ABBE LEVEL 2 NVQ CERTIFICATE IN INSTALLING SOLAR COLLECTORS · PDF filejuly 2012 abbe level 2 nvq certificate in installing solar collectors to roofs: solar photovoltaic (qcf) (600/6014/1)

July 2012

ABBE LEVEL 2 NVQ CERTIFICATE IN INSTALLING SOLAR COLLECTORS TO ROOFS:

SOLAR PHOTOVOLTAIC (QCF) (600/6014/1)

ABBE LEVEL 2 NVQ CERTIFICATE IN INSTALLING SOLAR COLLECTORS TO ROOFS:

SOLAR THERMAL (QCF) (600/6013/X)

QUALIFICATION HANDBOOK

ABBE Level 2 NVQ Certificate in Installing Solar Collectors to Roofs

Version 1 July 2012 Page 2 of 46

CONTENTS

1. PART 1 Introduction................................................................................................................. 4

1.1 About The Awarding Body for the Built Environment (ABBE) ............................................ 4

1.2 Ofqual Qualification Data ........................................................................................................ 4

1.3 Purpose and aims of the qualification ................................................................................... 5

1.4 Progression .............................................................................................................................. 6

2. PART 2 General Qualification Guidance ................................................................................ 7

2.1 The Qualifications and Credit Framework ............................................................................. 7

2.2 Unit structure ............................................................................................................................ 7

2.3 Learning time ............................................................................................................................ 8

2.4 Resources ................................................................................................................................. 8

2.5 Delivery ..................................................................................................................................... 8

2.6 Recruitment and access .......................................................................................................... 8

2.7 Learners with particular assessment requirements ............................................................. 9

2.8 Role of learners ........................................................................................................................ 9

2.9 Role of mentors and advisors ............................................................................................... 10

2.10 Role of the assessor .............................................................................................................. 10

2.11 Role of the internal verifier .................................................................................................... 11

2.12 Role of the external verifier ................................................................................................... 11

2.13 Assessment methods ............................................................................................................ 11

2.14 Assessment records .............................................................................................................. 12

2.15 Credits and recognising prior learning ................................................................................ 13

2.16 Enquiries and appeals ........................................................................................................... 14

2.17 Registering learners............................................................................................................... 14

3. PART 3 ABBE Level 2 NVQ Certificates in Installing Solar Collectors to Roofs ............. 15

3.1 Qualification summary........................................................................................................... 15

3.2 Qualification evidence requirements summary .................................................................. 15

3.3 Assisting learners to find suitable evidence ....................................................................... 16



3.4 Occupational competence of assessors and internal verifiers ......................................... 16

3.5 QCF Exemptions .................................................................................................................... 17

3.6 Qualification structure and content ..................................................................................... 18

PART 4 Qualification Units................................................................................................................. 20

Unit 1: Conforming to general health, safety and welfare in the workplace ................................ 20

Unit 2: Conforming to productive working practices in the workplace ........................................ 24

Unit 3: Moving, handling and storing resources in the workplace ............................................... 27

Unit 4: Understand working safely at heights ................................................................................. 32

Unit 5: Installing solar collectors to roofs in the workplace .......................................................... 35

Unit 6: Understanding solar photovoltaic technologies and systems……………………………….40

Unit 7: Understanding solar thermal technologies and systems .................................................. 42

PART 5 Appendices ............................................................................................................................ 44

Appendix 1 - Summary of knowledge and understanding requirements ..................................... 44



1. PART 1 Introduction This guide is for prospective and existing ABBE approved assessment centres that wish to offer the following ABBE qualifications:

ABBE reference Qualification Title Ofqual reference

CertISCR(SP)L212 ABBE Level 2 NVQ Certificate in Installing Solar Collectors to Roofs: Solar Photovoltaic (QCF)

600/6014/1

CertISCR(ST)L212 ABBE Level 2 NVQ Certificate in Installing Solar Collectors to Roofs: Solar Thermal (QCF)

600/6013/X

This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the ABBE website www.abbeqa.co.uk, or by telephone from the ABBE office on 0121 331 5174.

1.1 About The Awarding Body for the Built Environment (ABBE) ABBE is an Awarding Organisation regulated by Ofqual (The Office of the Qualifications and Examinations Regulator) 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 1997, 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 B42 2SU Telephone: 0121 331 5174 Fax: 0121 331 6883 Email: [email protected] Website: www.abbeqa.co.uk

1.2 Ofqual Qualification Data

Industry Sector: 5.2 Building and Construction

Operational Start Date: 1 July 2012

Review Date: 30 April 2014

Offered In: England, Wales, Northern Ireland

Age ranges the qualification

is approved for use with: 16+

http://www.abbeqa.co.uk/

mailto:[email protected]




1.3 Purpose and aims of the qualification This qualification is intended to provide a recognised qualification for individuals who are employed in the construction industry. The job involves installing solar photovoltaic panels to both pitched and flat roofs on domestic and commercial properties. This qualification is intended both as a ‘top-up’ qualification for experienced ‘roofers’ who wish to demonstrate competence to potential employers and also for new learners who wish to qualify as an installer of a new ‘Green’ technology. The experienced learners may already hold a Construction Skills Certification Scheme (CSCS) card which has been awarded on the basis of their existing qualifications and skills while this qualification also meets the CSCS minimum standards for Roofing Occupations to enable new learners to apply for their CSCS card. The CSCS scheme was set up to help the construction industry to improve quality and reduce accidents. CSCS cards are increasingly demanded as proof of occupational competence by contractors, public and private clients and others. The qualification is relevant for those employed in either the public or private sectors and it could form the basis of further development towards higher qualification levels. The qualification has 6 mandatory units in each of two Pathways. The common mandatory units in each of the two pathways are: Conforming to general safety in the workplace; Efficient working practices in the workplace; Moving and handling resources; Understand working safely at heights; Installing solar collectors to roofs in the workplace. The mandatory units for the two pathways are:

- Pathway 1 - Understand Solar Photovoltaic Technologies and Systems;

- Pathway 2 - Understand Solar Thermal Technologies and Systems.

The qualification is primarily intended for experienced workers who will be assessed through on-site assessment and training. This offers companies, their staff and individuals the benefits of:

helping workers achieve vital skills

taking account of existing skills so workers only train towards developing additional skills

no downtime because the assessor conducts the necessary assessments on-site and minimises the time employees need off the job

provides a straightforward route for employees who have the necessary practical skills and can demonstrate them easily

gaining qualifications to show to potential customers and future employers

delivering safe, qualified and competent employees New learners will be required to submit a full portfolio of evidence as laid down in the relevant unit. Assessment Centres will be expected to identify the best option depending on the learner’s age, experience and previous qualifications. This qualification can be found on the Regulatory IT System (RITS) database of accredited qualifications at http://register.ofqual.gov.uk/

http://register.ofqual.gov.uk/



1.4 Progression This qualification has been designed to encourage participation in education and training in other related areas by:

Encouraging individuals with trades backgrounds to develop skills and enhance development and promotion prospects.

Enabling existing individuals who work in the field of roofing occupations to gain a recognised qualification and enhance their depth and breadth of knowledge.

Provide a route for new entrants into the industry to develop a discipline focused qualification which can provide the foundation for enhanced learning and development

Attracting learners from outside the industry to qualify as a solar photovoltaic installer.

Allowing individuals with qualifications in other fields to retrain in the disciplines of solar photovoltaic installation.



