resources Communicate with others in the work environment to ensure that work is carried out productively Maintain records as required in the workplace and by the organisation. Additional scope of learning for the unit: The importance of working productively: organisational procedures to ensure work is planned and carried out productively to include: use of resources for own and other s work requirements, allocating appropriate work to employees, organising the work sequence, reducing carbon emissions. Workplace procedures: to include: work schedules, following work instructions, using safe systems of work, following procedures, using best practice, following manufacturer s instructions, assisting work colleagues. Record keeping: to include: attendance records, shift logs, work sheets, parts sheets, pre-use check sheets, service sheets, inspection sheets, safety inspection certificates, advice notes, despatch notes, contracts, equipment records, daily records, accident books, near misses. The importance of maintaining accurate, up to date records: to include: correct staff payments (overtime), legislative requirements, accurate invoicing, maintenance recording, stock control, re-order level monitoring, audit requirements. Zero/low carbon production: to include: the effects on the environment, climate, cost, why is it desirable. The contribution that the built environment makes to carbon production: to include: poor maintenance, excessive fuel consumption, driving, poor planning, distances travelled, loads. How zero/low carbon production can be achieved: 18

19 to include: effective maintenance, reduced fuel consumption, fuel efficient driving, effective planning, minimising distances travelled, efficient loads. Equality and diversity in the workplace legislation: to include: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and beliefs, sex, sexual orientation. The importance of equality and diversity in the workplace: to include: treating people fairly, accepting diversity, respecting others. Ways of communicating with others that encourages cooperation: to include: formal, informal, verbal, non-verbal communication and encouragement to include: use of language, body language, tone of voice, gestures, listening skills. Methods of communication used in the workplace: to include: verbal, questioning, presentations, meetings, telephone, signalling, written, memos, s, signs and notices, work sheets, notice boards, SMS text messaging, toolbox talks. The information needs of the end user: to include: clarification and advice to the end user, manufacturers technical information, trade organisations, organisational procedures, statutory requirements, environmental considerations. 19

20 Component Title Ofqual unit reference number (code) Unit Level Unit Credit Value 4 Move, Handle or Store Resources K/503/4310 Two GLH 40 Assessment Guidance This unit has 4 learning outcomes. Assessment of learners knowledge and understanding will be undertaken through practical assignment and questioning based activities undertaken in the training environment. For the full training specification refer to the relevant SQA Training and Assessment Programme for this unit. LEARNING OUTCOMES The learner will: 1. Understand the requirements for working safely. 2. Know how to move and handle resources safely. ASSESSMENT CRITERIA The learner can: 1.1. Outline the health and safety legislation concerned with moving and handling loads State current legislation for adopting safe working practices in a range of situations including confined spaces, below ground level, at height, with tools and equipment, with materials and substances, with movements/storage of materials by manual handling and mechanical lifting Give examples of procedures for storing workplace resources Describe the circumstances under which health and safety control equipment should be used Explain the importance of using health and safety control equipment according to given information State the workplace procedures for responding to emergencies List the lifting aids and equipment available in the work area State who is authorised to operate lifting equipment List the workplace resources for moving occupational resources including sheet materials, loose material, bagged or wrapped material, fragile material, tools and equipment, components, liquids State the information required to use and store lifting aids correctly Identify the sources of information on safe working practices required of operatives, including methods of work, safe use of health and safety control equipment, safe use of lifting aids, protection of the environment State the security procedures for storing tools, equipment 20

21 LEARNING OUTCOMES The learner will: ASSESSMENT CRITERIA The learner can: and personal belongings List the procedures for reporting accidents in the work area Explain own responsibilities in relation to potential hazards to be encountered in a range of work situations. 3. Know how to deal with problems and defects in the workplace. 4. Move, handle or store occupational resources State the procedures for rectifying inappropriate information and unsuitable resources Explain the importance of using the correct resources State the procedures for dealing with defects in resources Describe how to report defects with resources Explain the importance of having in place procedures for selecting and using resources Explain why it is important to protect the work area from damage Give examples of methods and procedures for protecting the work area from damage Explain why waste should be disposed of safely Follow procedures for using lifting aids and equipment Use lifting aids according to instructions / given information Carry out the work according to the given occupational resource information Store lifting aids and equipment in the appropriate place and condition. Scope of learning for the unit Legislation concerned with moving and handling of Loads: Health and Safety at Work Act 1974 Provision and Use of Work Equipment Regulations Noise at Work Regulations Manual Handling Operations Regulations Lifting Operations and Lifting Equipment Regulations 1998 Working at Height Regulations Legislation, Approved Codes of Practice and official guidance: this relates to the operative s responsibilities regarding potential accidents and health hazards whilst working in the workplace, below ground level, in confined spaces, at height, with tools and equipment, with materials and substances, with movement/storage of materials and by manual handling and mechanical lifting. 21

