Qualification and Assessment Specification

Transcription

1 Qualification and Assessment Specification NOCN Level 2 Diploma in Construction Crafts Painting and Decorating Qualification No: 600/6568/0 Operational Start Date: 1st September 2012 Version 3.0 December

2 CONTENTS 1. Introduction About NOCN Approval to offer NOCN Qualifications NOCN Level 2 Diploma in Construction Crafts Entry Requirements Qualification Structure Total Qualification Time (TQT) Assessment and Evidence Fair and Equitable Assessment Learners with Particular Requirements Recognised Prior Learning Quality Assurance Requirements Tutor / Assessor Internal Verifier External Verification Continuing professional development (CPD) Guidance on delivering the qualification Unit 1 - Exploring Health, Safety and Welfare in Construction Unit 2 - Sustainability in the Construction Industry Unit 3 - Prepare background surfaces for tiling or painting/decorating Unit 4 - Hang standard wall coverings Unit 5 - Apply paint systems by brush and roller Unit 6 - Understanding the product information needed by customers: paint systems, wall coverings and sealants Unit 7 - Expanding paint finishing skills Unit 8 - Produce basic brush graining and marbling effects Unit 9 - Produce broken colour work Unit 10 - Move, handle or store resources Unit 11 - Erect and dismantle access/working platforms Unit 12 - Teamwork Skills Unit 13 - Introduction to Self Employment: Level Unit 14 - Building a Personal Career Portfolio Unit 15 - Preparing for Work Appendix 1 - Resource Suggestions Appendix 2 Assessment Documentation Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit

3 7.6. Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Learner Evidence Record Unit Appendix 3 PLTS Log and Declaration Feedback Sheet

4 1. Introduction This handbook is a resource for NOCN centres who wish to offer the NOCN Level 2 Diploma in Construction Crafts -. The qualification is relevant to organisations within the sector, and organisations that employ staff for the sector. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements About NOCN NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, a provider of fully accessible, trusted and flexible qualification and accreditation services. Over the years, NOCN has worked well together with our centres for the benefit of learners across the country; adapting and benefitting from a mutual interest to provide a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence, and expertise within communities Approval to offer NOCN Qualifications If you are interested in offering NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating, but do not currently offer any other NOCN qualifications, you will need to be recognised as an NOCN approved centre. This process includes: Confirmation that the organisation has an adequate infrastructure in place to support the effective delivery of NOCN qualifications. An agreement signed by the principal authority in the organisation confirming adherence to the specified terms and conditions which safeguard the quality assurance standards, in relation to the delivery and assessment process. If you would like more information about becoming a NOCN centre and offering this qualification please see Learning Providers section on our website or contact compliance@nocn.org.uk Existing Centres If you would like more information about offering this qualification, please contact centreupdates@nocn.org.uk 4

5 2. NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating The NOCN Level 2 Diploma in Construction Crafts - is designed to provide an introduction to the construction industry. Learners will gain knowledge on how to prepare for a career in. This qualification is suitable for learners aged 16 years or over. The qualification will provide learners with an opportunity to: Explore the skills and knowledge requirements for working in the construction industry. Gain an awareness of the importance of health and safety in construction. Gain an awareness about environmental issues relating to construction. This qualification is approved by Construction Skills as the knowledge element of Apprenticeship Framework FR02454 Construction Building England, Pathway 1: Decorative Finishing and Industrial Painting. NOCN also offers the corresponding Competence qualification, the NOCN Level 2 NVQ Diploma in Decorative Finishing and Industrial Painting Occupations (Construction). Please follow the link below to access the latest version of the relevant Apprenticeship Framework Entry Requirements There are no entry requirements for this qualification Qualification Structure The NOCN Level 2 Diploma in Construction Crafts - is a 52 credit qualification with a Total Qualification Time (TQT) of 520, including Guided Learning Hours (GLH). Learners must achieve a total of 52 credits. 32 credits must be taken from Mandatory Group A. A minimum of 20 credits must be taken from Mandatory Group B. 5