2. PART 2 General Qualification Guidance

2.1 The Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) is a structure for recognising qualifications in the UK. It enables the 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 10 hours of learning. It is the accumulation of this credit which builds to form the qualification. The size of a qualification is now indicated as follows:

Awards (1 to 12 credits)

Certificates (13 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 http://www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-the-qualifications-and-credit-framework.

2.2 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. 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.

http://www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-the-qualifications-and-credit-framework

http://www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-the-qualifications-and-credit-framework



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.

do not include any explicit references to the methods or instruments of assessment to be used.

2.3 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.

2.4 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 (Part 3 of this Handbook) for further details.

2.5 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.

2.6 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 www.abbeqa.co.uk or by telephone on 0121 331 5174.

2.7 Learners with particular assessment requirements ABBE recognises that some learners 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 www.abbeqa.co.uk or by telephone from 0121 331 5174.

2.8 Role of learners Learners with the support of the assessor and employer will be:

identifying sources of evidence;

generating and collecting the evidence 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;

arranging for simulations or other evidence gathering/assessment techniques needed to cover gaps in work experience and/or evidence.

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. 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. This will ensure good evidence, covering significant performance. 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, (e.g. by assessors from a competitor organisation or disclosure of confidential information). The assessor should work with learners to respect these areas (e.g. by advising learners to remove confidential information from reports before submitting them).

2.9 Role of mentors and advisors Centres may wish to allocate mentors or advisors 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.

2.10 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.



2.11 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.

2.12 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.

2.13 Assessment methods Where ABBE has stipulated that a particular assessment method is to be used it MUST be followed. However, where the qualification units do not specify the use of a particular assessment method, then assessors can use other assessment methods to assess the evidence produced by their learners, such as:

Direct observation of learners carrying out tasks or activities;

Examination of work products produced by learners (e.g. diary notes, site notes, completed reports);

Examination of witness testimonies from people, other than the assessor, who are prepared to provide statements detailing specific details of learners’ performance;

Review of records of ‘question and answer’ sessions covering specific aspects of the knowledge and understanding and scope;

Structured Professional Interviews (SPIs);

Learning and achievements that have not been certificated can be assessed and validated through a recognition of prior learning (RPL) process. (see sections 2.15 and 3.4 on RPL).

Further information on these assessment methods can be found in the ABBE Guide for Assessors and Internal Verifiers. 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 (e.g. 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? Assessor 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 so whether another assessor would make the same judgement if they assessed it.

2.14 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. Further information is available in the ABBE Guide for Assessors and Internal Verifiers.



2.15 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. Employer organisations or training providers can apply to ABBE to have their training or academic programmes that are outside the QCF recognised formally as covering parts of qualifications (see separate Recognition of Prior Learning guide). Exemptions – covers units or qualifications held by learners that do not have a predetermined credit value on the QCF, e.g. 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, e.g. 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 from any of the accredited providers. 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. Refusal to allocate the expected claim can only happen if there are strong reasons for doing so. Should this occur, then centres must advise ABBE in writing immediately for ABBE to consider the matter before any further action is taken.



2.16 Enquiries and appeals Verified units If learners are in disagreement with their assessors concerning evidence assessments, 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.

2.17 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 www.abbeqa.co.uk. Details of the fees for learner registration and external verification can be found in the ABBE Fees List.



3. PART 3 ABBE Level 2 NVQ Certificates in Installing Solar Collectors to Roofs

3.1 Qualification summary Qualification Structure (Rule of Combination)

Unit

Title Credit value

Learning Time QCF Level

QCF unit reference

Guided learning (hours)

Private study

(hours)

Mandatory units both pathways - 22 credits in total

1 Conforming to general health, safety and welfare in the workplace

2 7 13 1 A/503/1170

2 Conforming to productive working practices in the workplace

3 10 20 2 J/503/1169

3 Moving , handling and storing resources in the workplace

5 17 33 2 F/5031171

4 Understand working safely at heights 3 20 10 2 T/503/4035

5 Installing solar collectors to roofs in the workplace

6 20 40 2 K/503/2959

Mandatory unit – Solar Photovoltaic - 3 credits in total

6 Understanding solar photovoltaic technologies and systems

3 10 20 2 J/504/1460

Mandatory unit - Solar Thermal - 3 credits in total

7 Understanding solar thermal technologies and systems

3 10 20 2 H/504/1479

3.2 Qualification evidence requirements summary The detailed evidence requirements which learners will be required to produce is set out in each of the units later in this document; learners will be required to compile a portfolio of evidence that is well organised, clear and appropriately structured. Please note that it is the responsibility of assessment centres to confirm that all work that is submitted is valid, and the original and un-aided work of learners. Centres should assess them fully to establish that they meet the qualification requirements to the extent that ABBE has specified in this handbook.



3.3 Assisting learners to find suitable evidence The properties and sites sourced must all be real buildings verified by the assessment centre. Whilst computerised case studies or simulations are acceptable for training purposes, they are not appropriate for assessment purposes for this qualification. Please note that any building used for training the learner cannot subsequently be submitted by that learner as evidence for this qualification.

3.4 Occupational competence of assessors and internal verifiers

Assessors

In order to assess learners working towards the ABBE Level 2 NVQ Certificate in Installing Solar Collectors to Roofs, assessors must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of conforming to general safety in the workplace to be effective and reliable when confirming a learner’s competence. Additionally assessors must:

Have appropriate occupational expertise relevant to roofing occupations and the installation of Solar Photovoltaic panels).

Attend training that relates specifically to a nationally recognised Assessor award, (eg Learning and Development Unit A1, or its equivalent under the QCF), and apply this standard to their work throughout the process. (Note: it is not a requirement for assessors of this qualification to hold A1, however ABBE would recommend it as good practice);

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;

Attend training events which contribute to their continuing professional development (CPD) covering aspects such as:

o national occupational standards and the current guidance on roofing occupations and solar

photovoltaic installation;

o Standardisation of assessment practice and decision-making linked to interpretation of current guidance.



Internal verifiers

In order to internally verify the assessment of learners working towards the ABBE Level 2 NVQ Certificate in Installing Solar Collectors to Roofs, internal verifiers must:

Have appropriate occupational expertise relevant to roofing occupations and a knowledge of solar panel installation techniques;

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;

Attend training that relates specifically to a nationally recognised Internal Verifier award, (eg Learning and Development Unit V1, or its equivalent under the QCF), and apply this standard to their work throughout the process. (Note: it is not a requirement for internal verifiers of this award to hold V1, however ABBE would recommend it as good practice);

Attend training events which contribute to their continuing professional development (CPD) covering aspects such as:

o national occupational standards and the current guidance on roofing occupations and solar photovoltaic installation;

o standardisation of assessment practice and decision-making linked to interpretation of current

guidance. 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 EV 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.

3.5 QCF Exemptions Exemptions are available for those who successfully completed the NVQ Level 2 Diploma in Roofing Occupations (500/1774/3). The following individual units can be claimed against the corresponding units in this QCF Certificate.

