Level 3 Advanced Technical Diploma in Plumbing · City & Guilds Level 3 Advanced Technical Diploma in Plumbing 1 ... Level 3 Advanced Technical Diploma in Plumbing . 2 ... BS EN 806-

City & Guilds Level 3 Advanced Technical Diploma in Plumbing 1

Assessment Pack Sample Synoptic Assignment Pack

Level 3 Advanced Technical Diploma in Plumbing

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Introduction General information about structure of the assignment pack

Candidate section

Candidate guidance

Assignment and tasks

Tutor section

Guidance on tasks

Guidance on assessment conditions

Guidance on marking

Marking criteria

Mark sheet

Feedback form

Appendix

Floor plans

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Candidate section

Candidate guidance

General guidance

This is a formal assessment that you will be marked and graded on. You will be marked on the quality and accuracy of your practical performance and any written work you produce. It is therefore important that you carry your work out to the highest standard you can. You should show how well you know and understand the subject and how you are able to use your knowledge and skills together to complete the tasks.

Plagiarism

Plagiarism is the failure to acknowledge sources properly and/or the submission of another person’s work as if it were the candidate’s own. Plagiarism is not allowed in this assignment.

This is an assessment of your abilities, so the work must be all your own work and carried out under the conditions stated. You will be asked to sign a declaration that you have not had any outside help with the assessment.

Your tutor is allowed to give you some help understanding the assignment instructions if necessary, but they will record any other guidance you need and this will be taken into account during marking.

Where research is allowed, your tutor must be able to identify which work you have done yourself, and what you have found from other sources. It is therefore important to make sure you acknowledge all sources and clearly reference any information taken from them.

Timings and planning

You are advised to study the details of the assessments before starting. You should check with your tutor that you have all the relevant materials, equipment and information/data sources that you need before starting the assessment.

You should take care when planning to make sure you have divided the time available between tasks appropriately. Timings for tasks are provided within this pack to support with planning and time allocation.

If you have a good reason for needing more time, you will need to explain the reasons to your tutor and this must be agreed by City & Guilds.

Health and Safety

You must always work safely, in particular while you are carrying out practical tasks.

You must always follow any relevant Health and Safety regulations Risk Assessments and codes of practice in line with centre requirements.

If your tutor sees you working in a way that is unsafe for yourself or others, he/she will highlight the issue and ask you to stop the task immediately. Your tutor will not be able to reassess you until they are sure you are ready for assessment and can work safely.

Presentation of work

Presentation of work must be neat and appropriate to the task.

You should make sure that each piece of work is clearly labelled with your name and the assignment reference.

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Written work eg reports may be word processed but this is not a requirement and must adhere to the rules of invigilation and assessment.

All sketches and drawings should be neat and tidy annotated sketches on the scale drawings provided. Calculations should be set out clearly, with all working shown, together with any assumptions made. You should use appropriate units at all times and answers must be expressed to a degree of accuracy, consistent with the requirements of the task.

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Assignment

You have started a new role with an independent plumbing company which is due to start work on a new housing development. The development is made up of properties in various stages of completion, from unoccupied properties still requiring full installation to occupied completed properties.

The company has tendered to design and install various aspects of the plumbing and heating system outlined in the brief in an unoccupied property and also provide maintenance where required in the occupied properties. The proposed plans for the property are shown below. Your tutor can provide these to you in a larger format.

You have been asked to plan the design of the cold water system for the new property as outlined in the scenario. The requirements for the unvented hot water supply should be disregarded for the purpose of this task. Complete a cold water system design for the client: this will be separated into 3 sections 1A, B and C.

Whilst working on the installation you have been asked to diagnose and rectify problems with a system in another property. The customer has reported the following symptoms.

The hot water system is working as normal.

Underfloor heating circuit operating as normal.

Radiator circuit not working.

The system has no blockages and all thermostats and TRVs are operating correctly.

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System brief

System requirement calculations are to be based on occupancy of five people.

The cold water is a direct supply from the water undertaker’s main (5bar pressure, maximum design velocity 3 m3/s).

The system is suspected to have been recently contaminated by sewage.

All system pipework inside the property is copper tube.

The hot water supply is via an unvented hot water storage cylinder.

