Qualifications in Traction and Rolling Stock Engineering and Telecoms

Transcription

1 Qualifications in Traction and Rolling Stock Engineering and Telecoms Enabling Ex-Forces personnel to be ready for a second career in the Rail industry

2 Contents Developing a highly-skilled talent pool for the Rail industry EAL Level 3 Certificate in Traction and Rolling Stock systems 3 6 EAL Level 3 Award in 13 Copper Cable Termination and Testing * EAL Level 3 Award in 19 Fibre Optic Splicing, Termination and Testing * Contact us 22 *These courses can be booked individually and take 5 days to complete, or booked together, as a single Telecoms course, taking 10 days to complete. 2

3 Developing a highly-skilled talent pool for the Rail industry What is NTAR? All change is a phrase that every rail passenger is used to hearing. But it s now a phrase that has special resonance throughout the UK rail industry, as the move toward the Digital Railway of the future gathers pace just at the time when many of the industry s workforce are approaching retirement age. Both government and industry alike recognise that this combination of technological and demographic pressure needs a very clear strategy. Only by addressing training and recruitment needs now can we ensure that the UK can draw upon a highly-skilled talent pool in rail engineering and create a truly worldleading 21st century rail network. National Training Academy for Rail (NTAR), with its multi-million pound state-of-the-art facility based in Northampton, acts as both a UK flagship and an international Centre of Excellence for skills development and collaborative working. Addressing a skills gap that would otherwise become a barrier to both maintaining and growing the workforce. Working with Ex-Forces Personnel NTAR is working closely with industry and tri support services to develop a portfolio of training that can lead to a second career in the Rail industry. Assisting Ex-Forces personnel, and those preparing to leave the forces, to utilise the transferable skills and attributes gained whilst serving. Qualifications in both Traction and Rolling Stock and Telecoms have been developed, enabling Ex-Forces personnel to be work ready, before they begin a career in the Rail industry. The Traction and Rolling Stock qualifications are eligible for ELCAS funding and funding for the Telecoms qualifications is due in the near future. The qualifications are accredited at Level 3, a combination of theoretical and practical training. Qualifications developed in partnership with EAL EAL is the specialist, employer-recognised awarding organisation for engineering, manufacturing, building services and related sectors. The origins of the organisation can be traced back through various predecessor bodies to the founding of the Engineering Industry Training Board (EITB) in As the organisation has evolved it has been committed to exploring new partnerships with industry and professional associations across the UK and internationally. EAL is the only awarding organisation to invest in the industries it serves and the skills of those who work within them. The commitment to partnering with industry and focusing on core sectors provides unrivalled knowledge and understanding of employers skills needs. This results in qualifications that carry weight and respect with employers and deliver real career benefits for learners, employers and industry worldwide. 3

4 Case Study Name: James Served with: Royal Navy Company: South Western Railway Current Role: Technical Assistant "The clear indication that ex-forces personnel were valued and that our skills were needed, led me to focus on the Rail industry as my primary goal." I had served in the Royal Navy for 14 years, having joined in July 2004 when I was 19 years old as an air engineer. Following a promotion in 2009, I completed a 14 month HNC Aeronautical Engineering and Leadership course and was deployed overseas, serving in the Gulf, the Falklands and the Caribbean. Here, as an Aeronautical Engineer, I was responsible for the maintenance of the electrical and radar systems on the aircraft as part of a team of 8 in a supervisory role. Having married in 2009, living away from home became an increasing challenge and I was keen to find a job closer to home. I began teaching new air engineer recruits only 10 miles from home and found that this gave my career a new lease of life. This new found enthusiasm for my career led me to wanting increased home-life stability and the potential to better myself which would mean leaving the military. Leaving was a difficult decision as I had been offered a further promotion, but this would mean living away from home and further deployments overseas. My decision to join the Rail industry was the result of a recommendation from a few former ex-military colleagues. I attended (National Training Academy for Rail) NTAR s Step Into Rail open day. Prior to this event, I was not sure how I could transfer my skills and did not have a clear resettlement career path. However, the impressive facilities and welcoming atmosphere on the open day, as well as the clear indication that ex-forces personnel were valued and that our skills were needed, led me to focus on the Rail industry as my primary goal. 4