R/102/3275 Conform to general workplace safety (NQF) – A/503/1170 Conforming to general health, safety and welfare in the workplace (QCF)

Y/102/3276 Conform to efficient work practices (NQF) – J/503/1169 Conforming to productive working practices in the workplace (QCF)

D/102/3277 Move and handle resources (NQF) – F/503/1171 Moving, handling and storing resources in the workplace (QCF)

Where credit is given for any of the above, the learner’s original qualification certificate must be included in the learner’s portfolio of evidence.

http://register.ofqual.gov.uk/Unit/Details/R_102_3275

http://register.ofqual.gov.uk/Qualification/Details/500_1774_3

http://register.ofqual.gov.uk/Unit/Details/Y_102_3276

http://register.ofqual.gov.uk/Unit/Details/D_102_3277



3.6 Qualification structure and content Learners must satisfactorily complete all five common mandatory units plus the mandatory unit in the relevant pathway. The units and learning outcomes of the qualification are as follows:

Unit 1: Conforming to general health, safety and welfare in the workplace

Learning outcome 1 Comply with all workplace health, safety and welfare legislation requirements

Learning outcome 2 Recognise hazards associated with the workplace that have not been previously controlled and report them in accordance with organisational procedures

Learning outcome 3 Comply with organisational policies and procedures to contribute to health, safety and welfare

Learning outcome 4 Work responsibly to contribute to workplace health, safety and welfare whilst carrying out work in the relevant occupational area

Learning outcome 5 Comply with and support all organisational security arrangements and approved procedures

Unit 2: Conforming to productive working practices in the workplace

Learning outcome 1 Communicate with others to establish productive work practices

Learning outcome 2 Follow organisational procedures to plan the sequence of work

Learning outcome 3 Maintain relevant records in accordance with the organisational procedures

Learning outcome 4 Maintain good working relationships when conforming to productive working practices

Unit 3: Moving, handling and storing resources in the workplace

Learning outcome 1 Comply with given information when moving, handling and/or storing resources

Learning outcome 2 Know how to comply with relevant legislation and official guidance when moving, handling and/or storing resources

Learning outcome 3 Maintain safe working practices when moving, handling and/or storing resources

Learning outcome 4 Select the required quantity and quality of resources for the methods of work to move, handle and/or store occupational resources

Learning outcome 5 Prevent the risk of damage to occupational resources and surrounding environment when moving, handling and/or storing resources

Learning outcome 6 Complete the work within the allocated time when moving, handling and/or storing resources

Learning outcome 7 Comply with the given occupational resource information to move, handle and/or store resources to the required guidance

Unit 4 Understand working safely at heights

Learning outcome 1 Understand the requirements of working at height legislation

Learning outcome 2 Understand their organisation’s arrangements and instructions for working at height

Learning outcome 3 Know about the hazards and risks of working at height

Learning outcome 4 Understand the equipment available and precautions to be taken when working at height

Learning outcome 5 Know about the correct procedures to be followed in the event of a fall

Unit 5 Installing solar collectors to roofs in the workplace

Learning outcome 1 Interpret the given information relating to the work and resources when installing solar collectors to roofs

Learning outcome 2 Know how to comply with relevant legislation and official guidance when installing solar collectors to roofs

Learning outcome 3 Maintain safe working practices when installing solar collectors to roofs Learning outcome 4 Select the required quantity and quality of resources for the methods of work

to install solar collectors to roofs Learning outcome 5 Minimise the risk of damage to the work and surrounding area when

installing solar collectors to roofs Learning outcome 6 Complete the work within the allocated time when installing solar collectors to

roofs



Learning outcome 7 Comply with the given contract information to installing solar collectors to roofs to the required specification

Unit 6 Understand solar photovoltaic technologies and systems

Learning outcome 1 Understand basic photovoltaic technologies and systems Learning outcome 2 Understand the hazards, risks and mitigating factors associated with solar

photovoltaic panels Learning outcome 3 Understand the factors that affect the installation of solar photovoltaic panels Unit 7 Understand solar thermal technologies and systems

Learning outcome 1 Understand basic thermal technologies and systems Learning outcome 2 Understand the hazards, risks and mitigating factors associated with solar

thermal panels Learning outcome 3 Understand the factors that affect the installation of solar thermal panels



PART 4 Qualification Units

Unit 1: Conforming to general health, safety and welfare in the workplace

Title Unit 1: Conforming to general health, safety and welfare in the workplace

Level 1

Credit Value 2

Unit purpose and aims The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in conforming to general safety in the workplace within the relevant sector of industry.

Learning outcomes Assessment Criteria

Learners will: To demonstrate this they can: 1 Comply with all workplace health, safety and welfare legislation requirements

1.1 Comply with information from workplace inductions and any health, safety and welfare briefings attended relevant to the occupational area

1.2 Use health and safety control equipment safely to carry out the activity in accordance with legislation and organisational requirements

1.3 Comply with statutory requirements, safety notices and warning notices displayed within the workplace and/or on equipment

1.4 State why and when health and safety control equipment, identified by the principles of protection, should be used relating to types, purpose and limitations of each type, the work situation, occupational use and the general work environment, in relation to:

collective protective measures

personal protective equipment (PPE)

respiratory protective equipment (RPE)

local exhaust ventilation (LEV)

1.5 State how the health and safety control equipment relevant to the work should be used in accordance with the given instructions

1.6 State which types of health, safety and welfare legislation, notices and warning signs are relevant to the occupational area and associated equipment

1.7 State why health, safety and welfare legislation, notices and warning signs are relevant to the occupational area

1.8 State how to comply with control measures that have been identified by risk assessments and safe systems of work

2 Recognise hazards associated with the workplace that have not been previously controlled and report them in accordance with organisational procedures.

2.1 Report any hazards created by changing circumstances within the workplace in accordance with organisational procedures

2.2 List typical hazards associated with the work environment and occupational area in relation to resources, substances, asbestos, equipment, obstructions, storage, services and work activities

2.3 List the current Health and Safety Executive top ten safety risks

2.4 List the current Health and Safety Executive top five health risks

2.5 State how changing circumstances within the workplace could cause hazards



2.6 State the methods used for reporting changed circumstances, hazards and incidents in the workplace

3 Comply with organisational policies and procedures to contribute to health, safety and welfare

3.1 Interpret and comply with given instructions to maintain safe systems of work and quality working practices

3.2 Contribute to discussions by offering/providing feedback relating to health, safety and welfare

3.3 Contribute to the maintenance of workplace welfare facilities in accordance with workplace welfare procedures

3.4 Safely store health and safety control equipment in accordance with given instructions

3.5 Dispose of waste and/or consumable items in accordance with legislation

3.6 State the organisational policies and procedures for health, safety and welfare, in relation to:

dealing with accidents and emergencies associated with the work and environment

methods of receiving or sourcing information

reporting

stopping work

evacuation

fire risks and safe exit procedures

consultation and feedback

3.7 State the appropriate types of fire extinguishers relevant to the work

3.8 State how and when the different types of fire extinguishers are used in accordance with legislation and official guidance

4 Work responsibly to contribute to workplace health, safety and welfare whilst carrying out work in the relevant occupational area.

4.1 Demonstrate behaviour which shows personal responsibility for general workplace health, safety and welfare

4.2 State how personal behaviour demonstrates responsibility for general workplace health, safety and welfare, in relation to:

recognising when to stop work in the face of serious and imminent danger to self and/or others

contributing to discussions and providing feedback

reporting changed circumstances and incidents in the workplace

complying with the environmental requirements of the workplace

4.3 Give examples of how the behaviour and actions of individuals could affect others within the workplace

5 Comply with and support all organisational security arrangements and approved procedures.

5.1 Provide appropriate support for security arrangements in accordance with approved procedures:

during the working day

on completion of the day’s work

for unauthorised personnel (other operatives and the general public)

for theft.