6 Mandatory Group A Credit Ofqual Unit Level Unit Title Value Reference Number Exploring Health, Safety and Welfare in Construction Level 2 5 J/600/0062 Sustainability in the Construction Industry Level 2 5 L/600/0063 Prepare background surfaces for tiling or painting/decorating Level 2 4 L/503/8656 Hang standard wallcoverings Level 2 8 Y/503/7476 Apply paint systems by brush and roller Level 2 10 R/503/7475 Mandatory Group B Level Credit Value Ofqual Unit Reference Number Unit Title Understanding the product information needed by customers: paint systems, wall coverings and sealants Level 2 4 K/600/3990 Expanding Paint Finishing Skills Level 2 1 H/506/8679 Produce basic brush graining and marbling effects Level 2 4 D/503/7480 Produce broken colour work Level 2 4 K/503/7479 Move, handle or store resources Level 2 4 K/503/4310 Erect and dismantle access/working platforms Level 2 4 J/503/7344 Teamwork Skills Level 2 2 L/503/0993 Introduction to Self Employment: Level 2 Level 2 2 H/501/5786 Building a Personal Career Portfolio Level 2 3 T/505/5063 Preparing for Work Level 2 3 L/503/ Total Qualification Time (TQT) Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification. TQT is split into two areas: Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training. Other Learning Hours (OLH): 6

7 o an estimate of the number of hours a learner will spend, as directed by (but not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including: preparatory work self-study or any other form of education or training, including assessment. Examples of GLH activities include: Classroom-based learning supervised by a teacher Work-based learning supervised by a teacher Live webinar or telephone tutorial with a teach in real time E-learning supervised by a teacher in real time All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training Exam time Examples of OLH activities include: Independent and unsupervised research/learning Unsupervised compilation of a portfolio of work experience Unsupervised e-learning Unsupervised e-assessment Unsupervised coursework Watching a pre-recorded podcast or webinar Unsupervised work-based learning The agreed Total Qualification Time has been used to identify the qualification s Credit Value. 7

8 3. Assessment and Evidence The NOCN Level 2 Diploma in Construction Crafts - is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 2 Diploma in Construction Crafts - is a vocationally/ knowledge based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a construction job role. When designing courses, centres are encouraged to offer a variety of assessment methods including; case studies, role play, assignments, projects, reports, video and oral recordings, discussion notes, written and oral question and answers, simulations, etc. The centre must ensure that the assessment activities are: Valid Reliable The assessment activity must be fit for purpose and afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria. Assessment activities and resulting decisions must be consistent across all assessors. Although the activity is applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard. Authentic Evidence presented must be the learners own work Fair and Equitable Assessment Assessment within NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is designed to be accessible and inclusive. The unit based approach allows flexibility throughout; enabling learners to achieve the qualification in stages. The assessment methodology is appropriate for individual assessment or for groups of learners. 8

9 3.2. Learners with Particular Requirements If you have learners with particular requirements you should refer to the Access to Fair Assessment Policy and Procedure which can be found in the NOCN Centre Handbook on the NOCN website. This section gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires policy statements on equal opportunities, diversity; and disability discrimination. These policy statements are then checked and confirmed through the Quality Review and Risk Assessment process Recognised Prior Learning Recognition of prior learning is an assessment method leading to the Certificate of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning. Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment. When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 9

10 4. Quality Assurance Requirements NOCN quality assurance process and procedures are designed to ensure that NOCN s quality of assessment and the verification process are being adhered to. The procedures support our centres to provide high quality training Tutor / Assessor Tutors delivering this qualification must be able to demonstrate that they meet the following occupational competence requirements. They should: Be technically competent in construction and/or have experience of providing training within the subject area. This experience must be, as a minimum, at the same level as the training being delivered. Be occupationally knowledgeable in the area of construction for which they are delivering training; this knowledge must be, as a minimum, at the same level as the training being delivered. Hold a recognised teaching qualification or, for new tutors, undertake and complete initial teacher training minimum L3 within 12 months of taking up the tutor role. Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed Internal Verifier Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair, and transparent and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the Certificate, ensuring validity, reliability, and consistency. The internal verifier must be able to demonstrate that they meet the following occupational competence requirements. They should: Be technically competent in construction and/or have experience of providing training; this experience must be, as a minimum, to the same level as the training being delivered. 10