5 I felt that I was the perfect fit for the Rail industry. My engineering understanding, as well as the attitude and discipline I learnt from my experiences in the Royal Navy, were directly transferable. Following a presentation, delivered by Jennifer Walpole at NTAR, about a pilot scheme for a new Traction and Rolling Stock qualification, I completed an application form and I was offered a position on the course. The course was brilliant, with engaging and dedicated teachers, and fantastic, innovative, training methods. It was the first course where I felt enthusiastic and genuinely interested in what was being taught. Having come from a training background in the military, I was impressed with the state-of-the-art facilities; including the VR headsets, touch screen computers, and workshop complete with mock ups of every part of the train to practice with. I felt that there were no limits on the lengths which the team would go to in order to ensure we were well taught. Additionally, I appreciated the welcoming environment and being greeted every day with a smile, which made my transition into a civilian environment a very comfortable one. Throughout my time on the course I actively sought a job, making use of LinkedIn to gain valuable networks with former colleagues and potential recruiters, as well as putting in time on job-search websites. I was eager for the security that guaranteed employment would give me, and South Western Railway was recommended to me as an employer, by an ex-navy colleague. The interview was a success and I was employed as a Technical Assistant at South Western Railway in Bournemouth, a role in which I am the sole depot technical trainer, responsible for the training of maintenance staff, from apprentices to high level technical staff, as well as inductions, health and safety and depot track safety training. I would thoroughly recommend the NTAR qualifications in Traction and Rolling Stock Engineering to fellow military personnel leaving the forces. I found it very beneficial for my transition to the Rail industry, providing excellent use of my skills and engineering background to enable my successful resettlement. I have developed and gained confidence in my skills, and I have found my perfect job which I am keen to persist with throughout my career. I left the Navy on the 8th May 2018 and began my job in the Rail industry on the 21st May. "The course was brilliant, with engaging and dedicated teachers, and fantastic, innovative, training methods. It was the first course where I felt enthusiastic and genuinely interested in what was being taught." I managed to secure an interview with South Western Railway on the Monday immediately following my final Friday at NTAR. I was very well prepared for my interview as the NTAR training team was extremely supportive, with NTAR trainer Jordan Fuller even practicing my 10 minute presentation with me ahead of the interview. 5

6 Course Code: NTAR 3103 Ex-Forces personnel EAL Level 3 Certificate in Traction and Rolling Stock systems The qualification has a Total Qualification Time of 100 hours of which 70 are Guided Learning. Learners should expect to spend around 30 hours outside of the course, studying and completing assignments. Location NTAR, Northampton Duration 15 Days Delivery Channel Face to Face Qualification This qualification is accredited by OfQual at Level 3 Maximum Attendees 6 What is this qualification? This qualification is intended to provide the introductory knowledge and practical skill requirements for the maintenance of Traction and Rolling Stock systems. It is suitable for new entrants into the industry who may need to update or convert their existing knowledge. What does it cover? The contents of this qualification covers the knowledge and practical skills required to progress in Traction and Rolling Stock engineering. This includes the different types of vehicles in fleets and the major systems and components on those vehicles. What could this qualification lead to? Rail Engineering Traction and Rolling Stock technicians may work on site or in a depot or in a technical office. They will lead on, and carry out, Rail Engineering tasks. Their work will require an understanding of how traction units and carriages work as an integrated, complex system. Traction and Rolling Stock technicians maintain equipment, process and fault find systems failures. Requirements There are minimal entry requirements for this qualification; these are Level 2 Technical Certificate in Mechanical Engineering and or Level 2 Technical Certificate in Electrical or similar. Learners must have the minimum levels of literacy and numeracy to comply with the health and safety aspects of the qualification, the completion of the learning outcomes and the assignments. Candidate Profile This qualification is aimed at new entrants to the rail engineering industry with technical skills who wish to develop their knowledge to enable progression. They could be learners who may have a prior knowledge and understanding of associated engineering and have the ability to achieve a Level 3 qualification, for example: Upskilling of career changers who may have existing technical engineering competence and knowledge at Level 2 and now wish to progress into Traction and Rolling Stock systems engineering NTAR will consider the support, guidance and opportunities learners will need to enable them to meet the demands of the units during delivery of the qualification and preparation of assignments. Developed in partnership with To enquire or book your place on this course, contact the CTP Booking Centre: t: w: e: CourseBookings@ctp.org.uk Delivered in association with 6

