ABBE LEVEL 3 CERTIFICATE IN NON DOMESTIC ENERGY ASSESSMENT (QCF) (600/5958/8) QUALIFICATION HANDBOOK

Transcription

1 ABBE LEVEL 3 CERTIFICATE IN NON DOMESTIC ENERGY ASSESSMENT (QCF) (600/98/8) QUALIFICATION HANDBOOK July 0

2 CONTENTS Introduction About the Awarding Body for the Built Environment (ABBE) Ofqual qualification data Purpose and aims of the qualification Progression... PART General Qualification Guidance The Qualifications and Credit Framework Unit structure Learning time Resources Delivery Recruitment and access Learners with particular assessment requirements Role of learners Role of mentors and advisers Role of the assessor Role of the internal verifier Role of the external verifier Assessment Assessment records Credits and recognising prior learning....6 Enquiries and appeals....7 Registering learners... PART 3 ABBE Level 3 Certificate in Non Domestic Energy Assessment (QCF) Qualification summary Qualification evidence requirements summary Assisting learners to find suitable properties The qualification in diagram form: QCF credit availability Occupational competence of assessors and internal verifiers Qualification structure and content... 9 PART 4 Qualification units... 0 Unit Conduct energy assessments in a safe, effective and professional manner... 0 Unit : Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings... 4 Version : July 0 Page of 43

3 Unit : Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings... 4 Unit 3: Undertake energy inspections of Level 3 non-dwellings using the Simplified Building Energy Model (SBEM)... 8 Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM Appendix Summary of knowledge and understanding requirements Appendix Structured Professional Interview... 4 Appendix 3 Non-Domestic Conventions Flowchart v.3 issued Dec 0*... 4 Appendix 4 Recommended equipment list Version : July 0 Page 3 of 43

4 Introduction This guide is for prospective and existing ABBE approved assessment centres that wish to offer the ABBE Level 3 Certificate in Non Domestic Energy Assessment, including organisations that employ prospective non domestic energy assessors. It provides the qualification specification and guidance on evidence and assessment requirements. This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the ABBE website or by telephone from the ABBE office on About the Awarding Body for the Built Environment (ABBE) ABBE is an Awarding Organisation regulated by Ofqual (Office of Qualifications and Examinations Regulation) for the delivery of a range of qualifications that form part of the Qualifications and Credit Framework. ABBE has developed considerable expertise in overseeing high quality assessment for the higher level qualifications in the Property and Construction sectors of industry. Since its inception late 997, ABBE has grown steadily and currently offers a suite of qualifications to industry through its nationwide network of approved assessment centres. For further information please contact ABBE (Awarding Body for the Built Environment) Birmingham City University Franchise Street Perry Barr Birmingham B4 SU Telephone: Fax: abbeenquiries@bcu.ac.uk Website: Ofqual qualification data Ofqual accreditation number: 600/98/8 Qualification accreditation start date: July 0 Qualification operational start date: July 0 Qualification review date: 8 February 07 Age range qualification approved for use with: Purpose and aims of the qualification The need for the ABBE Level 3 Certificate in Non Domestic Energy Assessment has been brought about by the Government s need to implement Articles 7 and 0 of the Energy Performance of Buildings Directive. Energy Performance Certificates (EPCs), energy ratings for buildings, which are similar to consumer-friendly fridge ratings, have been implemented via a gradual rollout programme since April 008 and are required for the sale or rent of buildings other than dwellings. EPCs outline the costs of energy use in buildings, provide an Energy Efficiency Rating and give practical advice on how to cut these costs and reduce emissions together with suggested efficiency measures some of which may qualify for Green Deal funding. EPCs will be produced by qualified and accredited non domestic energy assessors who hold a licence to practice. This status will be achieved through the ABBE Level 3 Certificate in Non Domestic Energy Assessment and membership of a Government approved accreditation scheme. Version : July 0 Page 4 of 43

5 The qualification uses the Qualification and Credit Framework (QCF) units which were developed by Asset Skills in consultation with representatives from industry organisations and employers in conjunction with the Department for Communities and Local Government (CLG). This qualification is likely to appeal both to energy assessors with experience as DEAs in the domestic arena and also to those with little or no previous background knowledge or experience of non domestic systems and who wish to train and qualify in a new discipline. This qualification can be found on The Register of Regulated Qualifications at Progression This qualification has been designed to encourage participation in education and training in other related areas by: establishing a framework of education and training for prospective non domestic energy assessors by: o o enabling current practitioners in domestic energy assessment to expand the portfolio of services offered to their customers by encompassing the energy assessment of non-domestic buildings encouraging those with expertise in other building services areas to qualify as an energy assessor of non-domestic buildings providing opportunities for prospective NDEA s to achieve a nationally recognised level 3 qualification defining the knowledge, understanding and skills learners need to undertake non domestic energy assessments provide NDEAs a stepping stone to qualifying as a Green Deal adviser Version : July 0 Page of 43

6 PART General Qualification Guidance. The Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) is a structure for recognising qualifications in the UK. It enables recognition of smaller sections of learning which can be gained in a flexible manner. Qualifications are made up of individual units which each have their own credit value. One credit represents 0 hours of learning. It is the accumulation of this credit which builds to form the qualification. The size of a qualification is indicated as follows: Awards ( to credits) Certificates (3 to 36 credits) Diplomas (37 credits and above) The terms Award, Certificate and Diploma then reflect the size of the qualification rather than its difficulty. The qualification levels indicate the complexity of the qualification. The levels range from Entry to Level 8. Individual units can be shared between multiple qualifications to enable learners to move smoothly between qualifications without repetition of learning. This will be tracked through unique learner numbers (ULNs) assigned to all learners completing QCF units to enable them to transfer their credit through the QCF. Learners can choose to take individual units but in order to gain a qualification they must complete the set Rule of Combination (RoC) for a qualification. This is a structure which can be comprised of mandatory and optional units and defines what comprises the complete qualification. For more information on the QCF visit Unit structure Each unit of the qualification is structured in the same way as follows: Unit title: states the task/activity to be undertaken. Level: represents the complexity of the unit and the degree to which autonomous and co-operative working competencies are required successfully to carry out and complete the unit, ranging from entry level to level 8. Credit value: identifies the number of credits for which the unit qualifies. Purpose and Aim of unit: provides a summary of the content of the unit, including details of the individual elements which make up that unit. Learning Outcomes: outline what learners must do to meet the requirements of the unit. The statements: set out what learners are expected to know, understand or be able to do as the result of the learning process. are capable of assessment and, in conjunction with the assessment criteria related to that outcome, set a clear assessment standard for the unit. Assessment Criteria: outline what learners must demonstrate in order to satisfy the learning outcome of the unit. The statements: specify the standard learners are expected to meet to demonstrate that the learning outcomes of that unit have been achieved. are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors. Version : July 0 Page 6 of 43

7 do not include any explicit references to the methods or instruments of assessment to be used. Evidence requirements/guidance: gives examples of types of evidence that the learner will need to submit..3 Learning time Learning time is a guide to how long it would take the average learner with no prior experience to complete a unit. This is intended as a guide only and the actual amounts of time will vary according to the existing skill and knowledge of the individual learner. Learning time is divided into Guided Learning Hours (GLH) and Private Study. GLH refers to the amount of study undertaken by learners under the direction of their tutors. This could include tutorials, seminars, workshops, directed research, project or assignment work and assessment..4 Resources Centres must ensure that learners have access to resources of industry standard to support the delivery and assessment of this programme. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to demonstrate how learners will access any specialist resource requirements when they seek approval from ABBE. All staff involved in the assessment and verification of this qualification must have the necessary occupational skills and experience required. See Occupational competence of assessors and internal verifiers, Section 3.8, for further details.. Delivery It is important that centres develop an approach to teaching and learning that supports the assessment of the specialist vocational nature of the qualification. The specifications contain a balance of practical skill and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector, and to generate workplace evidence for their portfolio..6 Recruitment and access ABBE s policy regarding access to its qualifications is that, wherever possible: the qualifications should be available to everyone who is capable of reaching the required standards and has access to appropriate work to generate evidence. the qualifications should be free from any barriers that restrict access and progression. there must be equality of opportunity for all wishing to access the qualifications. Centres should ensure that they recruit learners to this qualification with integrity. This will include ensuring that applicants have appropriate information and advice about the qualification and that it will meet their needs and expectations. Before accepting learners onto this qualification, Centres must assess each applicant s potential and make a professional judgment about their ability to successfully complete the programme of study, where applicable, and achieve the qualification. This assessment will need to take account of the support available to learners within the centre during their programme of study and any specific support that might be necessary to allow them to access the assessment for the qualification. Further information on equal opportunities and access to fair assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at or by telephone on Version : July 0 Page 7 of 43