11 Be occupationally knowledgeable in the area of construction for which they are verifying; this knowledge must, as a minimum, be to the same level as the training being delivered. NOCN supports and recognises centres internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice External Verification Once recognised as a Centre, NOCN will allocate an External Verifier. The External Verifier will have ongoing responsibility for monitoring the centre s compliance with the requirements of centre recognised status. External Verifiers will make regular visits to all Centres. During these visits he/she will: Monitor the Centre s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal moderators, learners and administrative staff. Sign off the Recommendation for the Award of Credit (RAC) Continuing professional development (CPD) Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their staff are up to date with regards to best practice in delivery, assessment and verification. 11

12 5. Guidance on delivering the qualification This qualification is made up of 50 credits from the mandatory units below; when completed, it provides the learner with an underpinning knowledge when working in the sector of the construction industry. Unit 1 Exploring Health, Safety and Welfare in Construction. Unit 2 Sustainability in the Construction Industry. Unit 3 Prepare background surfaces for tiling or painting/decorating. Unit 4 Hang standard wall coverings. Unit 5 Apply paint systems by brush and roller. Plus a variety of optional units where the learner can extend the knowledge and skills in or employability skills that will support the learner to gain employment. Unit 6 Understanding the product information needed by customers: paint systems, wall coverings and sealants. Unit 7 Expanding Paint Finishing Skills. Unit 8 Produce basic brush graining and marbling effects. Unit 9 Produce broken colour work. Unit 10 Move, handle or store resources. Unit 11 Erect and dismantle access/working platforms. Unit 12 Teamwork Skills. Unit 13 Introduction to Self Employment: Level 2. Unit 14 Building a Personal Career Portfolio. Unit 15 Preparing for Work. 12

13 5.1. Unit 1 - Exploring Health, Safety and Welfare in Construction Unit Title: Exploring Health, Safety and Welfare in Construction Unit Level: Two Unit Credit Value: 5 GLH: 30 Unique Reference J/600/0062 Number: This unit has 3 learning outcomes. LEARNING OUTCOMES The learner will: 1. Know the importance of health, safety and welfare in the construction and built environment sector. ASSESSMENT CRITERIA The learner can: 1.1. Describe key methods used to ensure good standards of health and safety on a construction site Identify the roles and responsibilities of relevant personnel. 2. Be able to carry out risk assessments Identify potential risks and hazards in an area of the working environment Perform a risk assessment. 3. Understand the importance of control measures in risk assessment Explain how control measures are used in risk assessment procedures. 13

14 The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the importance of health, safety and welfare in the construction and built environment sector. 2. Be able to carry out risk assessments. 3. Understand the importance of control measures in risk assessment. All the criteria must be met if the outcome is to be achieved. Delivering Unit 1 - Exploring Health, Safety and Welfare in Construction The aim of this unit is to develop the learner s knowledge of how health, safety and welfare is implemented and managed within construction. Through this unit they will consider the key methods used to ensure good standards and identify the roles and responsibilities of those who hold positions relating to its management. They will identify potential risks and hazards that they may encounter in construction, perform risk assessments and explain how control measures are used. Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, learners will need to identify and describe the key methods used to ensure good health and safety on a construction site. This could include ensuring the right team is in place at the start of a project and that they are aware of their responsibilities. Learners could look at how health, safety and welfare is communicated within a site, from the use of site inductions to regular toolbox talks focusing on specific, and relevant, health and safety topics. Learners should also be able to describe the various documentation used including method statements, permits to work and hot works permits. Awareness of construction related health and safety schemes including the Construction Skills Certification Scheme (CSCS) and Construction Plant Competence Scheme (CPCS) could also be considered with explanations of their benefits. Learners could look at government legislation that can impact on health and safety including the Health and Safety at Work Act 1974 (HASAWA), Control of Substances Hazardous to Health Regulations 2002 (COSHH), Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) and Manual Handling Operations Regulations Learners should also be able to identify the various roles within construction that can impact on health and safety including Project Manager, Health and Safety Manager, First Aiders, Supervisors and themselves, listing the responsibilities of each. Through guided learning and group work, learners should be able to identify the potential hazards and risks that could be found in construction. Explaining the risks that each can pose such as working at heights or in confined spaces, the use of hand and power tools, 14