7 Content Overview Overview of Traction and Rolling Stock systems units CTRS3-001 Current collection and electrical systems Unit purpose/ aims This unit is designed to give learners an overview of train electrical systems including current collection components and the train line systems with a view to achieving fault finding within those systems. 1. Understand overhead line current collection systems Locate current collection equipment on overhead line electric trains Locate the key electrical control circuits on overhead line electric trains Explain how train control electric circuits work on overhead line electric trains Identify electrical control circuits on an overhead line schematic diagram 2. Understand 3rd and 4th rail current collection systems Locate current collection equipment on 3rd and 4th rail electric train systems Locate the key electrical control circuits on a 3rd and 4th rail train Explain how 3rd and 4th rail control electric circuits work Identify electrical control circuits on a 3rd and 4th rail schematic diagram Units 2 6 are shown on the following pages 7

8 CTRS3-002 Train systems and schematic drawings Unit purpose/ aims This unit is intended to enable the learner to understand the role of schematic drawings in identifying systems and components and carrying out fault finding on trains. 1. Understand how schematic drawings are used to identify train components and systems Describe the different conventions used on schematic drawings to describe components, systems and layouts Interpret schematic drawings associated with train systems and components Identify the purpose of the main components identified on schematic drawings 2. Use schematic drawings to identify train components, systems and carry out fault finding Use schematic drawings to locate train components and systems Use schematic drawings to carry out fault finding techniques on a single train system CTRS3-003 Train saloon (HVAC) systems Unit purpose/ aims This unit is intended to introduce the Heating, Ventilation and Air Conditioning (HVAC) systems used in providing passenger comfort in the saloon vehicle of specific fleets. It covers the legal requirements of dealing with refrigerant and safety precautions when working on HVAC equipment. It also covers how to test a system using an external laptop and how to identify faults in the system. Summary of learning outcomes 1 Understand the main components and how they work within a HVAC unit 2 Test a HVAC system and identify faults CTRS3-004 Train radio and cab safety systems Unit purpose/ aims This unit is intended to support the learner in understanding the location, function and critical nature of radio and cab safety systems and how to carry out testing on the systems in respect of train into service requirements. 1. Understand the location, function and critical nature of radio and cab safety systems Describe the function of components in respect of radio and cab safety systems Explain the critical nature of radio and cab safety systems in the safe operation of a train 2. Understand the testing of radio and cab safety systems Locate all components in respect of radio and cab safety systems Carry out the testing of all components of radio and cab safety systems in respect of train into service requirements 8

