Smart Meter Installations (Dual Fuel) (England)

Transcription

1 Smart Meter Installations (Dual Fuel) (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr01336 Issue date: 12 July 2012 Issued by Energy and Utility Skills

2 Smart Meter Installations (Dual Fuel) (England)

3 Framework summary Smart Meter Installations (Dual Fuel) Intermediate Level Apprenticeship in Smart Meter Installations (Dual Fuel) This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 2 include: Pathway 1: Smart Meter Installations (Dual Fuel) Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Level 2 Diploma in Smart Metering Dual Fuel This pathway also contains information on: Employee rights and responsibilities Functional skills

4 Framework information Information on the Issuing Authority for this framework: Energy and Utility Skills The Apprenticeship sector for occupations in electricity, gas and water supply, and waste management (also includes gas utilisation, recycling and waste water collection and treatment) Issue number: 4 Framework ID: FR01336 This framework includes: Level 2 Date this framework is to be reviewed by: 14/05/2014 This framework is for use in: England Short description This Intermediate level Apprenticeship has been developed to provide a route into the sector and a foundation for onward career progression. It will specifically support employers to develop a competent workforce for the required installation of Smart Meters in all homes in the UK by The Apprenticeship covers the installation of both gas and electric meters and associated equipment, including communication equipment. The job role is Smart Meter Installer (Dual Fuel).

5 Contact information Proposer of this framework The Metering Industry Network of the gas and power industry propose this Apprenticeship. Developer of this framework Name: Organisation: Organisation type: Job title: Helen White Energy & Utility Skills Sector Skills Council Apprenticeships Manager Phone: Postal address: Website: Friars Gate 1011 Stratford Road Shirley Solihull B90 4BN Issuing Authority's contact details Issued by: Energy and Utility Skills Issuer contact name: Jill Cheshire Issuer phone: Issuer

6 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Helen White Energy & Utility Skills s@euskills.co.uk Why this framework is being revised This Apprenticeship is being revised to accommodate the annoucement by John Hayes in December 2011 that Apprenticeships must be a minimum of 12 months in duration. This update follows a significant period of consultation with the Metering Industry Network and extensive dialogue with the National Apprenticeship Service. Summary of changes made to this framework The fomal Apprenticeship duration has been extended from an average of 9 months to a minimum of 12 months therefore the information around on and off the job guided learning has been updated. Information regarding purpose, progression and additional employer requirements have also been updated. Qualifications removed No qualifications have been removed from this framework. Qualifications added No qualifications have been added to this framework. Qualifications that have been extended None of the qualifications within this Apprenticeship have been extended.

7 Purpose of this framework Summary of the purpose of the framework The UK gas and electricity smart meter installations sector covers the activities associated with the installation of smart meters and associated equipment for the gas and power industries. The Government has set a target to have smart meters installed in all 27 million homes in the UK by Smart meters will enable energy companies to tell exactly how much energy a customer is using without visiting their premises, meaning an end to estimated bills. Smart meters give customers the power to manage energy use more effectively - by providing detailed information on how much a customer spends on energy and when they spend it, customers will be better able to manage their energy costs. Smart meters are the catalyst for technological change over the next 30 years, installation of both new-build and retrofitted improvements to residential buildings will require expensive work on millions of assets and dwellings. This will spearhead the Government s commitment to meeting reductions in carbon and optimising energy conservation. With potentially 53 million gas and electricity meters in total across the UK that need to be changed to smart meters, it is critical to facilitate an adequate supply of competent people with the ability to install and commission dual fuel smart meters and communication systems in order to meet the Government targets. Smart meters are already being offered by some suppliers, but without a universal standard, installed meters may not be able to provide all the benefits envisaged by the government. In addition, smart meters could be rolled out without adequate testing, potentially leading to accidental disconnection from the grid. In response to this risk, and to enable the workforce development required, the metering industry network representing the energy suppliers and their meter operator contractors, has driven the introduction of this Intermediate Level Apprenticeship. The industry (the energy suppliers and their meter operator contractor) is forecasting a requirement for an additional 6000 new smart meter installers between 2014 and The Apprenticeship is critical in meeting this requirement - one of the large energy suppliers has committed to use this Apprenticeship to develop all new recruits. Other large energy suppliers wish to use the Apprenticeship for circa 30% of their new recruits (there are other routes to job competence outside of the Apprenticeship). The Apprenticeship is not appropriate for training the full requirement of new smart meter installers because it is perceived as the gold standard, over and above the minimum sector development routes required for job competence and therefore not appropriate for all trainees. The Apprenticeship specifically targets dual fuel (electricity and gas). Others development routes for employees used by