Washing machine and dishwasher are cold fill only.

Showers are electric mains pressure cold fill only

The incoming water main and un-vented hot water storage cylinder are located in the garage (position 2 on the floor plans).

Permitted reference materials for this assessment are:

BS EN 806- Specification for installations inside buildings conveying water for human consumption (parts 1-5)

BS 8558- Guide to the design, installation, testing and maintenance of services supplying water for domestic use within buildings and their curtilages – Complementary guidance to BS EN 806

WRAS - Water Regulations Guide Book

Tasks

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Task 1 – Cold water system design

1a Calculate the flow rate required from the combined loading units of all cold water appliances connected to the undertaker’s water main. For the purpose of this calculation disregard the requirements for hot water.

1b Identify the minimum cold water pipe size for the water main feeding all cold water appliances.

1c Produce a line diagram on the scale drawings provided showing cold water pipework

routes required to all appliances (pipe sizes are not required on the drawing).

1d Explain the procedure for system flushing and disinfection after sewage

contamination within the cold water pipework. Give justifications for this procedure.

Conditions of assessment:

The time allocated for this task is 2 hours.

You must carry out the task on your own, under controlled conditions.

What must be presented for marking:

Task 1 candidate pack containing:

o tabulated data outlining calculations

o line diagram of pipework routes on the scale drawings provided o written report outlining the procedure for system flushing and justifications.

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8202-35 Task 1 Candidate Pack 1a.

1b.

Location of appliance Type of appliance Loading units allocated

Total loading units

Total flow rate (l/s)

Cold water main size

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1c.

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1c.

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1d.

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Task 2 – Installation

2a Carry out installation.

You are required to select appropriate components for the given fluid category and complete an installation to three cold water outlets.

The installation of the three outlets must include the following:

Outlet 1 - A category 2 outlet protected by a suitable backflow prevention device installed on the supply to the outlet.

Outlet 2 - A category 3 outlet protected by a suitable backflow prevention device installed on the supply to the outlet.

Outlet 3 - An outside tap with a hosepipe connection and incorporating the correct backflow prevention requirements.

All pipe should be 15 mm copper tube securely fixed to the board using appropriate clipping. All fittings should be capillary soldered. After connections are made the system should be filled, vented and soundness tested to 1.5 X working pressure. (Working pressure 3bar).

The installation should be fabricated to the specification shown below;

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The time allocated for this task is 4 hours.



:

practical installation board

Additional evidence of your performance that must be captured for marking:

tutor observation checklist

tutor photographs at approx. mid-point of assessment (2 hours) and at end of allotted

time. (4 hours)

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Task 3 – Fault Diagnosis, rectification and commissioning

1a Diagnose, rectify and commission system.

Identify to the customer (tutor) your initial thoughts on the symptoms and identify the component fault on the sheet provided. No practical or electrical diagnostic checks should be carried out for this activity.

Task 3 typical component replacement and commissioning bay

Once the fault has been identified the relevant component should be replaced. Safe

Isolation of electrical supply where required must be directly observed by the tutor.

sourcing relevant system information

decommission

repair and rectification procedures

continuity test of electrical supply

completion of relevant paperwork.

Once the fault has been rectified the system must be commissioned:

visual inspection of the system before commissioning

fill and vent

commission system

complete commissioning certificate

carry out handover procedures and discuss dosing requirements following final

commissioning.


the time allocated for this task is 6 hours.

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practical diagnosis and rectification checklist

commissioning certificate.

Additional evidence of your performance that must be captured for marking:

written tutor commentary of activity

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Task 3 – Fault Diagnosis and rectification task

Practical diagnosis and rectification checklist

FAULT 1 Central heating fault. Radiator circuit not working.

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Description of fault diagnosis

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Actions taken to rectify fault

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Task 3 CENTRAL HEATING COMMISSIONING CERTIFICATE

Heat Source

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Manufacturer of boiler

Model

System Information

Type of system (delete as appropriate) Open / Sealed

Type of control wiring system (e.g. S-plan)

Type of cylinder if installed Open / unvented

Are thermostatic radiator valves fitted? Yes / No

Is an automatic by-pass fitted? Yes / No

Has the condensate drain been installed to manufactures recommendations? Yes / No

Commissioning information

Has the system been flushed with a cleaning agent Yes / No

Has an inhibitor been added to the system? Yes / No

What inhibitor was added to the system?