9 CTRS3-005 Traction and Rolling Stock braking systems Unit purpose/ aims This unit is intended to introduce learners to the brake systems on traction units and carriages. The unit covers integrated products, air supply, brake control, Wheel Slide Prevention (WSP), ancillary equipment and the Brake Control Unit (BCU) maintenance tool. 1. Understand the main components that combine into traction or rolling stock braking systems Identify the main components of the braking systems on a train bogie Identify the main components of the braking systems on a train carriage/ cab Identify the main components of the train regenerative braking systems 2. Understand the operating principles of traction or rolling stock braking systems Describe the operational principles of the braking systems on a train bogie Describe the operational principles of the braking systems on a train carriage/ cab Describe the operational principles of the train regenerative braking systems 3. Understand the operating principles of brake control Carry out a practical brake test on a traction or rolling stock vehicle in line with relevant maintenance procedures CTRS3-006 Exterior and saloon door systems Unit purpose/ aims This unit enables the learner to develop their knowledge of the maintenance and installation of railway vehicle doors. Learners will carry out fault finding activities and produce reports on the activities carried out. 1. Understand the operation and set up of train exterior and saloon door systems Explain the operating principles of electrical and pneumatic, exterior and saloon door systems Describe the components, materials and operational requirements of exterior and saloon door systems Describe the electrical control methods used for the operation of exterior and saloon door systems List the safety devices fitted to exterior saloon doors and describe the operation of these devices Explain the term wrong side failure and any implications that such a failure would have on the exterior saloon door systems 2. Carry out fault finding on exterior and saloon door systems Undertake fault finding on exterior and saloon door systems Report results of fault finding within limits of own authority 9

10 Case Study Name: Tracey Served with: Royal Corps of Signals Company: Siemens Current Role: Technical Trainer/ Assessor "Over the past two years I have delivered many training courses for NTAR, represented the transition of Ex-Forces personnel into rail and become a female ambassador for Women in Engineering." I joined the British Army in March 1999 and have served at airbases all over the world, with tours that included Afghanistan, Iraq and Tampa Bay in Florida. As an Operations Corporal I was in charge of a twenty-strong all male team, working in a variety of Telecommunications roles, in charge of Communication Centres; responsible for the radio links and telephone lines for headquarters. After 16 years of active service I suffered a spinal injury and was medially discharged. This was a difficult time as I was very reluctant to leave the forces. Following my recovery I enrolled on a resettlement course that specialised in Telecoms. It was a struggle to begin with as I was readjusting to civilian life, but I was amongst a number of ex-military colleagues, which was a tremendous help. I found that I excelled during my time on the course, to the extent that I was offered a job and became responsible for running the training school. I held this position for 18 months and, as my confidence grew, I began to consider my future career options as a civilian. An ex-colleague, from my time in the Royal Corps of Signals, was aware of my career ambitions and offered me the opportunity to interview with AD Comms, an organisation specialising in telecoms-based services in the Rail industry and a partner of the National Training Academy for Rail (NTAR). My AD Comms interview was a success and I began my role as a Technical Trainer with them. As part of this new job I was asked to demonstrate a number of skills, including Fibre Splicing, to NTAR Apprentices (from a number of leading rail organisations) during their week long NTAR Apprenticeship Development Programme (ADP:Core). 10

11 Eager to progress my career further I understood that a role within a large rail organisation like Siemens could offer me the chance to utilise my skills to their fullest potential. It was during my time training NTAR Apprentices that I met Jennifer Walpole, NTAR s Head of Business Development. Jennifer and the NTAR team are strong supporters of bringing Ex-Forces personnel into the Rail industry, as they understand just how valuable and transferable military skills can be, at a time when the Rail industry requires a highly-skilled talent pool to plug its skills gap. The regular Step Into Rail events held at NTAR s state-of-the-art training facility give Ex-Forces personnel an insight into what a second career in the Rail industry might look like. Eager to progress my career further I understood that a role within a large rail organisation like Siemens could offer me the chance to utilise my skills to their fullest potential. I identified the relevant people within Siemens and began to talk with them, asking if I could be considered for future vacancies when they became available. I was keen to join Siemens and stayed in touch. In March 2017 a vacancy for a Siemens Technical Trainer became available and I was offered an interview. I was selected for the role, from a number of candidates. I found that the intensive interview skills that I had learned whilst being prepared for promotion in the military were invaluable. I also found that my technical skills, combined with my experience as an Equality and Diversity instructor, the learning of British Values and Safeguarding proved to be very transferable as Siemens employ a diverse workforce from all around the world. Over the past two years I have delivered many training courses for NTAR, represented the transition of Ex-Forces personnel into rail and become a female ambassador for Women in Engineering. Having managed a staff of up to 80 people during my military career I am now beginning to develop my management skills in civilian life, by undertaking a number of managerial tasks in my current role. I am hoping that this continued personal development will lead to a permanent management role. 11