8 employers utilise solely gas or electricity smart meters. To underpin the smart metering roll out there is also a forecast requirement to up-skill the existing 3000 meter installers to smart meter installers. These will not be undertaking the Apprenticeship; instead they will work to the National Skills Academy for Power (the Skills Academy) National Assessment Specification. The Apprenticeship promotes a rigorous, high standard of learning and development leading to improved opportunities for Apprentices. It introduces a consistent new skill set spanning traditionally separate industry routes (gas and electricity supply) and enhances this by adding mandatory additional areas of skills development (i.e. smart communications). A key requirement for Smart Meter installers is they will have to have dual-fuel capability, know how to commission the communications for the smart meter, pair up the in-home display device (IHD) and explain how it works to the customer. This requires a much broader set of technical and softer skills than is normally expected from a meter installer. All of these skills are a requirement of full job competence for Smart Meter Installer (Dual Fuel) and will be developed through this Apprenticeship. This Apprenticeship provides a route into the sector which will address the current and future skills requirements of industry, as well as providing Apprentices with the skills for sustainable employment and a real opportunity for onward career progression within the sector. This Apprenticeship supports the delivery of skills required to address the Government s energy challenge and support a low-carbon, resource efficient economy. Aims and objectives of this framework (England) Aim To contribute to the development of a sustainable workforce for the installation of dual fuel smart meters. Objectives To attract new entrants into the gas and electricity industries To develop occupationally competent workers in the installation of dual fuel smart meters To facilitate progression within the industries To support the Government s target of replacing all meters in all 27 million households in the UK with smart meters by 2020

9 Entry conditions for this framework The Intermediate Level Apprenticeship is open to individuals of any age and does not impose any restrictions to entry. Responsibility for selection and recruitment of apprentices lies with the employer who will have a clear idea of their requirements. The qualifications included within this Apprenticeship are demanding and many employers will look for applicants who have gained a minimum of 2 GCSEs at grade C (including maths and science) or above to demonstrate an ability to complete the Apprenticeship. However, employers are asked to be flexible when recruiting people onto the Apprenticeship. Where employers/providers have robust learner support systems in place (such as tutorials and mentoring programmes), an individual who historically has not done particularly well at reading, writing and numeracy may thrive on an Apprenticeship where the relevance and application of these subjects is understood. Characteristics and attributes: Gas and Electricity can be dangerous if not handled correctly so the safety of apprentices, their work colleagues and the public are of the upmost importance in this job. Apprentices must be very safety conscious and have a very responsible attitude to work. These are physically demanding jobs that involve bending and lifting so a basic level of fitness is important to be able to conduct the job efficiently. These jobs can involve work outdoors, so apprentices should be prepared to work in any kind of weather. Apprentices will need to have good practical skills for handling tools and instruments and be prepared for some hard work. This is a very skilled job and some aspects require significant amounts of concentration. Excellent communication skills are needed plus the ability to work within a team and independently. The job may involve travelling as apprentices are often field based and will respond to emergencies day or night. Apprentices therefore need to be adaptable and flexible and a driving license is desirable. Cable core identification is often coloured and in these circumstances correct colour vision is important. If potential applicants are concerned about colour blindness they should discuss this with the recruiting employer to identify the job role(s) that would be most suitable.

10 Apprentices will need to have an interest in the gas and power industry and in mechanical/electrical/physical equipment and networks.