What was the boiler flow temperature?

What was the boiler return temperature?

What temperature was the room thermostat set at?

What temperature was the hot water thermostat set at?

What is the hot water temperature at the nearest outlet?

What is the hot water flow rate at the nearest outlet?

All products

Does the system comply with current regulations? Yes / No

Has the system been installed and commissioned to the manufactures instructions Yes / No

Have the operation of the controls been demonstrated to the customer Yes / No

Have the manufactures instructions been left with the customer? Yes / No

Engineer’s name

Date:

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Tutor guidance

This synoptic assessment is designed to require the candidate to make use their knowledge, understanding and skills they have built up over the course of their learning to tackle problems/tasks/challenges.

This approach to assessment emphasises to candidates the importance and applicability of the full range of their learning to practice in their industry area, and supports them in learning to take responsibility for transferring their knowledge, understanding and skills to the practical situation, fostering independence, autonomy and confidence.

Candidates are provided with a set of tasks. They then have to draw on the knowledge and skills and independently select the correct processes, skills, materials, and approaches to take.

During the learning programme, it is expected that tutors will have taken the opportunity to set shorter, formative tasks that allow candidates to be supported to independently use the learning they have so far covered, drawing this together in a similar way, so they are familiar with the format, conditions and expectations of the synoptic assessment.

You should explain to candidates what the Assessment Objectives are and how they are implemented in marking the assignment, so they will understand the level of performance that will achieve them high marks.

The candidate should not be entered for the assessment until the end of the course of learning for the qualification so they are in a position to complete the assignment successfully.

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Guidance on tasks

Time

The time to be allocated for the completion of the tasks that comprise this assessment is twelve hours. Candidates should be required to plan their work and have their plans confirmed for appropriateness in relation to the time allocated for each task.

Candidates should be required to plan their work and have their plans confirmed for appropriateness in relation to the time allocated for each task.

Resources

Candidates should be provided with access to or copies of materials to produce the reports required, including drawing equipment and materials, calculator, relevant legislation and codes of practice. Relevant tools and equipment as required.

Tutor to candidate ratio is suggested as 4:1 for task 3 - Safe Isolation of electrical supply must be directly observed by the tutor. All other tasks are dependent on availability of resources at the discretion of the centre.

Permitted reference materials for these assessment tasks are:

BS EN 806- Specification for installations inside buildings conveying water for human consumption (parts 1-5)

BS 8558- Guide to the design, installation, testing and maintenance of services supplying water for domestic use within buildings and their curtilages – Complementary guidance to BS EN 806

WRAS - Water Regulations Guide Book

relevant manufactures’ instructions and wiring diagrams.

Task 1 – Cold water system design

Part 1A

Candidates must calculate the flow rate required from the combined loading units of all cold water appliances connected to the undertaker’s water main and identify the minimum cold water pipe size required. The results should be presented in a suitable table: all calculations and data for relevant appliances in each area must be shown.

Part 1B

Candidates should produce a line diagram on the scale drawings provided showing cold water

pipework routes required to all appliances. All drawings should be well annotated, neat and tidy.

Part 1C

An outline of the procedure for system flushing and disinfection after sewage contamination

within the cold water pipework should be produced by the candidate. This should be in line with

the relevant legislation provided for reference. This could be a bullet point list of the relevant

stages of activity required.

Task 2 – Installation

The candidate is required to select components and complete an installation to three outlets. The installation must include different backflow prevention devices (as specified below).

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The installation of the three outlets must include the following: Outlet 1 - A category 2 outlet protected by a single check valve installed on the supply to the outlet.

Outlet 2 - A category 3 outlet protected by a double check valve installed on the supply to the outlet.

Outlet 3 - An outside tap with a hosepipe connection and incorporating the correct backflow prevention requirements. Prior to the installation commencing, the candidate must select the correct backflow prevention components to complete the installation. These should be collected for the stipulated fluid category from a selection of those presented by the tutor. The list of components that must be presented:

a service valve

a gate valve

filters

single check valve

double check valve

flow limiting devices

outside tap with integrated backflow prevention

outside tap with no integrated backflow prevention.