5.2 State how security arrangements are implemented in relation to the workplace, the general public, site personnel and resources.

Assessment The evidence presented for this unit must be assessed against the unit’s assessment criteria and internally verified by the assessment centre.



Evidence Requirements

Evidence requirements for this unit are split into two options. Option 1 would normally be most suitable for learners who have some experience of working in the role. Option 2 would normally be most suitable for those who are new to the role and have limited experience of real working practice. Centres should decide with the learner which will be the most appropriate route for them to take. Learners must either: Option 1:

1 Be able to demonstrate on-site their skills, knowledge and understanding of their job role to their

assessor by:

a. carrying out normal work activities within the workplace that clearly confirms the required skills;

b. answering questions posed by the assessor on the knowledge criteria that clearly confirms the

understanding required of them in their own job areas identified in the unit assessment criteria

c. the production of any other forms of evidence produced or used as a part of their job that clearly

confirms the required skills, knowledge and understanding required by the unit

or Option 2: 1 Produce and submit one method statement or workbook that details how they met the

requirements of this unit and highlights any lessons learned. This method statement must be

compiled during, and specifically related to, the installation of solar collectors on roofs in a real

domestic property and must include:

a. How the work was allocated and details of health, safety and welfare information received prior to

setting out for the workplace

b. How hazards associated with the property were identified, risks assessed and mitigated in particular in relation to:

Physical risks at the workplace (eg safe access, materials) and changing circumstances (eg weather conditions)

Personal risks – lone working issues and how they can be overcome

c. A drawing/sketch of the work area(s) showing the location and type of hazard(s) identified and identify which are present on the HSE top ten safety, and top five health, risks

d. How the homes and occupants were protected from the hazards associated with the work

e. Photographs showing:

the CPE present at the workplace

the learner wearing required PPE

the learner wearing required RPE

typical safety and warning signs

COSHH details on typical materials used

The fire extinguishers available at the workplace



f. How the security of the property was maintained:

During the working day

On completion of the day’s work

To protect against theft 2 If not already included in the method statement, learners should provide the following:

a. A daily/weekly weather forecast showing typical weather conditions in the workplace/onsite

b. A site induction pack either generated on site by the learner, or demonstrating how an existing

one has been followed by the learner

c. A list of hazards identified and associated photographs

d. A risk assessment with risk mitigation measures and associated photographs

e. A list and photographs of CPE installed at the workplace

f. A list and photographs of PPE owned or made available for use in the workplace

g. Photographs of safety and warning notices displayed in the workplace

3 Present a witness statement that has been signed by the workplace supervisor confirming that the

work detailed above has been satisfactorily carried out

4 It is unlikely that the above evidence as it stands will be sufficient to cover the following assessment

criteria:

Assessment Criteria 1.3, 1.5, 2.6, 3.1 – 3.6, 4.1 - 4.3 and 5.1 (a summary list is provided at

Appendix 1).

Where this is the case, the assessor should specifically assess the learner’s knowledge,

understanding or competence required by these criteria in the workplace. Additional assessment

should be carried out as necessary to cover gaps or shortfalls in the learner’s method statement.

Note: Photographs should be clearly annotated to explain what they show and why.



Unit 2: Conforming to productive working practices in the workplace

Title Unit 2: Conforming to productive working practices in the workplace

Level 2

Credit Value 3

Unit purpose and aims The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in conforming to efficient working practices in the workplace within the relevant sector of industry.


Learners will: To demonstrate this they can: 1 Communicate with others to establish productive work practices

1.1 Communicate in an appropriate manner with line management, colleagues and/or customers to ensure that work is carried out productively

1.2 Describe the different methods of communicating with line management, colleagues and customers

1.3 Describe how to use different methods of communication to ensure that the work carried out is productive

2 Follow organisational procedures to plan the sequence of work

2.1 Interpret relevant information from organisational procedures in order to plan the sequence of work

2.2 Plan the sequence of work, using appropriate resources, in accordance with organisational procedures to ensure work is completed productively

2.3 Describe how organisational procedures are applied to ensure work is planned and carried out productively, in relation to:

using resources for own and other’s work requirements

allocating appropriate work to employees

organising the work sequence

reducing carbon emissions

2.4 Describe how to contribute to zero/low carbon work outcomes within the built environment

3 Maintain relevant records in accordance with the organisational procedures

3.1 Complete relevant documentation according to the occupation as required by the organisation

3.2 Describe how to complete and maintain documentation in accordance with organisational procedures, in relation to:

job cards

worksheets

material/resource lists

time sheets

3.3 Explain the reasons for ensuring documentation is completed clearly and within given timescales

4 Maintain good working relationships when conforming to productive working practices

4.1 Carry out work productively, to the agreed specification, in conjunction with line management, colleagues, customers and/or other relevant people involved in the work to maintain good working relationships

4.2 Apply the principles of equality and diversity and respect the needs of individuals when communicating and working with others



4.3 Describe how to maintain good working relationships, in relation to:

individuals

customer and operative

operative and line management

own and other occupations

4.4 Describe why it is important to work effectively with line management, colleagues and customers

4.5 Describe how working relationships could have an effect on productive working

4.6 Describe how to apply principles of equality and diversity when communicating and working with others

Assessment The evidence presented for this unit must be assessed against the unit’s assessment criteria and internally verified by the assessment centre.




assessor by:






or



Option 2:

1 Produce and submit one method statement or workbook that details how they met the


compiled during, and specifically related to, the installation of solar collectors to roofs in a real

domestic property and must include:

a. How the communications were set up and maintained between the office manager, work line

manager and co-workers

b. Which methods of communication were used and why

c. Any instance(s) where communications broke down, the reasons why and the effect that had on the job

d. How the sequencing of work activities was planned and carried out to ensure maximum productivity with minimum carbon footprint

e. How work was divided between and efficiently coordinated with other workers

f. How to maintain records of the work carried out, and any resources used

g. How the records were returned to the office in a timely manner

2 If not already included in the method statement, learners should provide the following:

a. A letter to the client agreeing the date, start time and expected duration of work and confirming what work is to be carried out

b. Additionally to a. above, a record of two different types of communication (eg letter, email, telephone call), at least one of which should be between the learner and the office/line manager

c. One copy of a job card or work other tasking/record

d. One copy of material/resource list

e. One timesheet

3 Present a witness statement that has been signed by the workplace supervisor confirming that the

work detailed above has been satisfactorily carried out

4 It is unlikely that the above evidence as it stands will be sufficient to cover the following assessment criteria:

Assessment Criteria 1.1, 2.1, 2.2, 3.1, 4.1 - 4.4 and 4.6 (a summary list is provided at Appendix 1).

Where this is the case, the assessor should specifically assess the learner’s knowledge, understanding or

competence required by these criteria in the workplace. Additional assessment should be carried out as

necessary to cover gaps or shortfalls in the learner’s method statement.



Unit 3: Moving, handling and storing resources in the workplace

Title Unit 3: Moving, handling and storing resources in the workplace

Level 2

Credit Value 5

Unit purpose and aims The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in moving and handling resources in the workplace within the relevant sector of industry.