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13 Course Code: NTAR 1202 Ex-Forces personnel EAL Level 3 Award in Copper Cable Termination and Testing The qualification has a Total Qualification Time of 45 hours of which 40 are Guided Learning. Learners should expect to spend around 5 hours outside of the course, studying and completing assignments. Qualification This qualification is accredited by OfQual at Level 3 Location NTAR, Northampton Duration 5 Days or 10 Days when booked as a single Telecoms course in conjunction with the Fibre Optic Splicing, Termination and Testing (NTAR 1201) course. Delivery Channel Face to Face What is this qualification? This qualification is intended to provide the introductory knowledge and practical skill requirements for the preparation, joining and testing of copper cables used on the rail infrastructure. It is suitable for new entrants into the industry who may need to update or convert their existing knowledge. What does it cover? The contents of this qualification cover the knowledge and practical skills required to work in a copper cable engineering environment. This includes working safely, preparing cable, joining and testing copper cables. What could this qualification lead to? Rail engineering cable engineers may work on site or in a depot or in a technical office. They will lead on, and carry out, copper cable tasks. Their work will require an understanding of the techniques used to prepare, join and test cables and also the types of cables used, handling and storage of cables. Requirements Learners must have the minimum levels of literacy and numeracy to comply with the health and safety aspects of the qualification, the completion of the learning outcomes and the assignments. Maximum Attendees 12 Candidate Profile This qualification is aimed at new entrants to the rail industry with technical skills who wish to develop their knowledge to enable progression. They could be learners who may have a prior knowledge and understanding of associated engineering and have the ability to achieve a Level 3 qualification, for example: Upskilling of career changers who may have existing technical engineering competence and knowledge at Level 2 and now wish to progress into rail infrastructure cable engineering. Available as a 5 day course or as a 10 day course in conjunction with the Fibre Optic Splicing, Termination and Testing (NTAR 1201) course. Developed in partnership with Unit shown on the following pages 13

14 Overview of Copper Cable Termination and Testing unit Unit purpose/ aims This qualification is intended to introduce learners to the various copper cables used within Network Rail applications. The unit covers the component parts of copper cables, cable termination and basic cable testing. Learners will require access to copper cables and terminating enclosures, cables to include PEUT(20/09) and Tail cables 2/0.9) and associated terminating and test equipment to complete this unit. 1. Work safely when working with internal and external copper cables Identify the hazards when working with copper cable products within the Network Rail environment List the control methods to manage the hazards with the copper network 2. Install copper cables in rail approved containment both armoured (external) non armoured (internal) Identify the different types of copper cable commonly used within Network Rail infrastructure Identify the different types of troughing and enclosures commonly used with in Network Rail infrastructure Describe how Network Rail identify their copper cables and the colour coding and wrapping of the PEUT type cable 3. Prepare copper cables for jointing and termination within joints, enclosures and panels Strip armoured and Internal cable Clean and separate the internal pairs within the cable Identify cable pairs within cables and units 4. Prepare cables for termination in an enclosure or cable joint Separate cable pairs using the correct colour code Clean and strip individual cable pairs Terminate cables within an IDC type termination Extend circuits using the correct jumpering wires Identify circuit types using the correct jumpering wire Complete cable termination details for records 5. Label railway telecoms cables and enclosures Identify the cable for labelling Identify different types of Enclosures (REB, TEH, BOP, LOC) Demonstrate the correct labelling method 14