11 ... level 2 Level 2 Title for this framework at level 2 Intermediate Level Apprenticeship in Smart Meter Installations (Dual Fuel) Pathways for this framework at level 2 Pathway 1: Smart Meter Installations (Dual Fuel)

12 ... level 2... Pathway 1 Level 2, Pathway 1: Smart Meter Installations (Dual Fuel) Description of this pathway The Intermediate Level Apprenticeship in Smart Meter Installations Dual Fuel requires a minimum total of 73 credits to be achieved. Entry requirements for this pathway in addition to the framework entry requirements There are no additional entry requirements other than the general entry conditions.

13 ... level 2... Pathway 1 Job title(s) Smart Meter Installer (Dual Fuel) Job role(s) Installing and commissioning low pressure gas and single phase electricity Smart Meters, including the installation and commissioning of smart meter communications units.

14 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

15 ... level 2... Pathway 1 Combined qualifications available to this pathway B1 - Level 2 Diploma in Smart Metering Dual Fuel No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/1888/4 BPEC N/A B1b 600/1282/1 City & Guilds N/A Notes on competence and knowledge qualifications (if any) Learners on this will acquire the underpinning knowledge for the through the combined competence and knowledge qualification. For the combined competence and knowledge qualification there are separate knowledge and competence units within the qualification. The knowledge unit delivering the knowledge for this is the unit 'Applied Practices and Principles for Installing Low Pressure Natural Gas Smart Meters up to U6 only' and is a unit of 20 credits (150 GLH).

16 ... level 2... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

17 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) ICT is not included as a mandatory outcome of this Apprenticeship because these skills are not essential to effective performance in the job roles that this Apprenticeship underpins. Employers were consulted on whether ICT should be included and it was agreed that it would not be relevant to the framework. The rationale agreed by all employers for not including ICT as a mandatory outcome is as follows: 'The rationale for not wanting ICT included as a mandatory outcome of the framework was based on this being a requirement specific to the employer rather than in general - ie there will be a need for employers to train the apprentices on their own systems (hand held device) but not on generic ICT skills. IT literacy would be an advantage for a new starter but it would not be an essential. The use of a hand held device to complete work would not necessarily be well supported by developing generic IT skills on a laptop/pc with standard packages, as the

18 ... level 2... Pathway 1 software used by employers will be specific to them. Having ICT as a mandatory outcome could exclude some learners. Progression routes into and from this pathway Progression routes into the Apprenticeship: Applicants may come from a range of routes including: work or work experience either in the gas or power sector or from other engineering sectors training and/or experience which could include a portfolio showing what they have done academic qualification(s) such as one or more relevant GCSEs i.e. in science, engineering or maths achievement of Key/Functional Skills successful completion of a relevant Young Apprenticeship for example in an engineering or utility subject successful completion of a (14-19) Diploma in particular Engineering or Environmental and Land-Based studies Individuals must meet the entry conditions (see entry conditions) of the Intermediate Level Apprenticeship and the recruiting employer. Existing members of the workforce may also progress into this Intermediate Level Apprenticeship. Progression routes out of the Apprenticeship: On completion of the Intermediate Level Apprenticeship and under normal circumstances, apprentices will continue to work as a competent smart meter installer (dual fuel). Whilst in continued employment by a company, individuals will be provided with the necessary on-going on and off job training, including refresher training and new skills training, to enable them to carry out their job role competently. However, for the right individual, this can be just the start of an exciting career in the gas or power industry where extensive onwards progression opportunities exist. Emerging environmental policies are likely to lead to a continuation of the shift to local energy generation. Currently, many policies are promoting generation through small scale wind, solar thermal and solar photovoltaic, bio-energy, micro geothermal energy, combined heat and power and fuel cells. Smart meters have an early, specific role in the successful integration of these technologies with the future developments of a national then international - smart grid network. There will be thousands of further jobs generated to fit these millions of retro-fit