Learners will: To demonstrate this they can: 1 Comply with given information when moving, handling and/or storing resources

1.1 Interpret the given information relating to moving, handling and/or storing resources, relevant to the given occupation

1.2 Interpret the given information relating to the use and storage of lifting aids and equipment

1.3 Describe the different types of technical, product and regulatory information, their source and how they are interpreted

1.4 State the organisational procedures developed to report and rectify inappropriate information and unsuitable resources and how they are implemented

1.5 Describe how to obtain information relating to using and storing lifting aids and equipment

2 Know how to comply with relevant legislation and official guidance when moving, handling and/or storing resources

2.1 Describe their responsibilities under current legislation and official guidance whilst working:

in the workplace, in confined spaces, below ground level, at height, with tools and equipment, with materials and substances, with movement/storage of materials and by manual handling and mechanical lifting

2.2 Describe the organisational security procedures for tools, equipment and

personal belongings in relation to site, workplace, company and operative

2.3 Explain what the accident reporting procedures are and who is responsible for making the reports

2.4 State the appropriate types of fire extinguishers relevant to the work

2.5 Describe how and when the different types of fire extinguishers, relevant to the given occupation, are used in accordance with legislation and official guidance

3 Maintain safe working practices when moving, handling and/or storing resources

3.1 Use health and safety control equipment safely to carry out the activity in accordance with legislation and organisational requirements when moving, handling and/or storing resources

3.2 Use lifting aids safely as appropriate to the work

3.3 Protect the environment in accordance with safe working practices as appropriate to the work



3.4 Explain why and when health and safety control equipment, identified by

the principles of protection, should be used, relating to moving, handling and/or storing resources, and the types, purpose and limitations of each type, the work situation, occupational use and the general work environment, in relation to:





3.5 Describe how the health and safety control equipment relevant to the work should be used in accordance with the given instructions

3.6 State how emergencies should be responded to in accordance with organisational authorisation and personal skills when involved with fires, spillages, injuries and other task-related hazards

4 Select the required quantity and quality of resources for the methods of work to move, handle and/or store occupational resources

4.1 Select the relevant resources to be moved, handled and/or stored, associated with own work

4.2 Describe the characteristics, quality, uses, sustainability, limitations and defects associated with the occupational resources in relation to:

lifting and handling aids

container(s)

fixing, holding and securing systems

4.3 Describe how the resources should be handled and how any problems associated with the resources are reported

4.4 Explain why the organisational procedures have been developed and how they are used for the selection of required resources

4.5 Describe any potential hazards associated with the resources and methods of work

5 Prevent the risk of damage to occupational resources and surrounding environment when moving, handling and/or storing resources

5.1 Protect occupational resources and their surrounding area from damage in accordance with safe working practices and organisational procedures

5.2 Dispose of waste and packaging in accordance with legislation

5.3 Maintain a clean work space when moving, handling or storing resources

5.4 Describe how to protect work from damage and the purpose of protection in relation to general workplace activities, other occupations and adverse weather conditions

5.5 Explain why the disposal of waste should be carried out safely in accordance with environmental responsibilities, organisational procedures, manufacturers’ information, statutory regulations and official guidance

6 Complete the work within the allocated time when moving, handling and/or storing resources

6.1 Demonstrate completion of the work within the allocated time

6.2 State the purpose of the work programme and explain why deadlines should be kept in relation to:

progress charts, timetables and estimated times

organisational procedures for reporting circumstances which will affect the work programme



7 Comply with the given occupational resource information to move, handle and/or store resources to the required guidance

7.1 Demonstrate the following work skills when moving, handling and/or storing occupational resources:

moving, positioning, storing, securing and/or using lifting aids and kinetic lifting techniques

7.2 Move, handle and/or store occupational resources to meet product

information and organisational requirements relating to three of the following:

sheet material

loose material

bagged or wrapped material

fragile material

tools and equipment

components

liquids

7.3 Describe how to apply safe work practices, follow procedures, report problems and establish the authority needed to rectify them when moving, handling and/or storing occupational resources

7.4 Describe the needs of other occupations when moving, handling and/or storing resources

Assessment

The evidence presented for this unit must be assessed against the unit’s assessment criteria and internally verified by the assessment centre.




assessor by:






or



Option 2: 1 Produce and submit one method statement or workbook that details how they met the


compiled during, and specifically related to, the installation solar collectors to roofs in a real domestic

property and must include:

a. The hazards posed by tools, moving and lifting equipment used for the job

b. The planning and arrangements made for safe working and handling of tools and materials needed for the job

c. How the progress of work is monitored and compared with the planned programme of work with the aid of charts and timetable

d. How risks associated with the job were identified and mitigated, in particular:

Physical risks at the workplace including resources and tools used, working at heights and in confined spaces

Personal risks – other work and activities taking place in the vicinity

e. The arrangements made to report and rectify inappropriate information and unsuitable resources

f. The arrangements made to report and rectify emergencies in the workplace

g. The arrangements made for the security of tools, materials and equipment and personal effects at the company/depot, during transportation and in the workplace

h. What health and safety control equipment (CPE, PPE, RPE and LEV) was needed and why, and how it was used

i. The materials selected, and why, and how they were loaded, transported, moved and lifted in the workplace and on site

j. How the materials and the surrounding area were protected from debris, marking and/or damage

k. The arrangements made safely to collect and dispose of waste or surplus materials

2 If not already included in the method statement, learners should provide the following:

a. A letter to the client agreeing the date, start time and expected duration of work and confirming what work is to be carried out

b. Additionally to a. above, a record of two different types of communication (eg a letter, email, telephone call), at least one of which should be between the learner and the office/line manager.

c. Photographs of:

a selection of CPE

the learner wearing PPE

typical tools, materials

methods of storing materials

mechanical handling equipment, lifts and hoists

d. One copy of a job card or work other tasking/record

e. One copy of material/resource list

f. One timesheet

g. Photographs of evidence of product and customer care (eg packing, dust sheets, overshoes)



3 Present a recording (eg by camera phone or other video recording device; or described in an assessor observation report/witness statement) demonstrating how they perform key activities during the course of the job which should include examples of moving, positioning, securing and using lifting aids and kinetic lifting techniques when moving and handling resources 4 It is unlikely that the above evidence as it stands will be sufficient to cover the following assessment criteria:

Assessment Criteria 1.3, 1.5, 2.1, 2.3, 2.5, 3.1 – 3.6, 4.1 – 4.4, 5.5, 6.1, 7.2 - 7.4 (a summary list is provided at Appendix 1)

Where this is the case, the assessor should specifically assess the learner’s knowledge, understanding or competence required by these criteria in the workplace. Additional assessment should be carried out as necessary to cover gaps or shortfalls in the learner’s method statement.

Note: Photographs should be clearly annotated to explain what they show and why.



Unit 4: Understand working safely at heights

Title Unit 4: Understand working safely at heights

Level 2

Credit Value 3

Unit purpose and aims

To develop the knowledge and understanding of the legislation, health and safety requirements, risks,

fall protection equipment and safety procedures associated with working at height.