15 hazardous materials and chemicals and the effects these can have as well as possible diseases and their causes such as Tetanus and Weils Disease. They should also be given the opportunity to carry out risk assessments in a controlled environment, highlighting the hazards and risks, gauging the likelihood of them occurring (high, medium or low) and their consequences (from none to multiple fatalities) and identifying the methods and controls that can be implemented to reduce or remove the risk including use of correct clothing and equipment, training and housekeeping. Learners will be required to look at the various controls that can be put in place, the types of personal protective equipment can be used and how, the use of barriers to separate the workforce from plant and drops, designated welfare facilities including canteens, toilets and drying rooms amongst others. They should be able to identify these measures and the hazards that they can be applied to, stating how these will help mitigate the risk. Unit 1 content Learners must be able to describe methods used to ensure good standards of health and safety on a construction site as well as identifying the various roles and responsibilities of the relevant personnel. Learners must be able to identify potential risks and hazards in a working environment and carry out a risk assessment. Learners must be able to explain how control measures are used in risk assessment procedures. 15

16 5.2. Unit 2 - Sustainability in the Construction Industry Unit Title: Sustainability in the Construction Industry Unit Level: Two Unit Credit Value: 5 GLH: 30 Unique Reference L/600/0063 Number: This unit has 4 learning outcomes. LEARNING OUTCOMES The learner will: 1. Understand the concept of sustainability as it applies to the construction and built environment sector. 2. Know the issues affecting the development of a sustainable built environment. ASSESSMENT CRITERIA The learner can: 1.1. Explain what is meant by sustainability Evaluate the relevance of sustainability to the construction and built environment sector Identify the issues associated with the provision of a sustainable built environment Describe the issues associated with the provision of a sustainable built environment. 3. Know how sustainability can benefit the built environment both locally and nationally. 4. Know how sustainable design and construction techniques are used to address environmental issues Identify the benefits of using sustainable construction, in both local and national terms Describe the benefits of using sustainable construction, in both local and national terms Identify the sustainable design and construction techniques used to minimise environmental impact Describe the sustainable design and construction techniques used to minimise environmental impact. 16

17 The unit specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Understand the concept of sustainability as it applies to the construction and built environment sector. 2. Know the issues affecting the development of a sustainable built environment. 3. Know how sustainability can benefit the built environment both locally and nationally. 4. Know how sustainable design and construction techniques are used to address environmental issues. All the criteria must be met if the outcome is to be achieved. Delivering Unit 2 - Sustainability in the Construction Industry The aim of this unit is to develop the learner s knowledge of sustainability in the construction industry, what this is, the benefits and how this is managed. Learners will evaluate the relevance of sustainability; the issues and benefits associated both locally and nationally as well as identifying and describing design and construction techniques. Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, learners will begin this unit by developing an explanation of what is meant by sustainability and explain its relevance to the construction and built environment sector. Learners will be required to consider the environmental impacts of construction and how this can be addressed, considering both the benefits, protecting wildlife etc. as well as issues that could include increased costs. Other considerations could include financial impacts, the potential additional costs involved weighed against the possible benefits when bidding for future contracts, public perception of the sector and individual companies as well as the benefits of new, green, technologies and increased business opportunities. Learners should identify, research and describe issues and benefits relating to sustainability and may look at corporate responsibility; how construction is dealing with carbon emissions and waste which would have an impact on energy usage, pollution and climate change. Upgrading of existing building stock: how can buildings be retrofitted so that they are more energy efficient and how this is vital to government emissions targets. Learners may also discuss how the sector uses materials and handles waste; looking at how some materials that may previously have been disposed of could be reused, looking at both the environmental and financial benefits of this. Local community engagement could also be considered and could cover the upskilling of the existing workforce to open up new entry level positions where they recruit locally to bring about community benefits, reduction in unemployment, money earned is spent locally so local businesses benefit and also ensure that the workforce is trained in the skills required for future work. Alongside employment, learners could also look at the 17