8 .7 Learners with particular assessment requirements ABBE recognises that some learners may have difficulty with the demands of a course or find the standard arrangements for the assessment of their vocational competence presents a challenge. This may apply to learners with known and long-standing learning difficulties and/or physical or other impairments. Centres must take steps to ensure that any particular assessment requirements are identified as early in the programme as possible, preferably at initial assessment stage, and appropriate arrangements are put in place to support learners. Further information on equal opportunities and access to assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at or by telephone from Role of learners Learners with the support of the assessor and employer will be: identifying sources of evidence generating and collecting the evidence specified within each unit to demonstrate their competence to the requirements of the qualification numbering and cross referencing evidence checking whether further supporting evidence is needed presenting evidence to the assessor obtaining feedback from the assessor carrying out any necessary follow-up action Evidence All evidence presented by the learner must demonstrate competence to the relevant assessment criteria and learning outcomes within the unit. Where learners submit evidence that does not meet the required standard, the assessor must either require the learner to review their evidence and represent it again for further assessment (this is only likely to be appropriate where minimal amendment is required) or produce a new piece of evidence to meet the requirement. Portfolio organisation Learners must collect their evidence of competence together into a portfolio. This could be held in hard copy or electronically. Responsibility for developing the portfolio (and ownership of it) stays firmly with the learners, but it is very important that they receive continuous help and support. This help can come from a range of people, including line managers and colleagues, mentors, advisers, tutors, as well as the assessor. When an assessor is giving help and support, they must distinguish this from the work they do as part of the assessment process. The quality and presentation of portfolios are central to the success of the learners submissions. Each item must be clearly identified and accurately recorded. It should be easy to identify the competencies the learners are claiming with the evidence presented in their portfolios. The importance of selection The task of generating and collecting evidence for a portfolio is a new experience for many learners and there is a temptation to include everything that might seem to be of value. However, if an item does not show how a learner performed it may not be relevant at all. Version : July 0 Page 8 of 43

9 Learners should always ask the question 'What does this prove?' and try to select evidence which they are proud of and which shows that they have done well. The best portfolios are not necessarily the heaviest. Confidentiality There are some circumstances where learners (or their organisation) might have good reasons for not wishing original evidence to be viewed by others, (eg by assessors from a competitor organisation or disclosure of confidential information). The assessor should work with learners to respect these areas (eg by advising learners to remove confidential information from reports before submitting them)..9 Role of mentors and advisers Centres may wish to allocate mentors or advisers to learners to provide support during the assessment process. They can provide encouragement, reassurance and support to learners, and act as advocates if need be. Mentors may come from within the employer organisation or from the approved assessment centre. They do not have a formal role or responsibility in assessment, but can act as an objective source of comment or guidance. They can help the learners to reflect on their activities and suggest solutions to problems. They can support them through the process of portfolio building, help them to identify possible sources of evidence, and where appropriate supply witness testimony..0 Role of the assessor The role of the assessor is to: Carry out initial assessments of learners to identify their current level of skills, knowledge and understanding and any training or development needs. Draw up assessment plans, identifying opportunities for evidence collection. Review the evidence presented against the requirements of the qualification, to make a judgement on the overall competence of learners. Provide feedback to learners on their performance and progress. This feedback needs to give learners a clear idea of how their portfolios are progressing to date and where further evidence is required and how best to obtain this. It should also enable learners to plan for those units where they currently have little experience or knowledge.. Role of the internal verifier An internal verifier must be appointed to ensure the quality and consistency of assessments within the centre. Each assessor s work must be checked and confirmed by an internal verifier. The internal verifier checks and standardises the assessment decisions made by the assessors in the centre. The internal verifier must observe assessors carrying out assessments, review assessment decisions from the evidence provided and hold meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements. Further information on the role of the internal verifier is available in the ABBE Guide for Assessors and Internal Verifiers.. Role of the external verifier The external verifier checks the assessment and internal verification process and decisions made in the centre and authorises claims for certificates. The external verifier is appointed by ABBE. Further information on the role of the external verifier is available in the ABBE Guide for Assessors and Internal Verifiers. Version : July 0 Page 9 of 43

10 .3 Assessment When assessing learners evidence, assessors must take the following into account: Authenticity was this work produced by the individual learner? Does it reflect the learner s own performance? It is essential to ensure that learners have generated the evidence provided. The evidence must be presented in a way that allows learners contributions to be identified, and must relate to their own competence. The assessor must ensure that evidence is authenticated by means of an endorsement by learners line managers or colleagues, or by observing learners, or by questioning them. In some situations, a learner s role and responsibility may need to be described precisely to confirm the authenticity of the evidence. This description must be signed by the appropriate parties (eg line manager or supervisor). Sufficiency does the evidence presented cover all the learning outcomes and assessment criteria required by the QCF units? Taken as a whole, the evidence must match the whole set of outcomes and enable assessors to judge that learners are consistently competent across all of the requirements of the qualification. Currency does the evidence reflect a learner s current level of competence? The assessor has to determine that learners are competent now and will continue to be so in the foreseeable future. To show this, evidence must be current. It should be as recent as possible, though this will depend on the nature of the evidence. One way learners can show how recent it is to (wherever possible) ensure that all pieces of evidence in the portfolio bear the date of their origination. The recognition of previous achievements raises particular issues of currency. If, for instance, legislation has changed since this activity, this item of evidence would have to be supported by evidence of their awareness of present legislation and how it would affect current practice at work. Validity is this appropriate evidence for the competence being assessed? The evidence learners present must be relevant to the unit they are undertaking and must satisfy the relevant learning outcome and assessment criterion. However, it is worth noting that one piece of evidence in a portfolio can be used to prove competence against more than one learning outcome or assessment criteria. Reliability would this evidence produce the same assessment judgement if assessed by someone else? Assessors must be confident in the quality of the evidence that has been presented. They need to consider whether they would make the same judgement on this evidence if they assessed it again in, perhaps, a month s time and whether another assessor would make the same judgement if they assessed it..4 Assessment records The recording of assessment activity, including assessment decisions, and access to evidence is essential for verification purposes. The assessor must keep the following records and make them available for internal and external verification purposes: assessment plans for each learner records of assessment activity undertaken including observation of learners where appropriate records of assessment judgements made on learner evidence records of feedback to learners Version : July 0 Page 0 of 43

11 Further information is available in the ABBE Guide for Assessors and Internal Verifiers.. Credits and recognising prior learning There are two types of credit available: QCF credit and non QCF credit. QCF Credits The QCF allows for units to be used in more than one qualification as well as for similar units to be recognised. Where the same unit is used more than once then learners need to achieve that unit only once and do not have to do that unit again if they do another qualification where that unit also features. Assessors must record in their assessment records that learners have already achieved this unit. If a qualification has a unit that is on the QCF with very similar content and credit value to that used elsewhere but it is not exactly the same then the Awarding Organisation can declare this as an equivalent unit to the unit in question. This means that while there are some small differences it will be accepted in place of the unit which would otherwise normally be taken by learners. Under these circumstances, learners can achieve this qualification but will not be accredited with the new qualification unit because it has been achieved elsewhere and credit already granted. Non QCF credit Recognition of Prior Learning and Exemptions On occasion, learners may bring forward evidence of prior experience, learning or qualifications which can be recognised towards ABBE units and qualifications. This evidence can be categorised in the following ways: Recognition of Prior Learning (RPL) includes experience gained by learners through work or training activities for which they do not have formal certification. Exemptions cover units or qualifications held by learners that do not have a predetermined credit value on the QCF, eg membership of a professional body, certified CPD training or NQF qualifications. Centres must review any prior learning or achievements brought forward by learners to determine their suitability as evidence. To be entitled to credits, learners must provide their assessment centre with proof of their achievements, eg certificates for equivalent QCF units, details of training courses or membership of a professional body, and these must be included in their portfolio. Assessors must justify and record the basis of any exemptions or credits given. As it is the responsibility of assessment centres to declare learners as competent or not, it will need to check and validate all credit claims made by learners. Note: Learners who knowingly submit false information will have their ABBE certification withdrawn. Guidance on how to handle learner claims for RPL or exemptions It is a condition of approval that once an assessment centre has registered a learner that it must honour the RPL or exemptions that ABBE has authorised. As it is the responsibility of assessment centres to declare learners as competent or not, they will need to check and validate all claims made by learners before formally granting credit or exemptions. Version : July 0 Page of 43

12 .6 Enquiries and appeals Verified units If learners are in disagreement with their assessors concerning assessment of evidence, they have the right to refer the matter to: The internal verifier within their centre. The centre manager, if the matter is still unresolved. The ABBE external verifier who may be consulted at the next visit. At this stage learners should provide the EV with records of the activity that has already been undertaken In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion, then learners can appeal directly to ABBE. ABBE will only accept an appeal from learners if the above steps have already been taken. Further details on appeals can be found in the ABBE Centre Operations Guide..7 Registering learners Full details of how to register learners for this qualification and make claims for certificates can be found in the ABBE Centre Operations Guide on the website at Details of the fees for learner registration and external verification can be found in the ABBE Fees List. Version : July 0 Page of 43