22 Procedures for storing: to include: components, equipment, types, quantity, lifting accessories, fastening, consumables, oils, hand tools, portable powered tools and equipment. Workplace processes requiring the use of PPE: to include: welding, grinding, filling, drilling, cutting, chiselling, removal of glass, servicing activities, site repairs, working at height, handling chemicals, flying particles. Health and Safety control equipment: identified by the principles of protection for occupational use, types and purpose of each type, work situations and general work environment: collective protective measures, personal protective equipment (PPE), respiratory protective equipment (RPE), local exhaust ventilation (LEV). Emergencies: responsibilities for reporting situations in accordance with organisational policies and procedures and personal skills when involved with: fire, spillage, injury, emergencies relating to occupational activities, inappropriate information, lack of resources. Types of lifting aids: to include: winches, hoists, pulley and chain blocks, skids, mechanical/hydraulic jacks, wire/fabric ropes, powered manual cranes (not requiring operator certification), pull lifts, pry bars, rollers, pallet trucks, sack trucks, trollies. Authorised to operate lifting equipment: competency to operate lifting equipment, POWER, LOLER. Types of resources for moving: to include: sheet materials, loose material, bagged or wrapped material, fragile material, tools, equipment, components, liquids and consumables. Methods of storing lifting aids: the storage, care and control of lifting aids. Sources of information relating to safe working practices: drawings, specifications, method statements, risk assessments, user manuals, manufacturers information, current regulations governing the operation of lifting aids. Security procedures: of tools, equipment and personal belongings, on site and in the workplace. Accidents: procedures for reporting accidents when involved with: fire, spillage, injury, emergencies relating to occupational activities, inappropriate information. Responsibilities to potential hazards encountered in a work situation: 22

23 risk assessments, leaflets, the health and safety culture e.g. human factors; attitude, motivation, perception, competence, health and safety training, interpreting safety information, seeking advice, seeking assistance, reporting unsafe equipment, using PPE. Rectifying inappropriate information and unsuitable resources: responsibilities for reporting situations in accordance with organisational policies and procedures and personal skills when involved with: inappropriate information and a lack of or unsuitable resources. The correct use of resources: the importance of using resources correctly, to include: PPE, lifting aids, workshop equipment, consumables, fluids, fuels, lubricants, coolants, hand tools, portable powered tools. Dealing with defective resources: in accordance with organisational procedures and personal skills. Reporting defective resources: in accordance with organisational procedures and personal skills. Selecting resources: organisational procedures for the selection and use of resources relaying to the occupational area. The importance of protection: how to protect the work and surrounding area against damage from general workplace activities, other occupations and contamination. Methods and procedures for protection: of the work and surrounding area against damage from general workplace activities, other occupations and contamination. Hazardous and non-hazardous waste: the environmental responsibilities, organisational procedures, manufacturers understanding information, statutory regulations and official guidance relating to disposal 23

24 The following units share content. The Scope of Learning below relates to all units Further specific guidance per unit is given in the Additional Scope of Learning which follows each unit. Problems: those arising from information, resources and methods of work own authority to rectify a. organisational reporting procedures Programme: types of progress charts, timetables and estimated times, organisational procedures for reporting circumstances which will affect the work programme Protect work: protect work against damage from general workplace activities, other occupations and adverse weather conditions Resources: materials, components and equipment relating to types. quantity, quality, sizes and the sustainability of standard and/or specialist: a. consumables b. fluids, fuels, lubricants, and coolants c. service items: filters, drive belts, brake components, bulbs, fuses, gaskets and seals d. fastenings, nuts and bolts, pins and clips e. hand tools, portable powered tools and equipment methods of calculating quantity, volume, length, area and wastage associated with the method/procedure to service plant and machinery Security procedures: site, workplace, company and operative Disposal of waste: environmental responsibilities, organisational procedures, manufacturers understanding information, statutory regulations and official guidance Emergencies: operative s response to situations in accordance with organisational authorisation and personal skills when involved with a. fires, spillages. Injuries b. emergencies relating to occupational activities Hazards: those identified by risk assessment, method of work, manufacturers technical information, statutory regulations and official guidance 24