18 benefits of local procurement, reduced transportation cost along with reduced transport carbon emissions and increased local employment with the supply chain through increases in work. Alongside all of these, learners should look at the costs of carrying out sustainable construction, considering at what point does it become too expensive, the longevity of employment opportunities and other possible detrimental effects. Finally learners will identify and describe the sustainable design and construction techniques that can be implemented to reduce the environmental impact of construction. This section could include looking at locations of new builds, is the area prone to flooding, if on a brown field site does it require significant remediation, local existing and planned infrastructure including transport links and services (gas, electric, water) and what can be done to minimise environmental impact of building these. They should also consider the design of the buildings, what energy saving measures will be included (photo voltaic, solar heating, insulation, ground source heat pumps and grey water harvesting). In addition they could look at the types of materials used, how sustainable is their manufacture, the use of lighter materials that can reduce transportation costs as well as how the build is managed, combining deliveries and recycling or reusing existing materials, demolition rubble reused on site to reduce waste leaving the site. Unit 2 content Learners must be able to explain what is meant by sustainability and evaluate its relevance to the construction and built environment. Learners must be able to identify and describe the issues associated with the provision on the sustainable built environment. Learners must be able to identify and describe the benefits of sustainable construction in both in local and national terms. Learners must be able to identify and describe the design and construction techniques used to minimise environmental impact. 18

19 5.3. Unit 3 - Prepare background surfaces for tiling or painting/decorating Unit Title: Prepare background surfaces for tiling or painting/decorating Unit Level: Two Unit Credit Value: 4 GLH: 40 Unique Reference L/503/8656 Number: This unit has 3 learning outcomes. LEARNING OUTCOMES The learner will: 1. Know the requirements for preparing background surfaces for tiling or painting/decorating. ASSESSMENT CRITERIA The learner can: 1.1. Interpret relevant information for the task including drawings, specifications, schedules, method statements and manufacturers information Identify personal, protective equipment (PPE) for the task in accordance with the specification Identify the resources required including solvents, cleaning agents, stripping materials and equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings Identify the hand and/or powered tools and access equipment required State procedures for workplace safety and dealing with accidents, emergencies and problems. 19

20 LEARNING OUTCOMES The learner will: 2. Know how to prepare background surfaces for tiling or painting/decorating. 3. Prepare background surfaces for tiling or painting/decorating in accordance with the specification. ASSESSMENT CRITERIA The learner can: 2.1. State how to protect the work area in accordance with the specification Identify potential hazards to be aware of during the work Describe when and why personal, protective equipment (PPE) should be used Describe the programme of work and what needs to be completed in the allocated time Describe the methods of work to be used to meet the specification State legislative requirements for disposing of waste State procedures for maintaining tools and equipment Select personal, protective equipment (PPE) for the task in accordance with the specification Protect the work and surrounding area from damage Apply preparatory treatments to previously tiled or painted decorated surfaces Remove surface contamination from previously tiled or painted decorated surfaces Prepare brick, block, concrete, wood, manufactured board, render or plaster for tiling and painting/decorating Mix and apply primers and plaster, sand, cement and lime renders Fill, level and abrade surfaces Fix proprietary mesh and trims, waterproof membranes and movement joints Operate hand and powered tools and access equipment as required Comply with workplace safety and legislative requirements for disposing of waste. 20

21 The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the requirements for preparing background surfaces for tiling or painting/decorating. 2. Know how to prepare background surfaces for tiling or painting/decorating. 3. Prepare background surfaces for tiling or painting/decorating in accordance with the specification. All the criteria must be met if the outcome is to be achieved. Delivering Unit 3 - Prepare background surfaces for tiling or painting/decorating The aim of this unit is to allow the learners to develop their skills in preparing a range of surfaces for tiling, painting or decorations. It covers the requirement for surface preparation, the selection of tools, equipment and resources and practical activities to demonstrate learning and abilities. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion as well as personal research, the learners will need interpret a range of information sources including drawings, specifications, schedules, method statements and manufacturers instruction to be able to understand the given tasks. Using the supplied information they must be able to identify the correct personal protective equipment for the task and all necessary resources such as solvents, cleaning agents, stripping materials, and equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings. Learners must be able to interpret the given information to identify the tools, both hand and powered, and any access equipment/working platforms that will be required to carry out the task correctly and safely. Learners must also be able to state the procedures for workplace safety, taking into account the Control of Substances Hazardous to Health (COSHH) regulations given the nature of some of the resources they may use, as well as the Health and Safety at Work Act and Working at Height Regulations amongst others and also state the procedures for dealing with accidents, emergencies and problems. Learners must be able to state how they will protect the work and surrounding area in accordance with specification, carrying out a workplace assessment and identifying items that can be removed and stored as well as those that will need to be protected, stating the materials they will use to carry this out. They should be able to identify potential hazards in the area that may arise during works such as trips, falls, and spillages as well as possible hazards relating to the tools and resources being used. In addition, learners must be able to describe when and why personal protective equipment should be worn, identifying the site, manufactures guidelines and COSHH regulations. 21