13 PART 3 ABBE Level 3 Certificate in Non Domestic Energy Assessment (QCF) 3. Qualification summary To achieve the full ABBE Level 3 Certificate in Non Domestic Energy Assessment, a learner must successfully complete all four mandatory units. The overall qualification provides a total of 30 credits with total learning time of 300 hours. The units are as follows: Qualification Structure (Rule of Combination) Unit Title Mandatory units - 7 credits in total 3 4 Credit value Level Learning time Guided learning (hours) Private study (hours) QCF unit reference Conduct energy assessments in a safe, effective and professional manner H/03/86 Prepare for energy assessments of non- dwellings to fulfil regulatory requirements for asset ratings J/03/868 Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM Totals Units 4 above form the first four units of the ABBE Level 4Diploma in Non Domestic Green Deal Advice (QCF) (0). L/03/869 L/03/87 Version : July 0 Page 3 of 43

14 3. Qualification evidence requirements summary Level 3 learners will be required to undertake EPCs on existing non-dwellings. They will need to demonstrate that they have conducted energy assessments of non-dwellings with frequently occurring characteristics, for example, standard construction, simple heating systems, simple natural ventilation and small comfort cooling. They will need to have carried out energy assessments of non-dwellings for which SBEM (as opposed to a Dynamic Simulation Model or DSM) is appropriate. Level 3 learners will undertake energy assessment by means of pre-visit research and communications with the client together with on-site visits to existing properties. Level 3 learners are not expected to carry out assessment of new build properties from plans. However, an ability to work from drawings or produce accurate sketches is needed in order to input the various building parameters into SBEM. Learners are required to demonstrate that they have conducted non domestic energy assessments of buildings with frequently occurring characteristics. They will have had to make preparations for, and carry out, site visits to real buildings in order to: Establish communication with the client and elicit preliminary information Conduct pre-visit research Inspect non-dwellings Gather the necessary data that will enable the learner to: o o Enter the data into SBEM using approved software Produce an EPC and recommendations report containing valid recommendations to reduce clients/building owners energy consumption should they be implemented Present or otherwise communicate the value of a recommendations report and how its contents can be used to improve the energy efficiency of the building This qualification has been designed so that assessment centres can ensure learners have sufficient occupational competence to practise as non-domestic energy assessors. Learners are, therefore, expected to submit valid evidence derived, as far as possible, from the workplace to enable the assessment centres and ABBE to verify their competence. Learners will be required to produce a minimum of THREE non-domestic EPCs together with the specified supporting evidence (eg. site notes and appropriate photographs - elevations, workspaces and services plant/equipment and controls). TWO of the three EPCs and reports must be on real properties but ONE EPC/report can be produced from a simulation of a real building (see definitions below). Definitions: Real Properties: This means that the learner has generated the EPC by making a site visit to a real building to collect the data and generate the EPC. Simulations: Simulation means the learner can submit EPCs from plans provided or sourced by the assessment centre but these must also be based on real buildings. Centres could assist learners by providing a simulation that covers as many of the unit requirements as possible. Learners can submit EPCs from any source. It is the responsibility of the assessment centre to confirm they are valid energy reports, are the un-aided work of the learner and to assess them fully to establish that they meet the qualification requirements to the extent ABBE has specified. The EPCs must be drawn from a range of property types and should cover a range of different HVAC systems including one heating system that is not a boiler and water filled radiator system. In order to assist learners, assessors and verifiers EPCs are to be entered on to a grid for easy reference. An example of a grid, which should be placed toward the front of a learner s portfolio, is shown below. Version : July 0 Page 4 of 43

15 Natural Ventilation only Comfort cooling (Simple systems) Heating System (LTHW) Domestic Style Construction Low rise wide span (Portal Frame) Medium rise (3+ storeys)* 7 & 74 High Street Unit, Discovery Industrial Estate. (Direct Fired Radiant) 7 & 74 High Street Building C, Innovation Business Park 7 & 74 High Street Building C, Innovation Business Park * Note: Learners may use buildings with more than 3 floors but, the report must include the ground and top floors with one of the middle floors. The grid is carefully constructed so as to maximise the range of buildings that the learner is asked to show they can handle. Therefore, the grid selects the crucial building types to ensure that basic competence is achieved. It must be noted however that the submission of a small number of reports cannot therefore cover all the types of building and complications that in working life the energy assessor is likely to come across. There is no single clear rule that distinguishes between those buildings that are level 3 and those that are level 4 or level other than by following the latest version of the flow chart issued by the Commercial EPC Conventions Group, the most recent of which attached at Appendix 3. Assessment centres must ensure the authenticity of reports, ie that they represent learners work and are based on inspections and reports on real non domestic plant installed in real buildings. Where centres make available buildings for a number of learners then the centre must ensure that all reports are entirely the work of the individual learner and that information has not been shared, copied, plagiarised or otherwise recycled. 3.3 Assisting learners to find suitable properties ABBE recognises that some learners may find it difficult to locate the required range of properties and/or clients on which to conduct non domestic inspections and produce reports. ABBE will, therefore, accept non domestic reports and evidence that have been based on properties that the assessment centre has sourced for them, as long as the centre can ensure that the reports are the sole unaided work of the learner. Centres are limited to assisting learners with finding suitable properties on no more than TWO occasions, one of which may be a simulation. Learners are expected to find for themselves at least ONE real Non Domestic property that completes as many elements as possible of the matrix at section 3.. Version : July 0 Page of 43

16 3.6 The qualification in diagram form: The role of the non-domestic energy assessor is effectively broken down by the qualification unit structure into discrete phases. The diagram below shows the key tasks and the order in which they would occur. At each phase there is a requirement to collect and record evidence so that the centre s assessor(s) can make a judgement on the learner s competence. Preparation phase Producing EPCs using SBEM phase Working safely and effectively Preparing to provide energy advice SBEM property Inspection and maintenance of records Data entry using SBEM software EPC report production including recommendations and explanation Unit Unit Unit 3 Unit 4 Evidence: Working safely and effectively and production of business pack Evidence: Preparations for inspection and production of business pack Evidence: SBEM data collections for three properties and supporting evidence Evidence: SBEM data entries for the three properties, EPC reports / recommendations

17 3.7 QCF credit availability Units of ABBE Level 3 Certificate in Non Domestic Energy Assessment (QCF) Qualification/s already achieved Unit Unit Unit 3 Unit 4 ABBE Level 3 Diploma in On Construction Energy Assessment ABBE Level 3 Diploma in Domestic Energy Assessment ABBE Level 4 Diploma in Home Inspection ABBE Level 3 Diploma in Display Energy Certificates N/A N/A N/A (or equivalent from other awarding organisations) ABBE Level 3 Certificate in Domestic On Construction Energy Assessment (QCF) ABBE Level 3 Certificate in Domestic Energy Assessment (QCF) ABBE Level 3 Diploma in Operational Ratings (QCF) ABBE Level 3 Diploma in Air Conditioning (QCF) ABBE Level 4 Diploma in Air Conditioning (QCF) ABBE Level 3 Diploma in Energy Advice (Home) (QCF) N/A N/A (or equivalent from other awarding organisations) N/A Equivalent unit achieved; completed in full. Certificates should be presented alongside portfolio evidence to claim units. No credit/exemption available Version : July 0 Page 7 of 43

18 3.8 Occupational competence of assessors and internal verifiers Assessors In order to assess learners working towards the ABBE Level 3 Certificate in Non-Domestic Energy Assessment, assessors must: Have appropriate occupational expertise relevant to the inspection and reporting of non-domestic property for energy assessment purposes Note: Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas. And, either: o o hold a nationally recognised assessor qualification (eg A or A qualifications, their predecessors, D3 or D33, or current equivalent under the QCF) or attend training that relates specifically to this and apply the standards within this qualification to their assessment activities; or Attend assessment centre or other assessor training events which contribute to their continuing professional development (CPD) as assessors. Internal verifiers In order to ensure that internal verification of the ABBE Level 3 Certificate in Non-Domestic Energy Assessment qualification is carried out to the appropriate standard required by the industry/sector, internal verifiers must: Have appropriate occupational expertise relevant to the inspection and reporting of non-domestic property for energy assessment purposes Note: Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Internal Verifier must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas. And, either: Hold a nationally recognised Internal Verifier qualification (eg the V qualification, its predecessor, D34, or current equivalent under the QCF); or Attend training that relates specifically to this and apply the standards within this qualification to their internal verification activities and attend training that contributes to their continuing professional development (CPD). Centre Assessor and IV training requirements: ABBE centres are required to conduct their own internal training and standardisation meetings on a regular basis as a condition of approval. Internal staff training programmes should be discussed with the ABBE external verifier prior to commencement. On occasion, ABBE may wish to attend. These events should be geared to the roles and responsibilities of their assessors and internal verifiers. Version : July 0 Page 8 of 43