19 ... level 2... Pathway 1 meters, technology installations and connections. Medium term workforce planning forecasts a significant number of smart meter installers will be required to progress into a series of both traditional and emerging power sector and green energy career pathways. Evidence provided by Energy & Utility Skills is estimating around 200 billion will be needed to replace existing end-of-life assets, meet growth expectations and the shift to renewable technologies by Major training programmes will be required across all sectors and levels to provide the personnel with the appropriate skills to build and maintain the required new infrastructure. The bulk of training is likely to comprise traditional engineering and technician training but, with new technologies becoming more prevalent, new disciplines will also be needed. Apprentices will be particularly suitable to pursue a number of career pathways and may (where opportunities exist) be able to progress through the following Apprenticeships and qualifications: Apprenticeships Intermediate Level Apprenticeship in Plumbing The Power Industry Intermediate Level Apprenticeship (Transmission and Distribution pathway) The Power Industry Advanced Level Apprenticeship (Transmission and Distribution pathway) The Gas Industry Advanced Level Apprenticeship (Utilisation pathway) Electrotechnical Advanced Level Apprenticeship (Electrical Installation and/or Maintenance pathway) Building Energy Management Systems Advanced Level Apprenticeship Advanced Level Apprenticeship in Domestic Plumbing and Heating (Gas-Fired Water and Central Heating Appliances pathway) Higher Level Apprenticeship in Power Systems Operations and Management Qualifications Core Gas Safety Certificate (CNN1 - required to progress within the gas industry) Level 2 Diploma in Electrical Installation (Micro Generation) Level 2 Green Deal Adviser Level 3 Diplomas in Gas Utilisation Installation and Maintenance Level 3 Energy Assessor Level 3 Electrical Meter Installer (HV/CT) Level 3 Diploma in Electrical Power Engineering - CT/VT Metering Level 3 Diploma Electrical Power Engineering - Distribution and Transmission Level 3 Awards in Environmental Technologies: Small Scale Photo Voltaic, Solar Thermal Hot Water Systems, Heat Pump Systems, Water Harvesting Level 3 Awards in Energy Awareness and Renewable Energy in the Home Level 3 Diplomas for Domestic Energy Assessors and Home Inspectors

20 ... level 2... Pathway 1 Level 4 Diploma in Non-Domestic Energy Assessment Level 4 Engineering Management Level 4 Award in the Design and Verification of Electrical Installations The apprentice's knowledge about career pathways, information sources and the names of relevant professional bodies are developed as part of the Employee Rights and Responsibilities component of this Intermediate Level Apprenticeship. For further information on the wide range of exciting career opportunities within the gas and electricity industries please visit or

21 ... level 2... Pathway 1 Delivery and assessment of employee rights and responsibilities The nine outcomes of Employee Rights and Responsibilities (ERR) must be met by all apprentice s. They ensure that the apprentice: 1. knows and understands the range of employer and employee statutory rights and responsibilities under employment law and that employment rights can be affected by other legislation. This covers the apprentices rights and responsibilities under the Disability Discrimination Act, other relevant equaities legislation and Health and Safety; 2. knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health and Safety and Equality and Diversity training is an integral part of the apprentices learning programme; 3. knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. This includes details of Access to Work and Additional Learning Support; 4. understands the role played by their occupation within their organisation and industry; 5. has an informed view of the types of career pathways that are open to them; 6. knows the types of representative bodies and understands their relevance to the industry and organisation and their main roles and responsibilities 7. knows where and how to get information and advice on their industry, occupation, training and career; 8. can describe and work within their organisation s principles and codes of practice; 9. recognise and can form a view on issues of public concern that affect their organisation and industry. EU Skills has developed an ERR workbook to support delivery of this unit. Use and completion of this workbook is a compulsory outcome of this Intermediate Level Apprenticeship and needs to be evidenced at the point of certification. The workbook can be downloaded from EU Skills website:

22 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met Under-representation The gas and power industries are affected by a gender imbalance. No data is available from the Gas Safe Register in terms of the gender and ethnicity of the gas utilisation workforce, however it is accepted that females are under-represented. 27% of the gas transmission and distribution sub-industry is female compared to the 43% UK average. 7% of the workforce is from a black or minority ethnic (BME) background compared to 8% of the UK average. In the power industry females constitute only 26.8% of the workforce compared to the 43% UK average. Females are even more poorly represented in technical roles at 1.7% of the workforce compared the UK average of 8.6%. In addition, only 4% of the power industry workforce is from a black or minority ethnic (BME) background compared to 8% of the UK workforce. Barriers to entry and progression Unfounded social perceptions about the suitability of technical roles within the industry for women provide the only barrier to entry and progression for these under-represented groups. Solutions to entry and progression Apprenticeships are seen as a vital route to encourage and facilitate a greater diversity of individuals into the industry. This Apprenticeship does not discriminate. Employers/providers must be able to demonstrate that there are no overt or covert discriminatory practices in selection and employment. All promotional, selection and training activities must comply with relevant legislation, in particular, the Equality Act Equal opportunities policies and procedures will contribute to the Employee Rights and Responsibilities component of this Apprenticeship. It is recommended that employers/providers conduct an exit interview if the Apprentice leaves the Apprenticeship before completion. The larger employers in the industry are actively involved in initiatives to increase the representation of women and BME groups in the industry. Energy & Utility Skills will support these initiatives by promoting specifically to these groups. Take up will be monitored through analysis of statistical returns from the National Apprenticeship Service (NAS) and through internal registration data. Where questions arise concerning policy and practice, Energy & Utility Skills will work closely with NAS to identify causes and to implement positive action where appropriate.

23 Energy & Utility Skills will continue to host stands at careers fairs where we can promote this Apprenticeship to all groups including females and BME. In addition we have developed a number of case studies of successful women working in the gas sector, which we are using to encourage new female entrants. These case studies can be accessed at: Energy & Utility Skills and power industry employers have established the National Skills Academy for Power to develop the capacity, capability, quality and consistency of training and education to deliver the skills needs of a sustainable UK power industry. One of the National Skills Academy s strategic objectives is to: "Increase the attractiveness and diversity of the sector to future and existing employees, learners and trainers, demonstrating clear recognised career and development paths and 'connecting up' the promotion of the sector to new recruits and learners in line with the education system through schools, careers advisors and Further and Higher Education." The National Skills Academy for Power has established the Sector Attractiveness Working Group with the purpose to: "Broaden the "pool" of potential employees in the power industry through increased sector profile and attractiveness." The working group has produced a sector attractiveness strategy which focuses on two key activity areas: stakeholder engagement and learner engagement. It will identify solutions to entry and progression. The National Skills Academy for Power is working with industry employers and the UKRC - the UK Government's lead organisation for the provision of advice, services and policy consultation regarding the under-representation of women in science, engineering, technology and the built environment (SET) - to identify ways to attract women to the power industry.

24 On and off the job guided learning (England) Total GLH for each pathway GLH attached to the Apprenticeship refers to the time taken by the apprentice to develop the practical skills and underpinning knowledge to demonstrate competence in their job role. GLH should: achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; be delivered during contracted working hours; be delivered through one or more of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study. be recorded e.g. in a log book or diary. This Intermediate Level Apprenticeship will take a minimum of 54 weeks to complete. 528 GLH must be completed over the duration of the Apprenticeship. Delivery of the Apprenticeship will be split into two key stages: Stage 1 Formal training. This period of formal training is anticipated to take 30 weeks for the average Apprentice. Stage 2 Solo operations with significant mentor support. This period will allow the consolidation of the Apprentices knowledge and skills and is anticipated to take 24 weeks. This period will include a minimum of two 12 weekly reviews which the Apprentice must successfully pass in order to complete their Apprenticeship. Stage 1 and 2 combined must take no less than 54 weeks. It is anticipated that the 528 GLH will be broken down as follows: 21 GLH - induction (within stage 1) 322 GLH - combined qualification (stage 1) 45 GLH - level 1 Functional Skills in Maths (stage 1) 45 GLH - level 1 Functional Skills in English (stage 1) 30 GLH - related to completion of the Personal Learning and Thinking Skills (PLTS) logbook