22 From the task guidance they will need to be able to describe the programme of works, listing the tasks that will need to be carried in the correct order with timescales to ensure that all works are completed within the allocated time. They should include in this the tools, equipment and materials that will be required at each stage and ensure that the works follow a logical sequence, describing the methods of work to be used in line with all specifications. Learners must also state the legislative requirements for disposing of waste such as current EC legislation, Waste Management Licensing and Hazardous Waste regulations and the Environmental Protection Act. They will also be able to state the procedures they will adopt for maintaining tools and equipment, using them correctly and safely, checking before and cleaning after use and storing correctly and securely. Learners should have the opportunity to carry out practical activities in a controlled environment and should be assigned a range of tasks to demonstrate their learning. For each task they must select and use the correct personal protective equipment and before starting, protect the work and surrounding areas, removing and storing items where possible and using dust sheets, boards and tape to protect surfaces and immovable items including door and window furniture. The range of tasks assigned must include applying preparatory treatments to and removing contamination from previously tiled or painted surfaces, ensuring that they adhere to manufactures and site guidance. They must prepare brick, block, concrete, wood, manufactured board, render and plaster for painting/decorating by using fillers and bonding agents and any other resources as required to produce a ready surface. Learners must also be able to carry out patchwork repairs to surfaces, mixing and applying primers and plaster, sand, cement and lime renders to an acceptable finish as well as levelling and abrading surfaces, fixing proprietary mesh, trims, waterproof membranes and movement joints. For each of the tasks, learners must operate the correct hand and power tools and access equipment, complying with workplace safety instructions and legislative requirements in the disposal of any waste. Unit 3 content Learners must know the requirements for preparing surfaces including interpreting drawings, specifications, schedules, method statements and manufacturer s instructions, identify the required personal protective equipment, hand and power tools and resources including solvents, cleaning agents, stripping materials and equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings. They must also be able to state procedures for workplace safety and dealing with accidents, emergencies and problems. Learners must know how to prepare backgrounds, protecting work areas in accordance with specifications, identifying hazards, describe when and why personal protective equipment should be used and describe the programme of work with timescales within the allocated time. They must also describe the methods of work to meet specification, state legislative requirements for waste disposal and state procedures for maintaining tools and equipment. 22

23 Learners must prepare backgrounds for tiling or painting/decoration, select the correct personal protective equipment, protect work and surrounding areas, apply preparatory treatments to previously tiled or painted surfaces and remove surface contamination. They must prepare brick, block, concrete, wood, manufactured board, render and plaster for painting/decorating and mix and apply primers and plaster, sand, cement and lime renders and fill, level and abrade surfaces. Learners must fix preparatory mesh, trim, waterproof membranes and movement joints, operate hand and power tools and access equipment as required and comply with workplace safety and legislative requirements for disposing of waste. 23

24 5.4. Unit 4 - Hang standard wall coverings Unit Title: Hang standard wall coverings Unit Level: Two Unit Credit Value: 8 GLH: 80 Unique Reference Y/503/7476 Number: This unit has 3 learning outcomes. LEARNING OUTCOMES The learner will: 1. Know the requirements for hanging standard paper wallcoverings. ASSESSMENT CRITERIA The learner can: 1.1. Interpret relevant information for the task including specifications, current legislation, schedules, method statements, risk assessments and manufacturers information Identify personal, protective equipment (PPE) for the task in accordance with the specification Identify the resources required including surface preparation materials, pastes, adhesives, wallpapers, protective sheeting and rubbish containers Identify the hand tools and access equipment required State procedures for workplace safety and dealing with accidents, emergencies and problems. 24

25 LEARNING OUTCOMES The learner will: 2. Know how to prepare for hanging standard paper wallcoverings. 3. Hang standard paper wallcoverings to specification. ASSESSMENT CRITERIA The learner can: 2.1. State how to protect the work area in accordance with the specification Identify potential hazards to be aware of during the work Describe the characteristics, quality, uses, sustainability, limitations and defects of the resources required Describe techniques for measuring and cutting wallcoverings Describe techniques for splice jointing and trimming State legislative requirements for disposing of waste State procedures for maintaining tools and equipment Identify access requirements for the task Select personal, protective equipment (PPE) for the task in accordance with the specification Protect the work and surrounding area from damage Cut and size papers to specification Prepare pastes according to manufacturers instructions Hang paper to ceilings and walls Trim papers to size, top and bottom Work to reveals and internal and external angles Operate tools and equipment as required Comply with workplace safety and legislative requirements for disposing of waste. 25