19 3.9 Qualification structure and content Learners must satisfactorily complete all 4 mandatory units. The units and learning outcomes of the Certificate are as follows: Mandatory units Unit Conduct energy assessments in a safe, effective and professional manner Learning outcome Understand the health and safety requirements when undertaking energy assessments Learning outcome Understand the nature of professional conduct required when conducting energy assessments Learning outcome 3 Understand the legislation, codes of conduct and compliance requirements in relation to energy assessment Learning outcome 4 Be able to comply with organisational and legal requirements at all times Learning outcome Be able to maintain health, safety and security at work Learning outcome 6 Be able to develop and maintain effective working relationships with colleagues, professionals, clients and others Learning outcome 7 Be able to conduct energy assessments in a professional manner Unit Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings Learning outcome Understand the health and safety requirements when undertaking energy assessments Learning outcome Understand how to agree and confirm instructions to undertake energy assessments Learning outcome 3 Understand how to investigate relevant matters relating to property and energy usage Learning outcome 4 Be able to agree and confirm instructions to undertake energy assessments Learning outcome Be able to investigate relevant matters relating to energy usage within a property Unit 3 Undertake energy inspections of Level 3 non-dwellings using the Simplified Building Energy Model (SBEM) Learning outcome Understand the equipment and resources needed to undertake energy inspections Learning outcome Understand the implications of building characteristics affecting the energy performance of a property Learning outcome 3 Understand how to collate information from the on-site inspection and other sources to assess the energy performance of the property Learning outcome 4 Understand how to prepare and issue an Energy Performance Certificate which includes recommendations for cost-effective improvements and meets relevant regulations Learning outcome Understand how to make and maintain complete, accurate and legible records of your work Learning outcome 6 Be able to inspect a Level 3 non-dwelling Learning outcome 7 Be able to collate information from the on-site inspection and other sources to assess the energy performance of the property Learning outcome 8 Be able to prepare and issue an Energy Performance Certificate which includes recommendations for energy efficiency measures and meets relevant regulations Learning outcome 9 Be able to make and maintain complete, accurate and legible records of your work Unit 4 Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM Learning outcome Understand how to produce Recommendations Reports for non-dwellings using SBEM Learning outcome Understand how to provide a clearly defined and robust hierarchy of energy efficiency measures for non-dwellings Learning outcome 3 Understand how to communicate the value of a Recommendations Report and how it can be used Learning outcome 4 Be able to produce Recommendations Reports for non-dwellings using SBEM Learning outcome Be able to provide a clearly defined and robust hierarchy of energy efficiency measures for non-dwellings Learning outcome 6 Be able to communicate the value of a Recommendations Report and how it can be used Version : July 0 Page 9 of 43

20 PART 4 Qualification units Unit Conduct energy assessments in a safe, effective and professional manner Title Unit : Conduct energy assessments in a safe, effective and professional manner Level 3 Credit Value 6 Unit purpose and aims To develop knowledge, understanding and skills to contribute to the health, safety and security of the workplace, develop effective working relationships with others, and conduct energy assessments in a professional and ethical manner, complying with organisational and legal requirements at all times. Learning Outcome - the learner will: Understand the health and safety requirements when undertaking energy assessments Assessment Criterion - the learner can:. Explain the relevant legal duties for health, safety and security in the workplace. Identify the health, safety and security risks that could exist in different locations, and the action to take to minimise or mitigate risks.3 Identify the risks to self which are associated with lone working ER.4 Explain why it is important to remain alert to the presence of risks in the workplace. Explain the importance of personal conduct in maintaining the health, safety and security of yourself or others.6 Explain how to make use of relevant suppliers and manufacturers instructions for the safe use of equipment, materials and products.7 Explain who should be informed of any conflicts between different health, safety and security requirements.8 Describe the procedures for different types of emergency.9 Identify the types of suggestions for improving health, safety and security at work that could be made and who should be given them.0 Identify the actions that may be taken to protect clients property Understand the nature of professional conduct required when conducting energy assessments. Explain why it is important to promote goodwill and trust when working with others and ways in which this can be achieved. Explain how to identify the information you require and the potential sources of such information.3 Describe how to respond to enquiries from others and how to clarify their information needs.4 Explain how to respond to enquiries which are outside your authority, beyond your area of knowledge or expertise or where the information requested is confidential. Define the extent and limits for your own competence and expertise and the importance of not working beyond these limits.6 Describe the ways in which disputes or differences of opinion should be handled and resolved to minimise offence and maintain respect Version : July 0 Page 0 of 43

21 .7 Describe the formal complaints procedure that covers your work in terms of: any specific organisational requirements with regard to complaints your own responsibility to deal with complaints and attempt to resolve them before escalating to the Accreditation Body, or the equivalent in the Devolved Administrations.8 Identify the range of potential conflicts of interest that you may encounter and the action required to manage these.9 Explain why it is important to present a positive personal and professional image when dealing with people and how this can be achieved.0 Describe the ways in which you may develop yourself within your role to cover your development needs. Define the level of service expected by clients, their expectations as to the outcomes of the energy assessment or advice process and how to deliver an appropriate level of client service 3. Explain the need for prompt responses to enquiries 3 Understand the legislation, codes of conduct and compliance requirements in relation to energy assessment 4 Be able to comply with organisational and legal requirements at all times 3. Describe the relevant policies and legislation on combating climate change and the reduction of carbon emissions from buildings 3. Describe the relevant legislation covering: The energy performance of buildings Compliance with safe working practices The relevant regulations in the Devolved Administrations Where appropriate relevant legislation on the use of refrigerants 3.3 Describe the relevant official guidance and conventions relating to the assessment of energy performance 3.4 Describe your specific responsibilities under prescribed codes of conduct and ethical standards 3. Describe why it is important to comply with mandatory and advisory codes of practice 3.6 Describe the specific auditing or monitoring requirements that relate to your registration with your accreditation organisation(s), or the equivalent in the Devolved Administrations and your responsibilities in complying with these 3.7 Describe the framework under which Accreditation Bodies, or the equivalent in the Devolved Administrations, are required to operate, including their Scheme Operating Requirements or equivalent in the Devolved Administrations 3.8 Explain the importance of obtaining and maintaining appropriate professional indemnity insurance (PII) cover, either through your own business or your employer and the extent and limitations of this type of cover 4. Carry out work in accordance with the relevant legal requirements, legislation and advisory and mandatory codes of practice 4. Carry out work in accordance with the auditing and monitoring requirements of the relevant accreditation or certification organisation/s 4.3 Record client contact information in accordance with organisational and legal requirements such as the Data Protection legislation 4.4 Identify and maintain appropriate evidence to record to support your decisions and assumptions made when carrying out energy assessments 4. Identify the evidence requirements defined in Scheme Operating Requirements, or their equivalent in the Devolved Administrations Version : July 0 Page of 43

22 Be able to maintain health, safety and security at work. Take action to mitigate health, safety and security risks 4. Ensure personal conduct does not endanger the health, safety and security of self and other people 4.3 Take action to ensure the protection of client s property and buildings.4 Adhere to workplace policies and suppliers or manufacturers instructions for the safe use of equipment, personal protective equipment (PPE), materials and products. Identify procedures for different types of emergency and implement them.6 Make recommendations for improving health, safety and security in the workplace to the relevant person/s 6 Be able to develop and maintain effective working relationships with colleagues, professionals, clients and others 6. Develop and maintain productive working relationships with others 6. Request information from colleagues, professionals, clients and others in a polite, clear and professional manner 6.3 Identify and make use of further sources of information/help 6.4 Deal with enquiries from colleagues, professionals, clients and others and seek clarification where necessary 6. Handle enquiries which: Are outside own authority Are beyond own area of knowledge or expertise Involve confidential information 6.6 Handle and resolve disputes and/or differences of opinion 6.7 Adhere to the formal complaints procedure when dealing with a complaint 7 Be able to conduct energy assessments in a professional manner 7. Deal with colleagues, professionals, clients and others in a tactful, courteous and equitable manner 7. Carry out work in accordance with prescribed codes of conduct, ethical standards and recognised good practice 7.3 Record all evidence supporting the assumptions and decisions made during the assessment 7.4 Demonstrate effective management of work activities and personal and professional development 7. Respond appropriately to pressure from any person/s which may affect own judgment Demonstrate delivery of the appropriate level of client service 7.7 Assess client expectations as to the outcomes of the energy assessment or advice process Version : July 0 Page of 43