The correct components required must be selected for the assessment to continue. Once the correct components have been selected, the candidate must then complete the

installation in accordance with the Water Regulations. After connections are made the system should be filled vented and soundness tested to 1.5 X working pressure. Tutors can advise of a 3bar working pressure

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Installation board

Candidate must install pipework as above diagram

Task 3 – Fault Diagnosis, rectification and commissioning

The 2 port valve should be identified as the faulty component and recorded on the

documentation. The safe isolation procedure should then be followed and directly observed. Once

safe isolation has been confirmed the supply should be locked off for the component to be

replaced by the candidate. This should only be reinstated after dead testing and the tutor is

satisfied with the installed and wired component after inspection.

Once the fault has been rectified the system must be commissioned:

visual inspection of the system before commissioning

fill and vent

commission central heating system

completion of commissioning certificate

carry out handover procedures and discuss dosing requirements following final

commissioning.

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Task 3 typical component replacement and commissioning bay

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Guidance on assessment conditions

Health and safety

Candidates should not be entered for assessment without being clear of the importance of working safely, and what constitutes good working practices. The tutor must immediately stop an assessment if a candidate works unsafely. At the discretion of the tutor, depending on the severity of the incident, the candidate may be given a warning. If they continue to work unsafely however, their assessment must be ended and they must retake the assessment at a later date.

Safe isolation of electrical supply must be confirmed to the tutor before carrying out any rectification activity on the system

Observation

All tasks should be completed by candidates under supervised conditions.

Preparation

Candidates should be aware of which aspects of their performance will give them good marks. This is best carried out through routine pointing-out of good or poor performance during the learning period, and through the use of targeted formative assessment, with timely and sufficient feedback. Candidates should be encouraged to do the best they can, and should be made aware of the difference between this summative assessment and any formative assessments they may have done previously. They should not be given access to the marking grids. Care should be taken to ensure that the work produced is that of the candidate.

The assessment conditions that are in place for this synoptic assignment are to:

ensure the rigour of the assessment process,

provide fairness for candidates

give confidence in the outcome.

They can be thought of as the rules that ensure that all candidates who take an assessment are being treated fairly, equally and in a manner that ensures that their result reflects their true ability.

The conditions outlined below relate to this summative synoptic assignment. These do not affect any formative assessment work that takes place. Formative assessment will necessarily take a significant role throughout the learning programme where support, guidance and feedback (with the opportunity to show how the feedback has been used to improve outcomes and learning) are critical.

This approach is not, however, valid for summative assessment. The purpose of summative assessment is to confirm the standard the candidate has achieved as a result of participating in the learning process.

Authentication of candidate work

Candidates are required to sign declarations of authenticity, as is the tutor. The relevant form is included in this assignment pack.

The completion of the final evidence for the tasks that make up this synoptic assignment must be completed in the specified conditions. This is to ensure authenticity and prevent malpractice as well as to assess and record candidate performance for assessment in the practical tasks. Any aspect that may be undertaken in unsupervised conditions is specified.

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Candidates can rework any evidence that has been produced for this synoptic assignment during the time allowed. However, this must be as a result of their own review and identification of weaknesses and not as a result of tutor feedback. Once the evidence has been submitted for assessment, no further amendments to evidence can be made.

Candidate evidence must be kept secure to prevent unsupervised access by the candidate or others. Where evidence is produced over a number of sessions, the tutor must ensure learners and others cannot access the evidence without supervision. This might include storing written work or artefacts in locked cupboards and collecting memory sticks of evidence produced electronically at the end of each session.

Accessibility and fairness

Where the candidate has special requirements, tutors should refer to the separate guidance document.

Tutors can provide clarification to any candidate on the requirements of any aspect of this synoptic assignment. Tutors should not provide more guidance than the candidate needs as this may impact on the candidate’s grade. Guidance must only support access to the assignment and must not provide feedback for improvement. Any clarification and guidance should be recorded fully and must be taken into account along with the candidate’s final evidence during marking and must be made available for moderation. Tutors must not provide feedback on the quality of the performance or how the quality of evidence can be improved. This would be classed as tutor malpractice. Tutors should however provide general reminders to candidates throughout the assessment period that they must check their work thoroughly before submitting it to be sure that they are happy with their final evidence as it may not be worked on further after submission.