Learning outcomes Assessment criteria

Learners will: To demonstrate this they can: 1 Understand the requirements of working at height legislation

1.1 Explain the legal requirements and responsibilities for health, safety and security when working at height

1.2 List the relevant legislation including health and safety, HSC approved codes of practice and other relevant standards to be complied with by those working at height

1.3 Describe procedures when working at heights and how these link to health and safety legislation

2 Understand their organisation’s arrangements and instructions for working at height

2.1 Describe organisational requirements for preparing for and working at heights

2.2 Describe organisational procedures for checking, testing, using, cleaning and storing: • height access equipment • personal protective equipment

2.3 Describe organisational procedures for identifying and reporting defective or out-of-specification: • height access equipment • personal protective equipment

2.4 Explain the actions to be taken when problems and conditions occur that fall outside the learner’s responsibility level

3 Know about the hazards and risks of working at height

3.1 Explain the terms, ‘Hazard’, ‘Likelihood’, ‘Consequence’ and ‘Risk’

3.2 Describe the risks associated with working at heights, especially when carrying or handling objects

3.3 List the hazards and risks associated with: • falling • dropping tools and debris • stability of ladders • the working area • overhead cables • equipment • other people in the vicinity

3.4 Describe how risks associated with working at heights can be controlled

3.5 Describe the precautions taken and preparations made to minimise risks associated with working at heights



4 Understand the equipment available and precautions to be taken when working at height

4.1 List the regulatory requirements for the use of suitable equipment for working at height

4.2 Describe the purpose of personal fall protection equipment (PFPE)

4.3 List the common types of fall protection equipment

4.4 Describe how to check and test fall protection equipment

4.5 Describe how to select and operate fall protection equipment

4.6 Describe key types and the purpose of anchor points

4.7 Explain how to confirm the suitability of anchor points for use and ensure that they are in line with relevant standards

4.8 Describe how to check the work area for obstacles and obstructions that may interfere and cause restrictions in freedom of movement when using fall protection equipment

5 Know about the correct procedures to be followed in the event of a fall

5.1 List the types of injuries likely to be caused by a fall

5.2 Describe the organisations rescue procedures used in the event of a fall

5.3 Describe how to respond safely and efficiently in the event of an emergency and how to contribute to a rescue

Assessment The evidence presented for this unit must be assessed against the unit’s Assessment Criteria and internally verified by the assessment centre.

Evidence Requirements Evidence requirements for this unit are divided into two options. Option 1 would normally be most suitable for learners who have some experience and are currently working in the role. Option 2 would normally be most suitable for those who are new to the role and have limited experience of real working practice. Assessment centres should decide with the learner which will be the most appropriate option for them to take for this unit.

Learners must either:

Option 1:

1 Be able to demonstrate on-site their knowledge and understanding of their job role to their

assessor by:

a. carrying out normal work activities within the workplace that clearly confirms the required

knowledge and understanding




confirms the knowledge and understanding required by the unit



Or:

Option 2:

1) Compile a portfolio of evidence which must include the following:

a) examples of the legislation that applies to working at heights and a description of the procedures that

must be followed in relation to this

b) risk assessment(s)

c) precautions to be taken to mitigate the risks identified

d) photographs of:

i) typical situations where the Working at Height Regulations would apply

ii) the safe storage of PFPS equipment

iii) examples of secure anchorages for PFPS equipment

iv) the common PFPS equipment in use

v) methods of communication

e) pre-use checks for PFPS equipment

f) operating procedures for PFPS equipment

g) maintenance routines for PFPS equipment

h) any other information the assessment centre consider learners will need to demonstrate that they

have satisfied the knowledge and understanding requirements of the unit



Unit 5: Installing solar collectors to roofs in the workplace

Title Unit 5: Installing solar collectors to roofs in the workplace

Level 2

Credit Value 6

Unit purpose and aims The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in installing solar collectors to roofs in the workplace within the relevant sector of industry.


Learners will: To demonstrate this they can: 1 Interpret the given information relating to the work and resources when installing solar collectors to roofs

1.1 Interpret and extract relevant information from drawings, specifications, schedules, method statements, risk assessments and manufacturers' information

1.2 Comply with information and/or instructions derived from risk assessments and method statements

1.3 State the organisational procedures developed to report and rectify inappropriate information and unsuitable resources and how they are implemented

1.4 Describe different types of information, their source and how they are interpreted in relation to: – drawings, specifications, schedules, method statements, risk assessments, manufacturers' information and regulations governing buildings

2 Know how to comply with relevant legislation and official guidance when installing solar collectors to roofs

2.1 Describe their responsibilities under current legislation and official guidance whilst working: – in the workplace, below ground level, in confined spaces, at height, with tools and equipment, with materials and substances, with movement/storage of materials and by manual handling and mechanical lifting

2.2 Describe the organisational security procedures for tools, equipment and personal belongings in relation to site, workplace, company and operative

2.3 Explain what the accident reporting procedures are and who is responsible for making reports

3 Maintain safe working practices when installing solar collectors to roofs

3.1 Use health and safety control equipment and access equipment safely to carry out the activity in accordance with legislation and organisational requirements when installing solar collectors to roofs

3.2 Explain why and when health and safety control equipment, identified by the principles of protection, should be used, relating to installing solar collectors to roofs, and the types, purpose and limitations of each type, the work situation and general work environment, in relation to: – collective protective measures – personal protective equipment (PPE) – respiratory protective equipment (RPE) – local exhaust ventilation (LEV)

3.3 Describe how the relevant health and safety control equipment should be used in accordance with the given instructions




4 Select the required quantity and quality of resources for the methods of work to install solar collectors to roofs

4.1 Select resources associated with own work in relation to materials, components, fixings, tools and equipment

4.2 Describe the characteristics, quality, uses, sustainability, limitations and defects associated with the resources in relation to: – solar collector installation kits – hand and/or powered tools and equipment

4.3 Describe how the resources should be used correctly and how problems associated with the resources are reported


4.5 Describe any potential hazards associated with the resources and method of work

4.6 Describe how to calculate quantity, length, area and wastage associated with the method/procedure to install solar collectors to roofs

5 Minimise the risk of damage to the work and surrounding area when installing solar collectors to roofs

5.1 Protect the work and its surrounding area from damage in accordance with safe working practices and organisational procedures

5.2 Minimise damage and maintain a clean work space

5.3 Dispose of waste in accordance with legislation

5.4 Describe how to protect work from damage and the purpose of protection in relation to general workplace activities, other occupations and adverse weather conditions


6 Complete the work within the allocated time when installing solar collectors to roofs


6.2 State the purpose of the work programme and explain why deadlines should be kept in relation to: – types of progress charts, timetables and estimated times – organisational procedures for reporting circumstances which will affect the work programme

7 Comply with the given contract information to installing solar collectors to roofs to the required specification

7.1 Demonstrate the following work skills when installing solar collectors to roofs: – removing, measuring, marking out, cutting, fitting, fixing, positioning, securing and replacing

7.2 Prepare for and install solar collectors to roof to given working instructions for one of the following: – integrated photo voltaic – mounted photo voltaic – integrated solar thermal – mounted solar thermal

7.3 Reinstate roof coverings to given working instructions

7.4 Safely use and handle materials

7.5 Safely use hand tools, portable power tools and ancillary equipment

7.6 Safely store the materials, tools and equipment used when installing solar collectors to roofs



7.7 Describe how to apply safe work practices, follow procedures, report

problems and establish the authority needed to rectify them, to: – assess the installation area – check the direction the roof is facing – remove or leave out waterproofing elements – mark out for installation using given templates or dimensions – prepare and weatherproof penetrations – fix additional supports – secure fixtures, fittings and collector

7.8 Describe how to apply safe work practices, follow procedures, report problems and establish the authority needed to rectify them, to: – reinstate roof covering including flashings – install solar panels during construction and as retrofit to existing buildings – use hand tools, power tools and equipment – work at height – use access equipment

7.9 Describe the needs of other occupations and how to effectively communicate within a team when installing solar collectors to roofs

7.10 Describe how to maintain the tools and equipment used when installing solar collectors to roofs

Assessment The evidence presented for this unit must be assessed against the unit’s Assessment Criteria and internally verified by the assessment centre.