23 Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate competence to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Evidence Requirements Learners must: ) Produce a learner statement that describes how they established a business relationship with a real client that led to an instruction to conduct an energy assessment. This statement should also cover: a. how they carry out work in accordance with: the relevant legal requirements prescribed codes of conduct auditing and monitoring requirements b. the actions they take to protect the client s: property Information c. how they maintain goodwill and trust d. how they request and handle information e. how they handle a dispute or difference of opinion f. how they handle a conflict of interest g. how they maintain their personal image h. requirements for professional indemnity insurance i. how they maintain an appropriate level of service and manage expectations j. how they recognise their own limits of own competence ) Produce a business pack comprising letters or other written communications to the client: a. responding to a question b. answering a question that falls outside their area of expertise c. declining an instruction giving reasons d. responding to a request for confidential information e. responding to a complaint or difference of opinion 3) Provide examples of their: a. work and time management system b. personal development plan and CPD records 4) Produce a preliminary assessment of the health and safety requirements for an energy assessment ) It is unlikely that the above evidence will be sufficient to cover the following knowledge and understanding: Assessment Criteria..9;..4; (a summary list is provided at Appendix ). Where this is the case, ONE of the following must also be provided to cover these: either: A written record or audio recording of a Structured Professional Interview with the learner. The assessor s notes, cue sheet and any relevant timings must be included, together with the learner s responses and any follow-up questions the assessor considers necessary. or: A set of written knowledge questions specified and assessed by the assessment centre. The questions and a record of the learner s answers must be submitted as evidence. Assessors must take appropriate measures to ensure that the answers provided are those of the learner. Version : July 0 Page 3 of 43

24 Unit : Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings Title Unit : Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings Level 3 Credit Value 6 Unit purpose and aims This unit enables the learner to develop the skills to agree and confirm instructions to undertake energy assessments to meet regulatory and organisational requirements and to investigate relevant matters relating to property and energy usage. Learning Outcome - the learner will: Understand the regulations and requirements needed to undertake energy assessments Assessment Criterion - the learner can:. Explain the legislation governing energy assessment and the overall purposes of the Energy Performance Certificate. Identify the relevant regulations for energy performance requirements new buildings 4.3 Identify the relevant regulations for energy performance requirements for existing buildings ER 4 4 Understand how to agree and confirm instructions to undertake energy assessments.4 Describe the types of property and situations that do not by law require energy certification and how to deal with voluntary certification. Identify the Building Regulations, EPBD Regulations and other Regulations energy performance requirements that are relevant to buildings other than dwellings.6 Describe the different stages involved in the energy assessment of new buildings, ensuring compliance with relevant aspects of Building Regulations and leading to the production of the as built assessment, for the purpose of producing an Energy Performance Certificate.7 Review the frequency of energy assessments and the validity of certificates and reports.8 Explain the role of the Energy Performance Certificate in wider government policy including where relevant the Green Deal. Explain how to clarify and confirm the requirements and expectations of the client(s) and the scope of your instructions so that all the information is available and defaults are not used except where justified. Describe how to identify and explain to clients any circumstances that prevent you from undertaking an energy assessment.3 Identify the limitations and constraints that apply to the conduct of energy assessments.4 Explain the importance of explaining and confirming in writing the arrangements agreed between you and client(s). Explain the importance of explaining the terms and conditions and fee structures and payment arrangements for energy assessments Identify the limitations and constraints of the planned energy assessment.7 Explain how to confirm on-site inspection arrangements with the client(s) or other occupier Version : July 0 Page 4 of 43

25 .8 Identify the circumstances that may prevent you from undertaking an energy assessment.9 Explain the importance of explaining politely and clearly to clients the reasons why you cannot undertake an energy assessment.0 Explain the importance of confirming whether any specific arrangements apply to the energy assessment. State which software tools have been approved for particular applications. Explain the principles of operation of the approved software tools 3 Understand how to investigate relevant matters relating to property and energy usage 3. Identify the different types of preparatory information that it is important to obtain to ensure a complete and accurate assessment and certificate 3. Identify the different sources of preparatory information (including existing calculations and energy audit reports) relating to the energy performance of the property 3.3 Explain how to obtain preparatory information relating to the energy performance of the property 3.4 Identify prevailing geographical/environmental features that may affect the energy performance of the property 3. Explain how to evaluate relevant information in order to identify any significant factors that may influence the energy assessment, including: Gaps in information concerning the building and its energy use Health and safety considerations, accessibility Level of building complexity 3.6 Explain how to identify circumstances that prevent you from assessing the energy performance of the property 3.7 Explain the importance of explaining to clients why you may not be able to fulfill the agreed contract 3 4 Be able to agree and confirm instructions to undertake energy assessments 4. Determine the nature and characteristics of the property to ensure that it requires an Operational Rating (OR) or Asset Rating as appropriate 4. Respond to requests to undertake energy assessments from clients 4.3 Clarify and confirm the requirements and expectations of clients and the scope of own instructions to ensure that all the information is available and defaults are not used except where justified 4.4 Explain to the client the relevant regulations that are legally required and the overall purpose of the Energy Certificate 4. Explain to the client why the Energy Certificate has to conform to prescribed protocols and must be accompanied by cost-effective recommendations 4.6 Explain to the client the limitations and constraints of the planned energy assessment, identifying any circumstances that prevent the assessment from being undertaken and giving your reasons 4.7 Agree in writing with the client the terms, conditions and fee structure under which the energy assessment will be undertaken, including the need to take photographs and record other evidence for audit purposes 4.8 Confirm to clients the terms, conditions and arrangements that have been agreed and confirm in writing any specific arrangements with clients or other occupiers 4.9 Provide any necessary guidance to clients with regard to the legislation governing energy assessment Version : July 0 Page of 43

26 Be able to investigate relevant matters relating to energy usage within a property 4.0 Select a suitable software tool, appropriate to the building being assessed and approved under the Regulations for energy assessment. Investigate and record any preparatory information to ensure complete and comprehensive energy assessment and certification. Identify prevailing geographical/environmental features that may affect the energy performance of the property.3 Evaluate preparatory information to identify inconsistencies and any significant factors that may influence the energy assessment.4 Explain to clients the scope of information that will assist the energy assessment and request any relevant additional information that will be relevant. Inform clients promptly in cases where your investigations reveal problems that prevent you from assessing the energy performance of the property.6 Ensure that the most up-to-date version of the approved software and associated reference materials can be accessed 3 Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate competence to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Evidence Requirements As a minimum, learners are required to produce and submit ONE set of evidence compiled during the assessment of ONE of the FIVE properties covered by the Energy Performance Certificates submitted for Units 3 and 4. Learners must: ) Produce a learner statement that describes the preparations they make prior to conducting a non-domestic energy assessment visit. This statement should also cover: a. how they respond promptly to the client s request b. how they establish that the assessment falls within their competence c. how and why ratings can change with time and conventions d. how to identify circumstances that prevent them from assessing the energy performance of the property e. how to obtain the latest version of SBEM f. how they confirm the client s expectations and requirements g. where representative properties and/or data collected by others may be used in the preparation of EPCs for existing dwellings ) Produce a business pack comprising letters or other written communications to the client: a. provisionally accepting the instruction, explaining the purpose of the inspection, the legal requirement for an Energy Performance Certificate and its relevance to the Green Deal b. confirming a mutually convenient time for an inspection c. stating their terms and conditions as a Non-Domestic Energy Assessor d. confirming their fee structure and giving an estimate of the costs involved in the assessment e. explaining why, having started an energy assessment, the inspection cannot continue any further and laying out options on the way ahead for the client Version : July 0 Page 6 of 43

27 3) Provide copies of background research (eg web searches, local maps) on the location and features of the property to be visited and the factors likely to impact on the energy assessment (eg geographical location, physical layout affecting access, whether the property is on the gas network, any pre-existing EPC) 4) It is unlikely that the above evidence will be sufficient to cover the following knowledge and understanding: Assessment Criteria..8 (a summary list is provided at Appendix ). Where this is the case, ONE of the following must also be provided to cover these: either: A written record or audio recording of a Structured Professional Interview with the learner. The assessor s notes, cue sheet and any relevant timings must be included, together with the learner s responses and any follow-up questions the assessor considers necessary. or: A set of written knowledge questions specified and assessed by the assessment centre. The questions and a record of the learner s answers must be submitted as evidence. Assessors must take appropriate measures to ensure that the answers provided are those of the learner. Version : July 0 Page 7 of 43