It is up to the marker during marking to decide in what area, if any, the guidance provided suggests the candidate is lacking, the severity of the issue, and how to award marks on the basis of this full range of evidence. The marker must record where and how guidance has had an impact on the marks given, so this is available should queries arise at moderation or appeal.

Example

A tutor should intervene if a candidate has taken a course of action that will result in them not being able to submit the full range of evidence for assessment. However this should only take place once the tutor has prompted the candidate to check that they have covered all the requirements. Where the tutor has to be explicit as to what the issue is, this is likely to demonstrate a lack of understanding on the part of the candidate rather than a simple error.

The tutor should do their best to refrain from providing guidance if the candidate is thought to be able to correct the issue without it, and a prompt would suffice. In other words only the minimum support the candidate actually needs should be given, since the more guidance provided, the larger the impact on the marks awarded. Both prompts and details of the nature of any further guidance must be recorded and reviewed during marking and moderation.

A tutor may not provide guidance that the candidate’s work is not at the required standard or how to improve their work. In this way, candidates are given the chance to identify and correct any errors on their own, providing valid evidence of knowledge and skills that will be credited during marking. Tutors should ensure that candidates’ plans for completion of the tasks use the time available appropriately, and they may guide candidates on where they should be up to at any point in a general way. They should not however offer any additional guidance to specific candidates during the assignment period. The length of time taken for each task must be recorded, and may be taken into account during marking, as should instances of excessive time taken for any task.


All candidates must be provided with an environment that enables them to access the full range of marks available. All candidates must be provided with an environment that enables them to access the full range of marks available. If a team member is distracting or prevent another team member from completing a task, the tutor must intervene.

Guidance on marking

Please see the centre guidance document Guidance for assessment of City & Guilds technical qualifications, including grading and use of marking grids for detailed guidance on using the following marking grid.

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Marking grid

% Assessment Objective

Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

10 AO1 Recall of knowledge relating to the qualification LOs

Does the candidate seem to have the full breadth and depth of taught knowledge across the qualification to hand?

How accurate is their knowledge? Are there any gaps or misunderstandings evident?

How confident and secure does their knowledge seem?

(1-2 marks)

Recall shows some weaknesses in breadth and/or accuracy.

Hesitant, significant gaps, inaccuracy

(3-4 marks)

Recall is generally accurate and shows reasonable breadth. Inaccuracy and misunderstandings are infrequent and usually minor.

Sound, minimal gaps

(5-6 marks)

Consistently strong evidence of accurate and confident recall from the breadth of knowledge.

Accurate, confident, complete, fluent

Examples of types of knowledge expected: Legislation, job roles, types of clients, site responsibilities components and layout features, mechanical and non-mechanical backflow prevention, hot water system supplies and design temperatures, installation requirements and sources of information, positioning, fixing and connection requirements.

Where the candidate has demonstrated knowledge it has been limited and/or showing inaccuracies. There are clear gaps in knowledge with little confidence in working independently.

The candidate has shown a good range of knowledge from across the qualification which is sound. The candidate seeks minimal guidance or reassurance in the completion of tasks.

The candidate shows in-depth and detailed knowledge across the whole qualification range, showing a high degree of accuracy. The candidate is confident and requires no reassurance.



Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

10 AO2 Understanding of concepts theories and processes relating to the LOs

Does the candidate make connections and show causal links and explain why?

How well theories and concepts are applied to new situations/the assignment?

(1 - 2 marks)

Some evidence of being able to give explanations of concepts and theories. Explanations appear to be recalled, simplistic or incomplete.

Misunderstanding, illogical connections, guessing,

(3 - 4 marks)

Explanations are logical. Showing comprehension and generally free from misunderstanding, but may lack depth or connections are incompletely explored.

Logical, slightly disjointed, plausible,

(5 - 6 marks)

Consistently strong evidence of clear causal links in explanations generated by the candidate. Candidate uses concepts and theories confidently in explaining decisions taken and application to new situations.