15 6. Apply Network Rail standards for copper cable testing Interpret straight line copper drawings and cable RIGS List the various cable tests for copper cables used with the external network 7. Use equipment for copper cable testing Set cable pairs appropriately for the designated test Use test equipment to prove cable pair setting Record test results in suitable format 8. Install a SPT onto a post and terminate the cable tail Install the telephone Terminate the tail cable within the phone and the BOP Test the cable Test the telephone Ensure the telephone is correctly labelled to NR standards 9. Identify and extending cable circuits on an MDF Identify how the circuits are labelled within on a MDF within a Network Rail building Identify Individual circuits from records Extend circuits using the correct jumper wire Record and update records 10. Identify circuits within an MDF Correctly identify circuits from records Trace cable jumpering on an MDF Record results 15

16 Case Study Name: Aaron Served with: Royal Logistics Corps Company: Siemens Role: Project Management "My resettlement advisor had been quick to highlight that the Rail industry was regenerating and that Rail companies offered great opportunities for career development, allowing you to progress in the same way that you can in the military." Having worked as a Communications Specialist in the Royal Logistics Corps for more than 11 years, I knew that my Telecoms background could prove to be a great fit with the direction in which the modern Railway infrastructure is heading. My resettlement advisor had been quick to highlight that the Rail industry was regenerating and that Rail companies offered great opportunities for career development, allowing you to progress in the same way that you can in the military. When Jennifer Walpole, Head of Business Development, at the National Training Academy for Rail (NTAR) visited Phoenix House, Catterick, to talk about A Second Career in Rail and to invite resettling personnel to attend the Open Days that NTAR was running, I saw this as my chance to take responsibility for my future. Attending an NTAR Open Day enabled me to network. I made contact with Nathan Ibbotson, Lead Engineer for Bids & Tenders, at Siemens, who was able to organise a work experience placement for me, tailored to my skillset. Siemens has a company-wide initiative aimed at helping service-leavers 'Step into Transport' in order to develop their future careers. They were keen to place me with Nathan as he is a veteran, understood any concerns I might have, and was able to ensure my smooth integration into the Siemens workforce. 16

17 Attending an NTAR Open Day enabled me to network and make contacts My eight weeks work experience at Siemens has benefited both parties. I have been able to gain a true understanding of the full-time Project Management role that interested me and Siemens was able to use the work experience as a cost-effective probation and training period. Following my work experience, I am delighted to have a firm offer of employment and Siemens has a work-ready employee. The programme at Siemens is comprehensive and you are given responsible tasks from day one. I was asked to take day to day control of a 2.5 million, medium-sized, Telecoms project and also to tidy up and close down two smaller projects. I feel that my skills were well utilised. When Aaron was introduced to me by Jennifer at NTAR, I agreed to discuss his application for work experience with our Head of Engineering, said Nathan. Getting the correct talent into Rail is a struggle and NTAR provides an ideal route into rail. Aaron s work experience was approved by our Engineering Manager, Ian Holmes, (himself a veteran). Ian welcomed Aaron s request to undertake work experience with us at our design house in York. Nathan continued, I could see that Aaron was a skilled and confident communicator, who was focused, motivated and organised and I was impressed by the way he had organised his visit to NTAR and sort me out, taking control and ownership of his future. These are all skills that we value and look for over and above technical competencies. Furthermore I would like to congratulate Aaron on his seamless transition between his resettlement phase and securing employment with us in York. 17