28 Unit 3: Undertake energy inspections of Level 3 non-dwellings using the Simplified Building Energy Model (SBEM) Title Unit 3: Undertake energy inspections of Level 3 non-dwellings using the Simplified Building Energy Model (SBEM) Level 3 Credit Value Unit purpose and aims This unit will develop the knowledge and skills needed to inspect non-dwellings to determine the energy performance of an existing Level 3 property using SBEM, make recommendations for cost-effective improvements and issue Energy Performance Certificates in compliance with regulatory requirements. Learning Outcome - the learner will: Understand the equipment and resources needed to undertake energy inspections Assessment Criterion - the learner can:. Explain the principles of building structure elements, fabric, services and overall design philosophy as relevant to energy assessment. Identify equipment and resources needed to undertake the inspection.3 Explain the detailed inspection requirements that apply to a property as described in relevant guidance documents and Conventions ER Explain the definitions and conventions embodied within the approved software used to calculate energy performance ratings. Identify, from drawings and building structures, the various types of building construction, materials and services.6 Explain how to conduct the inspection in a thorough, methodical and consistent manner.7 Identify the range of measures to improve the energy performance of a property that may be included within an Energy Performance Certificate Recommendations Report Understand the implications of building characteristics affecting the energy performance of a property. Identify assumptions that are made in determining energy performance 8. State the factors that are relevant to determining the energy performance of a property and those that are deemed not to affect the energy performance of the property.3 Identify and evaluate the relevance of building characteristics which affect the energy performance of a Level 3 building and make it distinct from Level 4 8 4, Version : July 0.4 Identify and classify variations in building use and activities, as defined in the Simplified Building Energy Model (SBEM) and its conventions, including the use of planning classifications. Describe how much impact building characteristics have on the building s overall energy performance.6 Identify critical property features and activities where incorrect choice of values will be significantly detrimental to accuracy, including: Allocation of the most appropriate activity to zones Lighting Choice of default HVAC in zones where none exists Selection of HVAC efficiency and its allocation to the appropriate zone Availability of daylight Presence of Low and Zero Carbon Technologies.7 Identify the problems that can affect the energy performance of the building fabric and services.8 Review the implications of hazardous building fabric for the energy assessment and reporting Page 8 of 43 4, 8 4, 4, 8

29 3 Understand how to collate information from the on-site inspection and other sources to assess the energy performance of the property 4 Understand how to prepare and issue an Energy Performance Certificate which includes recommendations for cost-effective improvements and meets relevant regulations 3. Explain how to make accurate observations and take accurate measurements 4, 3. Explain how to make further investigations where observations are inconsistent with existing evidence and expected findings and how to identify the causes of these inconsistencies 3.3 Explain how to collate information required to assess the energy performance of property 4. State the prescribed format and content of an Energy Performance Certificate 4. State the range of energy efficiency measures that may be included within an Energy Performance Certificate 4.3 Identify the approved software used for the production and lodgement of completed Energy Performance Certificates 4.4 Explain how to correctly use the approved software for the production and lodgement of completed Energy Performance Certificates 4, 4,, 4. Explain the principles underpinning the approved tools used to calculate the energy performance ratings 4.6 Explain how to input data using the approved software in order to determine energy performance ratings 4.7 Explain how to use approved software to generate energy efficiency measures for the property 4.8 Explain the importance of checking that data has been inputted correctly prior to lodgement and how to review data if the calculation will not process or appears incorrect 4.9 Explain the importance of checking the energy efficiency measures generated prior to lodgement, deleting any that are inappropriate and providing your reasons 4.0 Explain the way in which energy efficiency measures are generated and circumstances when it is appropriate to delete them 4. Explain the importance of checking the Energy Performance Certificate and energy efficiency measures for the property to ensure they comply with relevant requirements 4. State how to use the information technology underpinning the national register for lodgement and retrieval of Energy Performance Certificates,4,,4,,4,, 4.3 Explain how to provide necessary audit evidence via electronic transfer Understand how to make and maintain complete, accurate and legible records of your work. Explain the level of detail within your records required to produce a complete and comprehensive Energy Performance Certificate. Explain the level of detail within your records required to justify your decisions on the values recorded and energy efficiency measures included.3 State why it is important to make and maintain complete, accurate and legible records.4 Explain the reasons why it is necessary and important to record where and why accurate inspection has not been possible. Explain the circumstances in which records can include the fact that information is unknown and the evidence required to support the use of defaults in these circumstances.6 Explain the importance of storing records securely allowing for future access and the purposes for which those records may be used 4, Version : July 0 Page 9 of 43

30 6 Be able to inspect a Level 3 non-dwelling 6. Ensure that equipment and resources needed are available for the inspection of Level 3 non-dwellings 6. Identify yourself to those present at the property before commencing inspection Identify and record the method of construction of the property and the main materials used, the installed building services and the activities which take place in the building 6.4 Use surveying equipment correctly and record and interpret data accurately 6. Identify circumstances when at the property that prevent you continuing with the inspection and explain the reasons to the client(s) 6.6 Undertake a methodical visual inspection of the property in accordance with the requirements of the approved software and current Conventions Draw a suitable sketch plan and elevations where none exist 7 Be able to collate information from the on-site inspection and other sources to assess the energy performance of the property 7. Make accurate observations and measurements which are necessary to provide data for the calculation of an energy performance rating and production of energy efficiency measures for the property 7. Obtain all additional information that is needed about the property and ensure that defaults are not used except where justified 7.3 Identify where observations are inconsistent with existing evidence and expected findings and conduct further investigations to establish the causes of these inconsistencies 7.4 Identify critical property features and activities where incorrect choice of values will be significantly detrimental to accuracy and take appropriate steps to correctly represent these features to arrive at an accurate assessment of the property 7. Follow the correct procedures for collecting information to enable the energy efficiency of the property to be determined 8 Be able to prepare and issue an Energy Performance Certificate which includes recommendations for energy efficiency measures and meets relevant regulations 8. Describe the prescribed format and content of an Energy Performance Certificate,4 8. Explain the way in which energy efficiency measures are generated and circumstances when it is appropriate to delete them 8.3 Use approved software correctly to determine energy performance ratings and to generate energy efficiency measures for the property 8.4 Check that data has been inputted correctly prior to lodgement and review data if calculations do not work or if the result appears incorrect,4,4,4 8. Recognise a result that is unlikely to be correct for the property in question,4 8.6 Check the Energy Performance Certificate and energy efficiency measures prior to lodgement, ensuring compliance with relevant requirements and make any necessary amendments 8.7 Take the necessary corrective action where any of your checks indicate a possible incorrect data entry or error in the resulting rating or energy efficiency measures 8.8 Use the information technology underpinning the national register for lodgement and retrieval of Energy Performance Certificates 8.9 Lodge Energy Performance Certificates on the prescribed national databank on completion,4,4 4, 8.0 Provide necessary audit evidence via electronic transfer Version : July 0 Page 30 of 43

31 9 Be able to make and maintain complete, accurate and legible records of your work 9. Produce and maintain accurate and legible records of your findings, which are clear, complete and conform to accepted professional and statutory requirements, including investigations carried out, values recorded and options considered 9. Keep detailed records which ensure that you can produce a complete and comprehensive Energy Performance Certificate and justify your decisions on values recorded and energy efficiency measures selected 9.3 Collate information as evidence to support the specific decisions made on values chosen and energy efficiency measures considered, including: Legible site notes Clear site sketches (plan, elevation) to give an adequate record of the inspection for audit purposes Clear photographs containing mandated data appropriately staged and annotated where necessary Legibly completed survey forms records of web searches or other research Any other information you consider necessary to support your decisions Any other information required by Scheme Operating Requirements 9.4 Explain the circumstances in which records can include the fact that information is unknown and the evidence required to support the use of defaults in these circumstances 9. Store records securely allowing for future access and state the purposes for which your records may be used, 3 6 Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate competence to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Version : July 0 Page 3 of 43

32 Evidence Requirements Learners must: ) Carry out THREE non-domestic energy assessments on real Level 3 properties. The properties must include at least ONE in each row and column of the property grid below. All of the property features, heating systems and potential issues listed below should also be covered, either within the THREE property inspections, or by other means (eg using a computer based case study or via structured professional interview). The assessments must be conducted on real buildings (see Section 3.3 for further clarification). Where a learner is having difficulty sourcing a particular type of property, a building may be made available by assessment centres - see Section 3.3 Assisting learners to find suitable properties. Domestic style construction Low rise or wide span (Portal Frame) Medium rise (3+ storeys)* Natural ventilation only 7 & 74 High Street Unit, Discovery Industrial Estate. (Direct Fired Radiant) Comfort cooling (simple systems) 7 & 74 High Street Building C, Innovation Business Park Heating System (LTHW) Building C, Innovation 7 & 74 High Street Business Park *Note: Learners may use buildings with more than three floors, but the report must include the ground, top floor, and one of the middle floors Property features: Heating systems Issues that make some improvement measures unsuitable for the property: a. Solid wall b. Retrofitted insulation/cladding c. Different wall constructions & ages d. Extensively glazed areas e. Age of main property and of any extensions f. Low and Zero Carbon Technologies g. Any other features that when incorrectly identified will have a significant detrimental effect on the choice of Energy Efficiency Measures a. Space heating (electricity) b. Space heating (oil or LPG) c. Portable heaters where no fixed heating system installed, d. Domestic Hot Water (DHW) (electricity) e. DHW (oil or LPG) f. Bi-valent heating systems g. CHP h. Waste heat a. Property condition (eg state of maintenance and repair of walls, floor, cladding) b. Building services condition (eg reductions in efficiency due to age, design, maintenance, repair, situation) c. Previously-installed insulation d. Asbestos-containing materials e. Traditional construction f. Any other features of the property, or its site/location, which might adversely affect the performance of the recommended improvement, or the building s performance after improvement ) Produce the following evidence for each of the THREE properties in (): a. Copies of information obtained from the client (eg through a suitable questionnaire) b. Comprehensive site notes, including a legible sketch plan showing location and alignment, overall property layout with sketch of rooms, construction details; heat loss perimeter, measurements, space and water heating, time and temperature controls, lighting types c. Survey form d. A health, safety and welfare risk assessment e. Calculations made (wall thicknesses, areas and heat loss perimeter) f. Appropriate date and time-stamped photographs, annotated to describe what is shown and where taken Version : July 0 Page 3 of 43