Logical reasoning, thoughtful decisions, causal links, justified

Examples of understanding expected: interpretation of diagnostic test results, explanations/comparisons related to material and component specifications and performance, why and when different methods, techniques, materials are used, principles (e.g. design, risk management, building services provision )

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Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

How well chosen are exemplars – how well do they illustrate the concept?

Some concepts are referred to, but explanations are typically weak; little ability to show a chain of cause and effect – i.e. explain why. Candidate plans plumbing system design with some errors, demonstrating basic understanding of system types.

Links between systems operation are not clearly made.

Limited understanding of how plumbing systems impact on each other.

Some components selected correctly with limited consideration of legislative requirements. Incorrect process followed when calculating flow sizes and therefore incorrect pipe sizes used.

There is good understanding shown across the qualification, explanations are clear and often show good links between cause and effect – i.e. can explain ‘why’ in familiar contexts well. Candidate demonstrated good system design skills applying understanding of plumbing systems and design principles.

Candidate shows consistent demonstration of ideas on system interaction/impact.

Most components selected correctly and with consideration of legislative requirements. Reasoned processes following when calculating flow sizes but some errors.

Concepts and understanding across the qualification are extremely well understood and can be applied consistently and effectively in new contexts.

Candidate shows a high level of understanding with excellent plumbing system design and evidence of analytical working when fault finding. Application of good practice in planning is evident with no errors in design plans. Full understanding of how systems interact and impact on each other.

All components selected correctly and to meet legislative requirements. Correct process followed when calculating flow sizes resulting in correctly sized pipework.

40 AO3 Application of practical/

technical skills

How practiced/fluid does hand eye coordination and dexterity seem?

How confidently does the candidate use the breadth of

(1 - 8 marks)

Some evidence of familiarity with practical skills. Some awkwardness in implementation, may show frustration out of inability rather than lack of care.

Unable to adapt, frustrated, flaws, out of tolerance, imperfect, clumsy.

(9 - 16 marks)

Generally successful application of skills, although areas of complexity may present a challenge. Skills are not yet second nature.

Somewhat successful, some inconsistencies, fairly adept/ capable.

(17 - 24 marks)

Consistently high levels of skill and/or dexterity, showing ability to successfully make adjustments to practice; able to deal successfully with complexity.

Dextrous, fluid, comes naturally, skilled, practiced,



Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

practical skills open to them?

How accurately/ successfully has the

Examples of skills expected: Working in a safe manner, interpreting test results, use of tools and equipment, use of diagnostic equipment, working with documentation (project, planning, building regulations), producing tender figures, using, production of plans and drawings, carrying out a risk assessment,

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candidate been able to use skills/achieve practical outcomes?

Bottom of band:

Processes can be carried out to a degree, resulting in installation that is inaccurate in places. Complex situations are problematic. Pipework and component installation is of poor quality with weak practical skills shown, not following industry practice. Work is completed safely but not to recognised standards. Assistance required with fault diagnosis and rectification. Tests failed and little or no reference recognised procedures.

Top of band:

Candidate demonstrates basic skills, with some commissioning and installation errors. Completed systems are functional but not to industry standards. Untidy workmanship displayed with lack of forethought and planning when working. No logical sequence to work. Time is inconsistently allocated and some elements are rushed.

Bottom of band:

Familiar processes are carried out in a capable way resulting in consistent commissioning and installation following industry standards. Installation is of average quality, skills demonstrated are at a level acceptable within industry tolerances. Attempt has been made to plan and organise work.

Faults diagnosed but not rectified following recognised procedure.

Testing passed with an attempt to follow standard procedures.

Top of band:

Candidate demonstrates good, consistent installation skills which meets industry standards, partial commissioning procedures demonstrated. Work is well planned following a logical sequence and is completed in a timely manner. Complex situations are attempted well and mostly effectively.

Bottom of band:

Candidate is able to consistently display a high level of skill in all areas of commissioning and installation. Measurements are reliable and accurate, within tolerance even in complex situations. Very good installation with consideration of presentation and meeting manufactures expectations. Good use of time to meet all aspects of task.

Top of band:

Excellent installation and commissioning fully completed following industry requirements, high level of attention to presentation of documentation that is completed professional and correctly. Consideration is made to specific client/situation – adapting techniques to meet requirements. Work is planned and methodical with no damage to surrounding area. Area is left clean and tidy. Faults diagnosed and rectified following a systematic approach.