25 (stage 1) 30 GLH - related to completion of the Employment Rights and Responsibilities workbook (stage 1) 9 GLH - progress reviews (at least two hours every 12 weeks for the duration of the Apprenticeship) 26 GLH - mentoring (at least 1 hour every month during the formal training period and at least 3 hours per month during the solo operations period.) Apprenticeships are focused upon the achievement of outcomes and not the time served. The expected time taken to complete the minimum mandatory outcomes is indicative only. The pace of the apprentice's progress and the actual GLH (above the minimum requirement) will depend on their ability and the support they receive. In addition some employers/providers may include a longer induction period or more frequent progress reviews which will increase the Apprenticeship duration and GLH therefore changing the proportions of GLH delivered on and off the job. EU Skills recommends that a plan is developed at the outset of the Apprenticeship to determine how the GLH requirement will be met. Minimum off-the-job guided learning hours Off the job GLH are the hours associated with learning that takes place "away from the immediate pressures of the job" for example, in a training room on the employers' premises. Over the duration of the Intermediate Level Apprenticeship a minimum of 352 GLH (approximately 67% of total GLH) must be completed off the job. These are broken down as follows: 17 GLH - Induction 150 GLH - Knowledge unit in combined qualification 45 GLH - Functional Skills in Maths 45 GLH - Functional Skills in English 30 GLH - Personal Learning and Thinking Skills 30 GLH - Employment Rights and Responsibilities 26 GLH - Mentoring 9 GLH - Progress Reviews How this requirement will be met Off-the-job GLH will be recorded and evidenced through: Certificate of achievement for Functional Skills Completed Personal Learning and Thinking Skills logbook sign off sheet

26 Completed Employment Rights and Responsibilities workbook sign off sheet Successful completion of the Intermediate Level Apprenticeship Minimum on-the-job guided learning hours On the job GLH refer to the time taken to develop the practical skills applied in the context of the apprentices' day to day job role. It can be seen as the time the apprentice spends undertaking activities that are routine for their job role and that provide the opportunity learn, develop and practice skills. The minimum on the job GLH are 176. These are broken down as follows: 172 GLH - competence units within the combined competence and knowledge qualification. 4 GLH - Induction How this requirement will be met On the job GLH will be evidenced and recorded through: Certificate of achievement of the Level 2 Diploma in Smart Metering Dual Fuel Successful completion of the Intermediate Level Apprenticeship

27 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills The Creative Thinking, Independent Enquiry, Reflective Learning, Team Working, Self Management Effective Participation groups of skills together comprise the Personal Learning and Thinking Skills (PLTS) framework. PLTS have been included in the Specification of Apprenticeship Standards for England (SASE) so that apprentices can prove that they are effective employees. The PLTS framework has been mapped to the mandatory units of the competence qualifications included within this Apprenticeship to assessment criteria level. The mapping demonstrates that the PLTS framework is not fully explicit within the mandatory units but that some of the groups of skills are fully or partially implicit depending on which competence qualification the learner chooses. Because EU Skills cannot guarantee that the SASE requirement for PLTS is met through the mandatory units of the competence qualifications an assessable PLTS logbook has been developed. The purpose of the logbook is to act as central location for the apprentice to record examples of where they have demonstrated PLTS within their work; it also provides an opportunity for apprentices to record their recognition of their own PLTS development throughout their Apprenticeship. Whilst a mapping exercise has been completed to evidence where opportunities for delivery of PLTS arise, this should not be seen as a restrictive list; PLTS will be evidenced in the optional units of the competence qualification, in the knowledge qualification, in the Functional/Key Skills and through the tasks that an apprentice will conduct as part of their job role as well as in activities which the apprentice may conduct alongside the Apprenticeship, for example the Duke of Edinburgh Award. Providers are encouraged to utilise all other opportunities to meet the PLTS requirements. PLTS will need to be considered as part of the overall assessment strategy for the Apprenticeship and should be integrated holistically within the elements of the Apprenticeship framework. Completion and assessment of the logbook is a mandatory requirement for all apprentices. PLTS are assessed, recognised and evidenced through the logbook which will be evidenced at the point of certification through a sign off form which must be submitted to the certifying authority before an Apprenticeship completion certificate can be issued.