33 3) Produce a learner statement for ONE of the properties in () that describes how a methodical routine for the visit was established. It should also describe: a. the procedures followed to conduct a safe and exhaustive energy assessment b. any issues found, specific to the individual property, and how they met these challenges c. where and why accurate inspection has not been possible d. where unknown is used with supporting evidence 4) Produce THREE Energy Performance Certificates (EPCs) using the current version of SBEM software. Each of the EPCs must be accompanied by a record/survey form containing the SBEM input data used For ONE of the EPCs in () learners must: ) Produce a learner statement that describes how they followed a methodical process to prepare the Energy Performance Certificate. This statement should describe: a. the procedures followed to prepare the EPC b. any issues they encountered when producing the EPC and how these were dealt with c. How the EPC should be prepared for,and lodged on the central register d. How the necessary audit evidence can be uploaded to Accreditation/Certification bodies using electronic transfer 6) Produce a learner statement that describes how and why data collected from a visit is stored safely and securely in accordance with current legislation and Scheme Operating Requirements. The statement should also describe how the data is protected, and would be recovered, should it suffer major damage, such as from fire or flood 7) Produce a written communication to the client explaining why, having started an energy assessment, the inspection cannot continue any further. The letter should also lay out options on the way ahead for the client. 8) It is unlikely that the above evidence will be sufficient to cover the following knowledge and understanding: Assessment Criteria.;.3-.;.7;.,.,.,.8; (a summary list is provided at Appendix ). Where this is the case, ONE of the following must also be provided to cover these: either: A written record or audio recording of a Structured Professional Interview with the learner. The assessor s notes, cue sheet and any relevant timings must be included, together with the learner s responses and any follow-up questions the assessor considers necessary. or: A set of written knowledge questions specified and assessed by the assessment centre. The questions and a record of the learner s answers must be submitted as evidence. Assessors must take appropriate measures to ensure that the answers provided are those of the learner. Version : July 0 Page 33 of 43

34 Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM Title Unit 4: Report on the energy assessment of new and existing nondwellings using Simplified Building Energy Model SBEM Level 4 Credit Value 7 Unit purpose and aims This unit aims to develop the knowledge and skills needed to prepare a report on the energy assessment of existing non-dwellings using Simplified Energy Model (SBEM) Learning Outcome Assessment Criterion - the learner can: - the learner will: Understand how to. Describe the prescribed format and content of an Energy Performance Certificate produce Recommendations Report Recommendations Reports for nondwellings. Identify the range of energy efficiency measures that may be included within an using SBEM Energy Performance Certificate Recommendations Report.3 State the approved software used to generate energy efficiency measures for the property.4 Explain the principles underpinning the approved software used to calculate energy ratings and produce Recommendations Reports. Explain how to correctly use the approved software to produce Energy Performance Certificates.6 Explain the importance of checking that data has been inputted correctly and how to review data if the calculation will not process or if the result appears incorrect.7 Explain the effect of choosing default data options on the energy efficiency measures offered by SBEM.8 Explain how to check the Energy Performance Certificate Recommendations Report for cost-effective improvement, ensuring compliance with relevant requirements and conventions.9 Identify the level of detail within your records required to produce a complete and comprehensive Recommendations Report and justify your decisions on the values recorded and energy efficiency measures selected.0 Explain the importance of making and maintaining records that are complete, accurate and legible. Explain the reasons why it is necessary and important to record where and why accurate inspection has not been possible. Identify the circumstances in which records can include the fact that information is unknown and the evidence required to support this choice.3 Explain the importance of storing records securely allowing for future access and the purposes for which your records may be used ER 4 Understand how to provide a clearly defined and robust hierarchy of energy efficiency measures for non-dwellings. Explain how to use approved software to generate energy efficiency measures for the property. Explain the way in which energy efficiency measures are generated and circumstances when it is appropriate to delete them.3 Explain the importance of checking the energy efficiency measures generated, deleting any that are inappropriate, and providing your reasons / Version : July 0 Page 34 of 43

35 .4 Identify the factors that could affect the choice of energy efficiency measures for improvements to the property, including: Issues that make them unsuitable for the property Interactions between building fabric and building services Listed building status/conservation areas. Identify the issues that could make energy efficiency measures unsuitable for the property, including: Property situation e.g. subject to extreme weather Property condition e.g. state of repair of external walls Inadequate ventilation Traditional construction Any other features of the property, or its site/location, which might adversely affect the performance of the recommended improvement, or the building s performance after improvement.6 Explain how to make appropriate deletions/amendments based on the practical and economic feasibility for the building under consideration Identify current typical costs of energy efficiency measures 4.8 Explain how to estimate typical costs, for the particular building, of any proposed energy efficiency measures.9 Explain how to assess the carbon impact and payback period of energy efficiency measures in order to provide an hierarchy of improvement measures.0 Identify the data and information required to be lodged on the relevant central register. Identify appropriate advice on the implementation of the energy efficiency measures that may be given to the client Understand how to communicate the value of a Recommendations Report and how it can be used 3. State the objective of producing Recommendations Reports 4 3. Explain the difference between high, medium and low carbon impact energy efficiency measures and the scale of savings that each may achieve 3.3 Identify which elements have greater impact on the energy performance of the building in question and why Explain how estimates of costs for energy efficiency measures have been arrived at and how robust they are 3. Explain how to communicate and explain the energy efficiency measures to the client 3.6 Explain the importance of retaining documentation for audit purposes or legal compliance 3.7 Explain how to convey essential information in a written report in a way which will be comprehensible to the client Identify where to refer clients for further help and advice 3 4 Be able to produce Recommendations Reports for nondwellings using SBEM 4. Use approved software to generate energy efficiency measures that improve energy performance 4. Check the Recommendations Report, ensuring compliance with relevant requirements and current conventions 4.3 Produce and maintain accurate and legible records which are clear, complete and conform to accepted professional and statutory requirements to include: Records investigations carried out Values recorded Options considered Version : July 0 Page 3 of 43

36 Be able to provide a clearly defined and robust hierarchy of energy efficiency measures for nondwellings 4.4 Record information at a sufficient level of detail to produce a complete and comprehensive Energy Performance Certificate and justify your decisions on values recorded and energy efficiency measures selected 4. Describe the circumstances in which records can include the fact that information is "unknown and the evidence required to support this choice 4.6 Store records securely allowing for future access and explain the purposes for which the records may be used. Use the approved software to generate energy efficiency measures to improve energy performance. Explain the effect of choosing default data options on the energy efficiency measures offered by SBEM.3 Check the energy efficiency measures generated and make appropriate deletions, additions and amendments based on the practical and economic feasibility for the building under consideration, providing and documenting your reasons.4 Identify the factors that could affect the choice of energy efficiency measures for improvements to the property, including issues that make them unsuitable for the property, interactions between building fabric and building services and listed building status/conservation areas / /. Identify the relative costs of any energy efficiency measures which may be proposed 3.6 Provide a hierarchy of improvement measures based on carbon impact and payback period.7 Identify the data and information required to be lodged on the relevant central register and show understanding of the lodging procedures 3.8 Produce a valid Recommendations Report, in accordance with approved guidance.9 Provide initial advice on the implementation of the recommendations made 3 6 Be able to communicate the value of a Recommendations Report and how it can be used 6. Explain to clients the objective of producing Recommendations Reports 3 6. Explain to clients the difference between high, medium and low carbon impact measures, giving examples of the scale of savings which may be achieved by each 6.3 Explain to clients which recommendations have greater impact on the energy performance of the building in question and why Explain to clients how estimates of costs for energy efficiency measures have been arrived at and how robust they are 3 6. Explain energy efficiency measures to the client Understand the importance of retaining documentation for audit purposes or legal compliance 6.7 Highlight the essential information contained in the Recommendations Report in a way which will be comprehensible to the client 3 Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate competence to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Version : July 0 Page 36 of 43