25 Health and safety control equipment: identified by the principles of protection for occupational use, types and purpose of each type, work situations and general work environment a. collective protective measures b. personal protective equipment (PPE) c. respiratory protective equipment (RPE) d. local exhaust ventilation (LEV) Information: drawings, specifications, schedules, method statements, risk assessments, manufacturers information and current regulations associated with inspecting and completing user maintenance on plant and machinery Legislation and official guidance: this relates to the operative s responsibilities regarding potential accidents and health hazards whilst working in the workplace, below ground level, in confined spaces, at height. with tools and equipment, with materials and substances, with movement/storage of materials and by manual handling and mechanical lifting Maintenance: operative care of hand tools and portable power tools and ancillary equipment Problems: those arising from information, resources and methods of work a. own authority to rectify b. organisational reporting procedures Programme: types of progress charts, timetables and estimated times organisational procedures for reporting circumstances which will affect the work programme Protect work: protect work against damage from general Workplace activities, other occupations and adverse weather conditions Resources: materials, components and equipment relating to types, quantity, quality, sizes and the sustainability of standard and/or specialist: a. fixings and fittings b. consumables c. hand tools, portable powered tools, specialist tools and equipment methods of calculating quantity, length, area and wastage associated with the method/procedure to remove and replace plant and machinery components Security procedures: site, workplace, company and operative 25

26 Component Title Ofqual unit reference number (code) Unit Level Unit Credit Value 2 Operate Plant or Machinery for Non-Operational Maintenance Activities J/505/3849 Two GLH 20 Assessment Guidance This unit has 4 learning outcomes. To be achieved in accordance with the assessment requirements as set out by the Awarding Organisation. LEARNING OUTCOMES The learner will: 1. Know how to prepare for operating plant or machinery for non-operational maintenance activities. ASSESSMENT CRITERIA The learner can: 1.1. Identify the specific plant or machinery to be operated from drawings, specifications, schedules, method statements, user manuals, manufacturers information, current regulations Outline the human resources and skills required for the work Outline procedures for liaising with others when assistance is required Outline relevant current legislation, Approved Codes of Practice and official guidance relating to safely operating plant or machinery for non-operational maintenance activities List the health and safety control equipment, materials, components, consumables and equipment required Outline organisational procedures for reporting inappropriate information and resources, emergencies and accidents Describe the purpose of protection and how to protect the work and surrounding area from damage/contamination Outline the procedures and safety precautions relating to the specific plant or machinery being operated Identify capabilities, characteristics and limitations of different types of plant and machinery. 2. Be able to prepare for 2.1. Liaise and plan the work with others. operating plant or machinery 2.2. Select the health and safety control equipment, for non-operational materials, components, consumables and equipment maintenance activities. required Protect the work and surrounding area from damage/contamination Confirm the plant or machinery to be operated from the information provided. 3. Know how to operate plant 3.1. Describe pre-use, pre-start and pre-movement checks to 26

27 LEARNING OUTCOMES The learner will: or machinery for nonoperational maintenance activities. 4. Be able to operate plant or machinery for nonoperational maintenance activities. ASSESSMENT CRITERIA The learner can: plant or machinery Describe how to manoeuvre and position the following types of plant or machinery: tracked wheeled self-propelled roller Outline methods and procedures for operating plant or machinery within operational limitations Identify the British Standards signals and instructions to follow when operating plant or machinery Describe how to prepare plant or machinery for transportation Outline procedures for reporting and recording findings Complete pre-use, pre-start and pre-movement checks on plant or machinery Manoeuvre and position plant or machinery Operate plant or machinery within operational limitations and to given working instructions Follow British Standards signals and instructions Shut down, park and secure plant or machinery after completing the task Prepare plant or machinery for transportation Complete the operation in accordance with safe working practices and within the allocated time Record findings in the appropriate format and report to the relevant individual(s). Scope of learning for the unit Methods of work: application of knowledge for safe and healthy work practices, procedures and skills relating to the method/area of work and materials used to: a. identify capabilities, characteristic and limitations of plant and machinery (ride on and remote control) including hand-operated power tools, static machinery, pedestrian controlled equipment. wheeled plant and tracked plant, rollers b. consider the area available for the movements required (height restrictions, obstructions, overhead I underground obstructions, services, ventilation and point loading) c. complete pre-use, pre-start and pre-movement checks d. prepare the plant arid machine for operation e. manoeuvre and position plant and machine f. manoeuvre plant and machinery on slopes and inclines, uneven terrain, rough terrain, un-compacted ground. areas with restricted clearances, in 27