Evidence Requirements Evidence requirements for this unit are divided into two options. Option 1 would normally be most suitable for learners who have some experience and are currently working in the role. Option 2 would normally be most suitable for those who are new to the role and have limited experience of real working practice. Assessment centres should decide with the learner which will be the most appropriate option for them to take for this unit.

Learners must either:

Option 1:


assessor by:

a. carrying out normal work activities within the workplace that clearly confirms the required skills







Or:

Option 2:

1 Produce and submit one method statement on their approach to a job to show how they met the

requirements of this unit. This method statement must be compiled during, and specifically related to, the

installation of solar collectors in a real domestic property and should cover:

a. The initial survey of the property to determine the best methods and materials to use to meet Building Regulations taking into account the age, construction and condition of the building; (include site notes, drawings or sketches, measurements, suppliers information, annotated photographs and any limitations identified)

b. The creation of a survey report with drawings and method statement/procedure for customers and managers to include their responsibilities under current legislation

c. The hazards posed by tools, moving and lifting equipment used for the job

d. The arrangements made for safe working and handling of tools and materials needed for the job

e. How to ensure the security of tools, work product, materials and personal belongings on site and elsewhere in the workplace

f. How risks associated with the job were identified and mitigated: i. Physical risks at the workplace including resources and tools used, working at heights and in

confined spaces ii. Personal risks – other work and activities taking place in the vicinity

g. The arrangements made to report and deal with accidents and emergencies in the workplace

h. The arrangements made for the security of tools, materials and equipment and personal effects at the

company/depot, during transportation and in the workplace

i. What collective protection, PPE, RPE and/or LEV was needed and why, and how it was used

j. How to interpret drawing and measurements to calculate the amount of materials together with the tools required for the job

k. How to determine the likely amount of wastage

l. The materials selected, and why, and how they were loaded, transported, moved and lifted in the workplace and on site

m. How the materials and the surrounding area were protected from debris, marking and/or damage from workplace activities and/or the weather

n. How the provision of adequate ventilation was checked and assured

o. How to determine the amount of time needed to carry out the job and the actions to be taken if work falls behind schedule

p. How the insulation and other materials were shaped and installed q. How any difficulties or unsuitable resources encountered were overcome and reported

r. How progress was monitored and compared with the time allocated for the job

s. The arrangements made to collect and safely and legally dispose of waste or surplus materials

t. How the work carried out was recorded and reported



2 The learner should submit the following original material as evidence of the work carried out for this unit

a. Drawings, notes and photographs of the initial survey showing construction details, measurements, condition and limitations

b. Copies of manufacturer’s information and other research carried out on the materials used

c. Calculations and other estimates

d. A copy of the technical procedure, work instruction or method statement drawn up for the job

e. A copy of the project plan and/or progress charts

f. A bill of materials as required for the work

g. Cost estimates for both materials and labour

h. A list, with annotated photographs, of the tools used for the jobs carried out 3 Witness statement by supervisor confirming that the learner demonstrated safe working practices in all

aspects of the job. Note: Photographs should be date stamped and clearly annotated to explain what they show and why.



Unit 6: Understanding solar photovoltaic technologies and systems

Title Unit 6: Understanding solar photovoltaic technologies and systems

Level 2

Credit Value 3

Unit purpose and aims The aim of this unit is to illustrate the knowledge and understanding required to confirm knowledge and understanding of solar photovoltaic technologies and systems necessary for the installation of Solar Collectors to Roofs within the relevant sector of industry.


Learners will: To demonstrate this they can: 1 Understand basic photovoltaic technologies and systems

1.1 List the components in a typical solar photovoltaic (PV) system

1.2 List the different types of solar PV panel

1.3 Outline how solar PV panel electrical outputs vary with:

azimuth (direction)

angle of inclination

shading

1.4 Outline the phyical limitations of solar PV panels with respect to:

corrosion

load-bearing properties

1.5 Describe at least two types of mounting system used to locate and mount solar PV systems on at least two different types of roof covering for both sloping and flat roofs and also building-integrated PV (BIPV) systems, including:

brackets, rails and fixings

specialist tools

1.6 Describe the electrical cabling and connections fitted to solar PV panels

1.7 Explain the ways in which individual panels may be electrically connected to form a solar PV array

1.8 Describe the testing that should be carried out on a solar PV array before, during and after installation and handover to the customer

2 Understand the hazards, risks and mitigating factors associated with solar photovoltaic panels

2.1 List the hazards posed by solar PV panels due to their:

size

weight

fragility

windage

electrical properties and outputs

2.2 Describe the health, safety and welfare risks associated with each hazard

2.3 Describe how each of the risks can be reduced (mitigated)

3 Understand the factors that affect the installation of solar photovoltaic panels

3.1 Describe three types of pitched and flat roof construction and covering

3.2 Explain the implications of installing solar panels on each of these types of roof



3.3 List the building and planning regulations that may impact on the installation of a solar PV array for:

a listed property

property in conservation areas

permitted development rights for solar PV

3.4 Outline the contents of company-prepared plans to be followed relating to:

roof/panel/BIPV layout

flat roof loading calculations/approval

windage calculations

3.5 Describe the requirements of the current certification scheme for solar PV installations (eg Microgeneration Certification Scheme (MCS))

3.6 Explain the impact of the certification scheme on own and organisation's work in terms of:

quality of work

materials used

information recorded

3.7 Describe the purpose of incentive schemes as they apply to solar PV installations (eg Feed in Tariff (FIT))

Assessment

Learners must achieve this unit by passing an internal test, set and marked by the Assessment Centre

covering the unit’s Assessment Criteria. This test may be carried out either at the assessment centre or on-site

at the discretion on the Centre.

For this test:

a. There must be a minimum of one set question for each assessment criterion in the unit and a clear answer created by the centre for each question as part of their mark scheme

b. Learners can answer the questions verbally or in writing and a record of all questions and answers must be included in the learner’s portfolio of evidence

c. The test should, as a guide, be no more than 30 – 45 minutes in duration

d. There must be sufficient questions created by the assessment centre in a question bank to ensure that the risk of questions being repeated too frequently across learners is avoided

e. The question bank must be available for ABBE to examine on request The test questions and answers, and the learners’ results should be internally verified by the assessment

centre and made available to the ABBE External Verifier within the learner’s portfolio.



Unit 7: Understanding solar thermal technologies and systems

Title Unit 7: Understanding solar thermal technologies and systems

Level 2

Credit Value 3

Unit purpose and aims The aim of this unit is to illustrate the knowledge and understanding required to confirm knowledge and understanding of solar thermal technologies and systems necessary for the installation of solar collectors to roofs within the relevant sector of industry.