37 Evidence Requirements Learners must: ) Produce the outputs from THREE Energy Performance Certificates (EPCs) using the current version of SBEM software which should include: final, printed outputs from the approved software including: - SBEM main calculation output document - SBEM recommendations report - SBEM secondary recommendations report - system descriptions - summary of assessment findings - all comments no default text to be used - descriptive comments - additional advice Note: these outputs should be from the three EPCs produced for Unit 3. For ONE of the EPCs in () learners must: ) Produce a learner statement that describes how they followed a methodical process to prepare, check and amend as necessary the Energy Performance Certificate recommendations report. This statement should describe how they checked that the recommendations generated were accurate and appropriate for the property. 3) Produce a communication (eg letter, , information sheet, record of conversation) to the client that explains:. a. the Energy Performance Certificate has been completed and is available to them b. all the component parts of the Energy Performance Certificate and their implications c. variations between ratings and energy efficiency measures produced by different versions of the calculation methodology d. the limitations of the approved software for both ratings and energy efficiency measures e. which energy efficiency measures were considered and rejected with reasons f. where additional advice and support can be obtained g. precise meanings of technical terms h. why predicted savings may not be achievable in practice and why i. the role of the EPC in Green Deal and how clients can access this j. their complaints procedure 4) It is unlikely that the above evidence will be sufficient to cover the following knowledge and understanding: Assessment Criteria.4;.4-.9; (a summary list is provided at Appendix ). Where this is the case, ONE of the following must also be provided to cover these: either: A written record or audio recording of a Structured Professional Interview with the learner. The assessor s notes, cue sheet and any relevant timings must be included, together with the learner s responses and any follow-up questions the assessor considers necessary. or: A set of written knowledge questions specified and assessed by the assessment centre. The questions and a record of the learner s answers must be submitted as evidence. Assessors must take appropriate measures to ensure that the answers provided are those of the learner. Version : July 0 Page 37 of 43

38 PART Appendices Appendix Summary of knowledge and understanding requirements The following provides a summary list of knowledge and understanding requirements which are unlikely to be covered by performance evidence within each unit. Assessors can assess these in separate sections or as a whole, to meet their learners needs. Unit : Conduct energy assessments in a safe, effective and professional manner. Explain the relevant legal duties for health, safety and security in the workplace. Identify the health, safety and security risks that could exist in different locations, and the action to take to minimise or mitigate risks.3 Identify the risks to self which are associated with lone working.4 Explain why it is important to remain alert to the presence of risks in the workplace. Explain the importance of personal conduct in maintaining the health, safety and security of yourself or others.6 Explain how to make use of relevant suppliers and manufacturers instructions for the safe use of equipment, materials and products.7 Explain who should be informed of any conflicts between different health, safety and security requirements.8 Describe the procedures for different types of emergency.9 Identify the types of suggestions for improving health, safety and security at work that could be made and who should be given them. Explain how to identify the information you require and the potential sources of such information.3 Describe how to respond to enquiries from others and how to clarify their information needs.4 Explain how to respond to enquiries which are outside your authority, beyond your area of knowledge or expertise or where the information requested is confidential 3. Describe the relevant policies and legislation on combating climate change and the reduction of carbon emissions from buildings 3. Describe the relevant legislation covering: The energy performance of buildings Compliance with safe working practices The relevant regulations in the Devolved Administrations Where appropriate relevant legislation on the use of refrigerants 3.3 Describe the relevant official guidance and conventions relating to the assessment of energy performance 3.4 Describe your specific responsibilities under prescribed codes of conduct and ethical standards 3. Describe why it is important to comply with mandatory and advisory codes of practice 3.6 Describe the specific auditing or monitoring requirements that relate to your registration with your accreditation organisation(s), or the equivalent in the Devolved Administrations and your responsibilities in complying with these 3.7 Describe the framework under which Accreditation Bodies, or the equivalent in the Devolved Administrations, are required to operate, including their Scheme Operating Requirements or equivalent in the Devolved Administrations 3.8 Explain the importance of obtaining and maintaining appropriate professional indemnity insurance (PII) cover, either through your own business or your employer and the extent and limitations of this type of cover Version : July 0 Page 38 of 43

39 Unit : Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for asset ratings. Explain the legislation governing energy assessment and the overall purposes of the Energy Performance Certificate. Identify the relevant regulations for energy performance requirements new buildings.3 Identify the relevant regulations for energy performance requirements for existing buildings.4 Describe the types of property and situations that do not by law require energy certification and how to deal with voluntary certification. Identify the Building Regulations, EPBD Regulations and other Regulations energy performance requirements that are relevant to buildings other than dwellings.6 Describe the different stages involved in the energy assessment of new buildings, ensuring compliance with relevant aspects of Building Regulations and leading to the production of the as built assessment, for the purpose of producing an Energy Performance Certificate.7 Review the frequency of energy assessments and the validity of certificates and reports.8 Explain the role of the Energy Performance Certificate in wider government policy including where relevant the Green Deal Unit 3: Undertake energy inspections of Level 3 non-dwellings using the Simplified Building Energy Model (SBEM). Explain the legislation governing energy assessment and the overall purposes of the Energy Performance Certificate.3 Identify the relevant regulations for energy performance requirements for existing buildings.4 Describe the types of property and situations that do not by law require energy certification and how to deal with voluntary certification. Identify the Building Regulations, EPBD Regulations and other Regulations energy performance requirements that are relevant to buildings other than dwellings.7 Review the frequency of energy assessments and the validity of certificates and reports. Identify assumptions that are made in determining energy performance. State the factors that are relevant to determining the energy performance of a property and those that are deemed not to affect the energy performance of the property. Describe how much impact building characteristics have on the building s overall energy performance.8 Review the implications of hazardous building fabric for the energy assessment and reporting Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM.4 Explain the principles underpinning the approved software used to calculate energy ratings and produce Recommendations Reports.4 Identify the factors that could affect the choice of energy efficiency measures for improvements to the property, including: Issues that make them unsuitable for the property Interactions between building fabric and building services Listed building status/conservation areas. Identify the issues that could make energy efficiency measures unsuitable for the property, including: Property situation e.g. subject to extreme weather Property condition e.g. state of repair of external walls Inadequate ventilation Traditional construction Any other features of the property,or its site/location, which might adversely affect the performance of the recommended improvement, or the building s performance after improvement Version : July 0 Page 39 of 43

40 .6 Explain how to make appropriate deletions/amendments based on the practical and economic feasibility for the building under consideration.7 Identify current typical costs of energy efficiency measures.8 Explain how to estimate typical costs, for the particular building, of any proposed energy efficiency measures.9 Explain how to assess the carbon impact and payback period of energy efficiency measures in order to provide an hierarchy of improvement measures 3. State the objective of producing Recommendations Reports 3. Explain the difference between high, medium and low carbon impact energy efficiency measures and the scale of savings that each may achieve 3.3 Identify which elements have greater impact on the energy performance of the building in question and why 3.4 Explain how estimates of costs for energy efficiency measures have been arrived at and how robust they are Version : July 0 Page 40 of 43

41 Appendix Structured Professional Interview The structured professional interview (SPI) is one method centres can use to assess learner competence. The SPI is designed to be used primarily with experienced practitioners in situations where the learner needs to fill small scale gaps in their evidence in a quick and efficient yet robust manner. As such it is an ideal assessment method for this qualification when the minimum evidence has already been submitted but there are still some small areas of doubt but which are not sufficient to warrant requiring the learner to submit further product evidence. The SPI is an assessment tool that allows the assessment centre to undertake a detailed and structured interview with the learner, to review the specified additional evidence in a structured fashion. Centres should bear in mind that it is generally those learners with more relevant experience who will find it easier to locate evidence at the time of the interview than a less experienced counterpart. Where the SPI is used with less experienced learners, the assessor may need to contact the learner in advance to give guidance on how to prepare. Alternatively, the assessor knowing where the gaps are in the learner s evidence - can prepare the ground to be covered with the learner when they meet, perhaps discussing this with the learner in advance. A guidance document on SPI is available on the ABBE website at ABBE Structured Professional Interview Form Learner name: Outline of subject discussed Outline of response given by learner Date Evidence seen and location Assessor Decision (including justification for this) Assessor Signature Learner Signature IV Signature (if sampled) Version : July 0 Page 4 of 43

42 Appendix 3 Non-Domestic Conventions Flowchart v.3 issued Dec 0* * Learners should always use the most recent version of the conventions for the production of evidence for their portfolios Version : July 0 Page 4 of 43