26 The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the requirements for hanging standard paper wallcoverings. 2. Know how to prepare for hanging standard paper wallcoverings. 3. Hang standard paper wallcoverings to specification. All the criteria must be met if the outcome is to be achieved. Delivering Unit 4 - Hang standard wall coverings The aim of this unit is to develop the understanding and skills relating to the hanging of standards wallcoverings. It will introduce them to the requirements for hanging paper wallcoverings, ensure that they know how to prepare to hang and allow them to demonstrate their skills thorough practical tasks. Working within a supervised training environment consisting of classroom and workshop based teaching, learners will be introduced to the various sources of information relating to various tasks such as specifications, current legislation, schedules, method statements, risk assessments and manufacturer s instructions. They must be able to interpret these sources to identify the required task, how it is to be completed, the possible risks and how these are managed. They must be able to identify the personal protective equipment that is required for each assigned task, gloves, goggles, mask etc depending on the resources that they will be using. This will include materials and tools required to prepare surfaces, fillers, scrapers, filling knives and pastes, adhesives and wallpaper as well as those required to protect the work area and for the disposal of all waste in line with legislative requirements. They must be shown how to use the various tools for hanging wallcoverings safely and be able to identify these including paper and paste brushes, steam rollers, tape measures, levels, scissors and knives. Learners will also be introduced to and be able to state the procedures for workplace safety as well as those relating to accidents emergencies and problems. Learners will be instructed in the requirements of how to prepare for hanging wallcoverings and should be able to state how they will protect the work area during a task, removing items safely to storage and covering surfaces and immovable items to prevent damage. They must also be able to identify the various hazards that could be associated with tasks such as slips, trips and falls as well as working above ground level and those associated with the resources to be used and know how to minimise the risk. For each material, tool and pieces of equipment to be used, learners should be able to describe the characteristics, quality, uses, limitations and sustainability of each as well as potential defects. Learners must be able to describe the techniques they will use for measuring, cutting, splice jointing and trimming both plain and patterned papers, identifying the correct tools 26

27 that will be used for each procedure as well as identifying access equipment required to carry out the task safely. They must be able to state the procedures for maintaining tools and equipment, using them correctly and cleaning and storing after use in accordance with workplace and manufactures guidance. They should also be able to state the legislative requirements for the safe disposal of waste. A range of practical tasks should be assigned so that each learner is able to use the knowledge gained and demonstrate their skills in hanging wallcoverings. This should include various types of wallcovering and pastes and for each task learners must be able to select the correct protective equipment required and protect the work area prior to starting. They must demonstrate their skills in measuring, cutting and sizing the paper into specification and be able to prepare pastes in accordance with manufactures instruction. They will be required to work to hang paper to ceilings and walls using the correct paste and identifying and using access equipment to complete each task. They must be able to trim papers to size at both top and bottom leaving a neat edge and work to reveals and both internal and external angles. For all tasks, learners must be able to demonstrate the ability to select and use the correct tools safely, clear and clean the work area after each task and comply with workplace safety and legislative requirements for disposing of waste, ensuring that the final work is recorded and signed off as to specification. Unit 4 content Learners must know the requirements for hanging standard paper wallcoverings, interpreting the relevant information including specifications current legislation, schedules, methods statements, risk assessments and manufacturers instructions. They must be able to identify the correct personal protective equipment, resources including surface preparation materials, pastes, adhesives, wallpapers, protective sheeting and rubbish containers and hand tools and access equipment required. Learners must be able to state procedures for workplace safety and dealing with accidents, emergencies and problems. Learners must know how to prepare for hanging standard paper wallcoverings, stating how they will protect the work area, identifying potential hazards and describing the characteristics, quality, uses, sustainability, limitation and defects of the required resources. They must be able to describe techniques for measuring, cutting, splice jointing and trimming wallcoverings, identify access requirements for each task and state legislative requirements for the disposal of waste and procedures for maintaining tools and equipment. Learners must be able to hang standard paper wallcoverings to specification, selecting personal protective equipment and protecting the work area from damage. They must be able to cut and size paper to specification, prepare pastes to manufacturers instruction and hang paper to walls and ceilings, trimming to size at top and bottom. Learners must be able to work to reveals and internal and external angles, operate all tools and equipment as required and comply with workplace safety and legislative requirements for the disposal of waste. 27