Learners will: To demonstrate this they can: 1 Understand basic thermal technologies and systems

1.1 List the components used in a typical solar thermal system

1.2 List the different types of solar thermal panel

1.3 Outline how solar thermal panel hot water outputs vary with:

azimuth (direction)

angle of inclination

shading

1.4 Explain the physical limitations of solar thermal panels with respect to:

corrosion

load bearing properties

1.5 Describe at least two types of mounting system used to locate and mount solar PV systems on at least two different types of roof covering for both sloping and flat roofs and also building-integrated thermal (BIT) systems, including:

brackets, rails and fixings

specialist tools

1.6 Describe how solar thermal systems are protected from high temperature and over-pressurisation

1.7 Explain the ways in which two or more individual panels may be connected to form a solar thermal array

1.8 Describe the testing that should be carried out on a solar thermal array before, during and after installation and handover to the customer

2 Understand the hazards, risks and mitigating factors associated with solar thermal panels

2.1 List the hazards posed by solar thermal panels due to their:

size

weight

fragility

windage

thermal properties and outputs

2.2 Describe the health, safety and welfare risks associated with each hazard

2.3 Describe how each of the risks can be reduced (mitigated)

3 Understand the factors that affect the installation of solar thermal panels

3.1 Describe three types of pitched and flat roof construction and covering

3.2 Explain the implications of installing solar panels on each of these types of roof



3.3 List the building and planning regulations that may impact on the installation of a solar thermal array for:

a listed property

property in a conservation area

permitted development rights for solar thermal

3.4 Outline the contents of company-prepared plans to be followed in relation to:

roof/panel/BIT layout

flat roof loading calculations/approval

windage calculations

3.5 Describe the requirements of the current certification scheme for solar panel installations (eg Microgeneration Certification Scheme (MCS))

3.6 Explain how the current certification scheme impacts on own and company's work in terms of:

quality of work

materials used

information recorded

3.7 Describe the purpose of incentive schemes as they apply to solar thermal installations (eg Renewable Heat Incentive (RHI))

Assessment

Learners must achieve this unit by passing an internal test, set and marked by the Assessment Centre

covering the unit’s Assessment Criteria. This test may be carried out either at the assessment centre or on-site

at the discretion on the Centre.

For this test:

f. There must be a minimum of one set question for each assessment criterion in the unit and a clear answer created by the centre for each question as part of their mark scheme

g. Learners can answer the questions verbally or in writing and a record of all questions and answers must be included in the learner’s portfolio of evidence

h. The test should, as a guide, be no more than 30 – 45 minutes in duration

i. There must be sufficient questions created by the assessment centre in a question bank to ensure that the risk of questions being repeated too frequently across learners is avoided

j. The question bank must be available for ABBE to examine on request The test questions and answers, and the learners’ results should be internally verified by the assessment

centre and made available to the ABBE External Verifier within the learner’s portfolio.



PART 5 Appendices

Appendix 1 - 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 1: Conforming to general health, safety and welfare in the workplace 1.3 Comply with statutory requirements, safety notices and warning notices displayed within the workplace

and/or on equipment

1.5 State how the health and safety control equipment relevant to the work should be used in accordance with the given instructions

2.6 State the methods used for reporting changed circumstances, hazards and incidents in the workplace

3.1 Interpret and comply with given instructions to maintain safe systems of work and quality working practices

3.2 Contribute to discussions by offering/providing feedback relating to health, safety and welfare

3.3 Contribute to the maintenance of workplace welfare facilities in accordance with workplace welfare procedures

3.4 Safely store health and safety control equipment in accordance with given instructions

3.5 Dispose of waste and/or consumable items in accordance with legislation

3.6 State the organisational policies and procedures for health, safety and welfare, in relation to:

dealing with accidents and emergencies associated with the work and environment

methods of receiving or sourcing information

reporting

stopping work

evacuation

fire risks and safe exit procedures

consultation and feedback

4.1 Demonstrate behaviour which shows personal responsibility for general workplace health, safety and welfare

4.2 State how personal behaviour demonstrates responsibility for general workplace health, safety and welfare, in relation to:

recognising when to stop work in the face of serious and imminent danger to self and/or others

contributing to discussions and providing feedback

reporting changed circumstances and incidents in the workplace

complying with the environmental requirements of the workplace

4.3 Give examples of how the behaviour and actions of individuals could affect others within the workplace

5.1 Provide appropriate support for security arrangements in accordance with approved procedures:

during the working day

on completion of the day’s work

for unauthorised personnel (other operatives and the general public)

for theft.



Unit 2: Conforming to productive working practices in the workplace 1.1 Communicate in an appropriate manner with line management, colleagues and/or customers to ensure

that work is carried out productively

2.1 Interpret relevant information from organisational procedures in order to plan the sequence of work

2.2 Plan the sequence of work, using appropriate resources, in accordance with organisational procedures to

ensure work is completed productively

3.1 Complete relevant documentation according to the occupation as required by the organisation

4.1 Carry out work productively, to the agreed specification, in conjunction with line management, colleagues, customers and/or other relevant people involved in the work to maintain good working relationships

4.2 Apply the principles of equality and diversity and respect the needs of individuals when communicating and working with others

4.3 Describe how to maintain good working relationships, in relation to:

individuals

customer and operative

operative and line management

own and other occupations

4.4 Describe why it is important to work effectively with line management, colleagues and customers

4.6 Describe how to apply principles of equality and diversity when communicating and working with others

Unit 3: Moving, handling and storing resources in the workplace 1.3 Describe the different types of technical, product and regulatory information, their source and how they are

interpreted

1.5 Describe how to obtain information relating to using and storing lifting aids and equipment

2.1 Describe their responsibilities under current legislation and official guidance whilst working:

in the workplace, in confined spaces, below ground level, at height, with tools and equipment, with materials and substances, with movement/storage of materials and by manual handling and mechanical lifting

2.3 Explain what the accident reporting procedures are and who is responsible for making the reports

2.5 Describe how and when the different types of fire extinguishers, relevant to the given occupation, are used

in accordance with legislation and official guidance

3.1 Use health and safety control equipment safely to carry out the activity in accordance with legislation and organisational requirements when moving, handling and/or storing resources

3.2 Use lifting aids safely as appropriate to the work

3.3 Protect the environment in accordance with safe working practices as appropriate to the work

3.4 Explain why and when health and safety control equipment, identified by the principles of protection, should be used, relating to moving, handling and/or storing resources, and the types, purpose and limitations of each type, the work situation, occupational use and the general work environment, in relation to:







3.5 Describe how the health and safety control equipment relevant to the work should be used in accordance

with the given instructions


4.1 Select the relevant resources to be moved, handled and/or stored, associated with own work

4.2 Describe the characteristics, quality, uses, sustainability, limitations and defects associated with the occupational resources in relation to:

lifting and handling aids

container(s)

fixing, holding and securing systems

4.3 Describe how the resources should be handled and how any problems associated with the resources are reported




7.2 Move, handle and/or store occupational resources to meet product information and organisational requirements relating to three of the following:

sheet material

loose material

bagged or wrapped material

fragile material

tools and equipment

components

liquids

7.3 Describe how to apply safe work practices, follow procedures, report problems and establish the authority needed to rectify them when moving, handling and/or storing occupational resources

7.4 Describe the needs of other occupations when moving, handling and/or storing resources

Documents

ABBE LEVEL 2 NVQ CERTIFICATE IN INSTALLING SOLAR COLLECTORS · PDF filejuly 2012 abbe level 2 nvq certificate in installing solar collectors to roofs: solar photovoltaic (qcf) (600/6014/1)