28 inclement and extreme weather and areas where there is other vehicle and pedestrian traffic g. operate plant and machinery within operational limitations h. support plant and machinery for the activity (inspection, repair, maintenance, testing or travel) i. follow signals and instructions j. shut down, park and secure plant and machine k. immobilise plant and machinery l. prepare plant and machinery for transportation m. report findings and defects n. use hand tools, ancillary equipment and accessories o. work at height p. use access equipment q. complete and maintain records team work and communication needs of other occupations associated with operating plant and machinery for nonoperational activities 28

29 Component Title Ofqual unit reference number (code) Unit Level Unit Credit Value 7 Service Plant or Machinery F/505/3851 Two GLH 66 Assessment Guidance This unit has 6 learning outcomes. To be achieved in accordance with the assessment requirements as set out by the Awarding Organisation. LEARNING OUTCOMES The learner will: 1. Know how to prepare for servicing plant or machinery. 2. Be able to prepare for servicing plant or machinery. 3. Know how to service plant or machinery. ASSESSMENT CRITERIA The learner can: 1.1. Identify servicing requirements for specific plant or machinery from drawings, specifications, schedules, procedures, method statements, manufacturers information, current regulations Outline relevant current legislation, Approved Codes of Practice and official guidance relating to safely servicing plant or machinery List the health and safety control equipment, materials, components, consumables and equipment required Outline organisational procedures for reporting inappropriate information and resources, emergencies and accidents Describe the purpose of protection and how to protect the work and surrounding area from damage/contamination Outline the procedures and safety precautions relating to servicing specific plant or machinery Describe how to use information found in workshop manuals, parts manuals, guides, technical service bulletins and electronic data Confirm the servicing requirements for specific plant or machinery based on the information provided Select the health and safety control equipment, materials, components, consumables and equipment required Protect the work and surrounding area from damage/contamination Describe the importance of servicing requirements for specific systems Describe methods, procedures and the purpose of replacing different types of service items including fluids, spark plugs, filters, drive belts, brake components, bulbs, fuses, gaskets, seals. 29

30 LEARNING OUTCOMES The learner will: ASSESSMENT CRITERIA The learner can: 3.3. Describe methods, procedures and the purpose of carrying out routine adjustments Describe how to check for defects by sight, touch, smell and sound Outline the functional, operational and safety checks to complete after servicing plant or machinery. 4. Be able to service plant or machinery. 5. Know how to complete activities after servicing plant or machinery. 6. Be able to complete activities after servicing plant or machinery Check or replace service items Perform routine adjustments Lubricate parts, components, linkages, cables Clean parts and components Check security of fastenings including nuts and bolts as required Where appropriate check for defects by sight, touch, smell and sound Use hand tools, portable powered tools and equipment and access equipment as required Complete servicing in accordance with safe working practices and within the allocated time Complete functional, operational and safety checks Outline procedures for reporting and recording findings Outline procedures for cleaning the work area Outline how to dispose of hazardous and non-hazardous waste in accordance with environmental responsibilities, organisational procedures, manufacturers information, statutory regulations, official guidance Clean the work area and dispose of waste in accordance with relevant documentation Record findings in the appropriate format Report findings to the relevant individual(s). Scope of learning for the unit Methods of work: application of knowledge for safe and healthy work practices, procedures and skills relating to the method/area of work and materials used to: a. refer to workshop manuals, parts manuals, guides and technical b. service bulletins, electronic data and cross reference information c. apply routine and non-routine maintenance service methods and procedures required by the manufacturer and owner d. identify requirements of periodic, scheduled and event based servicing methods 30

31 e. replace service items (filters, drive belts, brake components. bulbs, fuses, gaskets, seals) f. lubricate parts, components, linkages, cables g. flush through cooling, lubrication and fluid systems h. dean parts and components i. secure fastenings, nuts, bolts etc j. work on high temperature and high pressure components and systems k. check for defects by sight. touch, smell and sound l. complete functional, operational and safety checks m. report findings n. use hand tools, portable power tools and equipment o. work at height p. use access equipment q. complete and maintain records team work and communication needs of other occupations associated with servicing plant and machinery Resources: materials, components and equipment relating to types. quantity, quality, sizes and the sustainability of standard and/or specialist: a. consumables b. fluids, fuels, lubricants, and coolants c. service items: filters, drive belts, brake components, bulbs, fuses, gaskets and seals d. fastenings, nuts and bolts, pins and clips e. hand tools, portable powered tools and equipment methods of calculating quantity, volume, length, area and wastage associated with the method/procedure to service plant and machinery 31