28 5.5. Unit 5 - Apply paint systems by brush and roller Unit Title: Unit Level: Apply paint systems by brush and roller Two Unit Credit Value: 10 GLH: 100 Unique Reference R/503/7475 This unit has 3 learning outcomes. LEARNING OUTCOMES The learner will: 1. Know the information, equipment and resources required for applying paint systems by brush and roller. ASSESSMENT CRITERIA The learner can: 1.1. Interpret relevant information for the task including specifications, schedules, method statements, risk assessments and manufacturers information Identify personal protective equipment (PPE) for the task in accordance with the specification Identify the resources required including coatings, single-product systems, solvents, knotting, proprietary sealers Identify the brushes, rollers, hand tools and access equipment required State procedures for workplace safety, including VOC requirements, and dealing with accidents, emergencies and problems. 28

29 LEARNING OUTCOMES The learner will: 2. Know how to prepare for applying paint systems by brush and roller. 3. Apply paint systems by brush and roller in accordance with the specification. ASSESSMENT CRITERIA The learner can: 2.1. State how to protect the work area in accordance with the specification Identify potential hazards to be aware of during the work Describe the characteristics, quality, uses, sustainability, limitations and defects of the resources required Describe techniques for checking suitability of the previously prepared surface Describe how to prepare coatings with activators State legislative requirements for disposing of waste State procedures for maintaining tools and equipment Identify access requirements for the task Select personal protective equipment (PPE) for the task in accordance with the specification Protect the work and surrounding area from damage Check the suitability of previously prepared surfaces Prepare and apply water-borne and solvent-borne coatings with brushes, rollers and activators using specified laying off procedures Coat broad areas, linear/trim/narrow runs and detailed, complex structural/architectural items Stripecoat surface features Test wet and dry film thickness Comply with workplace safety and legislative requirements for disposing of waste. 29

30 The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the information, equipment and resources required for applying paint systems by brush and roller. 2. Know how to prepare for applying paint systems by brush and roller. 3. Apply paint systems by brush and roller in accordance with the specification. All the criteria must be met if the outcome is to be achieved. Delivering Unit 5 - Apply paint systems by brush and roller The aim of this unit is to expand learner s skills in applying paint systems with brushes and rollers through both theoretical learning and by way of a range of practical tasks. During this unit they will identify the information, resources and equipment required, know how to carry out preparation for tasks and examine procedures required in delivering work to specification. Working within a supervised training environment consisting of classroom and workshop based teaching, the learners will firstly identify the range of resources to be consulted when preparing to carry out works. This should include job specifications, schedules, method statements, risk assessments and manufacturers information as well as the various workplace and legislative guidelines. Working from the job specification and taking into account possible hazards and risks they will need to identify the correct personal protective equipment, resources such as coatings, single product systems, solvents, knotting and proprietary sealers and tools including brushes, rollers, hand tools for surface preparation and any access equipment required. For each of the tasks the learners should be able to identify the potential hazards associated with resources, tools and equipment and be able to apply control measures to minimise. They must also be able to state workplace safety procedures as well as those for dealing with accidents, emergencies and problems, explaining how this information will be communicated to them (site inductions, method statements and risk assessments) and must include any procedures relating to volatile organic compound (VOC) requirements. Learners are expected to be able to state how they will go about protecting a work area during the task, carrying out a site assessment, identifying the materials required and explain how they will be applied to protect surfaces and immovable items. For each of the resources used, learners should be able to describe the characteristics, uses and imitations as well as identifying the sustainability and limitations of each and how this will affect the work they are undertaking. Prior to starting work on previously prepared surfaces learners must check its suitability, describing the techniques they will use and explaining the results they will be looking for to ensure that it is suitable for decoration. When required they must also be aware of how to prepare coatings with activators and should be able to demonstrate this procedure during practical tasks. Learners should be able to state the procedures they will apply to maintain the tools and equipment that they 30