28 The apprentice must be made aware of the requirement to complete PLTS during their induction to the Apprenticeship. The assessor is expected to guide the apprentice through the logbook to ensure they fully understand the requirements. The assessor must be familiar with the PLTS framework so that they are able to confirm that the apprentice has covered all of PLTS within the Apprenticeship. The assessor will compare the examples recorded by the apprentice in the logbook with the PLTS framework to ensure that all PLTS are covered. Space is provided in the logbook specifically for the assessor to comment on the PLTS achievements by apprentices. The mapping report, PLTS Logbook and PLTS framework can be downloaded from Creative thinking The focus of the Creative Thinking group of skills is: Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find The outcome statements for the Creative Thinking group of skills state that apprentices: Generate ideas and explore possibilities Ask questions to extend their thinking Connect their own and others ideas and experiences in inventive ways Question their own and others assumptions Try out alternatives and follow ideas through Adapt ideas as circumstances change Please refer to the summary of Personal Learning and Thinking Skills for information on how Creative Thinking will be achieved and evidenced and where it is located in this Apprenticeship. Independent enquiry The focus of the Independent Enquiry group of skills is:

29 Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. The outcome statements for the Independent Enquiry group of skills state that apprentices: identify questions to answer and problems to resolve plan and carry out research, appreciating the consequences of decisions explore issues, events or problems from different perspectives analyse and evaluate information, judging its relevance and value consider the influence of circumstances, beliefs and feelings on decisions and events support conclusions by using reasoned arguments and evidence Please refer to the summary of Personal Learning and Thinking Skills for information on how Independent Enquiry will be achieved and evidenced and where it is located in this Apprenticeship. Reflective learning The focus of the Reflective Learning group of skills is: Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. The outcome statements for the Reflective Learning group of skills state that apprentices: assess themselves and others, identifying opportunities and achievements set goals with success criteria for their development and work review their progress, acting on the outcomes invite feedback and deal positively with praise, setbacks and criticism evaluate their experiences and learning to inform their future progress communicate their learning in relevant ways for different audiences Please refer to the summary of Personal Learning and Thinking Skills for information on how

30 Reflective Learning will be achieved and evidenced and where it is located in this Apprenticeship. Team working The focus of the Team Working group of skills is: Young people work confidently with others, adapting to different contexts, taking responsibility for their own part. They listen and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. The outcome statements for the Team Working group of skills state that apprentices: collaborate with others to work towards common goals reach agreements, managing discussions to achieve results adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in themselves and their contribution provide constructive feedback to others Please refer to the summary of Personal Learning and Thinking Skills for information on how Team Working will be achieved and evidenced and where it is located in this Apprenticeship. Self management The focus of the Self Management group of skills is: Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new principles, coping with challenges and looking for opportunities. The outcome statements for the Self Management group of skills state that apprentices: seek out challenges or new responsibilities and show flexibility when priorities change work towards goals, showing initiative, commitment and perseverance organise time and resources, prioritising actions anticipate, take and manage risks

31 deal with competing pressures, including personal and work-related demands respond positively to change, seeking advice and support when needed manage their emotions, and build and maintain relationships Please refer to the summary of Personal Learning and Thinking Skills for information on how Self Management will be achieved and evidenced and where it is located in this Apprenticeship. Effective participation The focus of the Effective Participation group of skills is: Young people actively engage with issues that affect tem and those around them. They play a full part in the life of their workplace, college or wider community by taking responsible action to bring about improvements for others as well as themselves. The outcome statements for the Effective Participation group of skills state that apprentices: discuss issues of concern, seeking resolution where needed present a persuasive case for action propose practical ways forward, breaking these down into manageable steps identify improvements that would benefit others as well as themselves try to influence others, negotiating and balancing diverse views to reach workable solutions act as an advocate for views and beliefs that may differ from their own Please refer to the summary of Personal Learning and Thinking Skills for information on how Effective Participation will be achieved and evidenced and where it is located in this Apprenticeship.

32 Additional employer requirements There are no additional employer requirements.

33 For more information visit