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19 Course Code: NTAR 1201 Ex-Forces personnel EAL Level 3 Award in Fibre Optic Splicing, Termination and Testing The qualification has a Total Qualification Time of 45 hours of which 40 are Guided Learning. Learners should expect to spend around 5 hours outside of the course, studying and completing assignments. Qualification This qualification is accredited by OfQual at Level 3 Location NTAR, Northampton Duration 5 Days or 10 Days when booked as a single Telecoms course in conjunction with the Copper Cable Termination and Testing (NTAR 1202) course. Delivery Channel Face to Face What is this qualification? This qualification is intended to provide the introductory knowledge and practical skill requirements for the preparation, joining and testing of the fibre cables used on the rail infrastructure. It is suitable for new entrants into the industry who may need to update or convert their existing knowledge. What does it cover? The contents of this qualification cover fibre optic components, installation techniques including; splicing and termination and the diagnostic approach to fault finding on the optic network. This includes working safely, preparing cable, joining and testing fibre cables. What could this qualification lead to? Rail engineering cable engineers may work on site or in a depot or in a technical office. They will lead on, and carry out, fibre cable tasks. Their work will require an understanding of the techniques used to prepare, join and test cables and also the types of cables used, handling and storage of cables. Requirements Learners must have the minimum levels of literacy and numeracy to comply with the health and safety aspects of the qualification, the completion of the learning outcomes and the assignments. Maximum Attendees 12 Candidate Profile This qualification is aimed at new entrants to the rail industry with technical skills who wish to develop their knowledge to enable progression. They could be learners who may have a prior knowledge and understanding of associated engineering and have the ability to achieve a Level 3 qualification, for example: Upskilling of career changers who may have existing technical engineering competence and knowledge at Level 2 and now wish to progress into rail infrastructure cable engineering. Available as a 5 day course or as a 10 day course in conjunction with the Copper Cable Termination and Testing (NTAR 1202) course. Developed in partnership with Unit shown on the following pages 19

20 Overview of Fibre Optic Splicing, Termination and Testing unit Unit purpose/ aims This qualification is intended to introduce learners to the various fibre optic cables used within the Network Rail infrastructure. It covers Fibre Optic components, installation techniques including; splicing and termination and the diagnostic approach to fault finding on the Optic network. 1. Work safely when working with optical fibre cables Identify the hazards when working with fibre optic transmission products within the Network Rail environment List the control methods to manage the hazards with the optical transmission network 2. Route armoured and DISAC optical fibre cables in rail approved containment Identify the different types of fibre optic cable commonly used within Network Rail infrastructure Identify the different types of troughing and enclosures commonly used with in Network Rail infrastructure Describe how Network Rail identify their fibres and the colour coding and wrapping of the internal fibre cores and strands 3. Prepare optical fibre cables for jointing and termination within fist joints, enclosures and panels Strip armoured and DISAC cable Clean and separate internal fibre tubes Wrap into joint or panel as required 4. Use cleaving and splicing techniques for both single and multimode fibre cables Separate individual fibre strands using the correct colour code Clean and strip individual fibre stands Cleave and splice both single mode and multi-mode fibre 5. Seal and label railway telecoms enclosures Close the enclosure and panels without damaging the fibres Seal inputs to the enclosure with heat shrink Use correct labelling method 20

21 6. Use correct Network Rail procedure for fibre testing Interpret straight line fibre drawings and panel references List the correct wavelengths and pulse commonly used by Network Rail 7. Prepare optical test and optical component cleaning equipment Clean and prepare all fibre test leads and buffers Use the correct equipment to confirm cables are correctly prepared Power up and set the OTDR up within Network Rail parameters Set up the file storage within the OTDR for test results 8. Apply OTDR set up parameters for bi-directional testing and fault finding Power up and set the OTDR up within Network Rail parameters Set up the file storage within the OTDR for test results Run a bi-directional test 9. Use OTDR distance markers and fault procedures Use distance markers to identify anomalies and splice points on the OTDR Describe Network Rail fault tolerances and identify faults Save the results in a suitable format 10. Use OTDR red light function Use OTDR red light function to identify local faults and fibres 21

22 Contact us We welcome all enquiries. If you are a business or individual interested in finding out more about NTAR, and the qualifications, courses and services that we offer, please do not hesitate to contact us at our state-of-the-art facility in Northampton. We would also be keen to hear from you if you are a training provider or supplier interested in working with NTAR, to further support our curriculum. We can be contacted through the enquiry form on our website, by or by calling us on: t: w: ntar.co.uk e: jennifer.walpole@ntar.co.uk 22

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