Electrical tests carried out following correct procedures. System commissioned following correct procedures. Tests passed and carried out following correct procedures and pressures without leaks.



Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

20 AO4 Bringing it all together - coherence of the whole subject

Does the candidate draw from the breadth of their knowledge and skills?

Does the candidate remember to reflect on theory when solving practical problems?

How well can the candidate work out

(1 - 4 marks)

Some evidence of consideration of theory when attempting tasks. Tends to attend to single aspects at a time without considering implication of contextual information.

Some random trial and error, new situations are challenging, expects guidance, narrow. Many need prompting.

(5 - 8 marks)

Shows good application of theory to practice and new context, some inconsistencies.

Remembers to apply theory, somewhat successful at achieving fitness for purpose. Some consolidation of theory and practice

(9 - 12 marks)

Strong evidence of thorough consideration of the context and use of theory and skills to achieve fitness for purpose.

Purposeful experimentation, plausible ideas, guided by theory and experience, fit for purpose, integrated, uses whole toolkit of theory and skills.

Examples of bringing it all together: Applying knowledge and understanding to a particular scenario/ problem – justifying decisions/approaches taken e.g. materials, techniques, appropriate attention to human comfort factors given stated requirements, adapting practice to meet contextual challenges e.g. difficult sites, consideration of costs

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Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

solutions to new contexts/ problems on their own?

There is some evidence of the candidate using their knowledge and understanding together in a few straightforward areas. Poor design criteria selected resulting in a system designed adequately but with some errors. Lack of use of reference materials and application to project design.

Little consideration of how plumbing systems integrate with each other. Tasks not appropriately planned with some elements rushed. Little evidence of reference to sources available to make decisions.

The candidate typically brings together their knowledge, understanding and skills well when solving problems that arise when presented with the context, although they may deal with these separately. System design completed to the correct level with some minor errors. Choices and decisions are made with some consideration of wider context.

Recognition of how most plumbing systems impact on each other with an attempt to consider how they integrate. Evidence of planning with some attempt to manage time efficiently. Reference to most available sources to make reasoned judgements with.

The candidate has made excellent use of their knowledge, understanding and skills from across the qualification to inform them as to how best to meet the context of the assignment. Choices and decisions have been well informed and considered. Candidate demonstrates detailed understanding of design criteria with no errors, considering of impact of system design on end user/client (e.g. location of components)

Systematic consideration of how plumbing systems integrate with each other. All work systematic, with clear evidence of planning - time used efficiently.

Evidence of reference of all available documentation to make an informed judgement.

10 AO5 Attending to detail/ perfecting

Does the candidate routinely check on quality, finish etc and attend to imperfections/ omissions

How much is accuracy a result of persistent care and

(1 - 2 marks)

Easily distracted or lack of checking. Insufficiently concerned by poor result; little attempt to improve. Gives up too early; focus may be on completion rather than quality of outcome.

Careless, imprecise, flawed, uncaring, unfocussed, unobservant, unmotivated.

(3 - 4 marks)

Aims for satisfactory result but may not persist beyond this. Uses feedback methods but perhaps not fully or consistently.

Variable/intermittent attention, reasonably conscientious, some imperfections, unremarkable.

(5 - 6 marks)

Alert, focussed on task. Attentive and persistently pursuing excellence. Using feedback to identify problems for correction.

Noticing, checking, persistent, perfecting, refining, accurate, focus on quality, precision, refinement, faultless, meticulous.



Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

attention (eg measure twice cut once)?

Would you describe the candidate as a perfectionist and wholly engaged in the subject?

Examples of attending to detail: Accuracy and detail of drawings, attention to accuracy during work, thinking about and attending to specific requirements of the client, completeness and attention to usability of documentation, following current legislation and regulations

There is superficial attention to detail. The drawings and documents show some inaccuracies or gaps. Performance needs are interpreted in a generic rather than specific way with basic attention to their aims. No written detail is provided when designing systems. No reference made to manufacturers’ instructions in planning documentation.

There is adequate attention to detail – drawings and documentation are accurate. Performance needs are considered sufficiently to meet their needs in the most straightforward/ conventional way. Candidate provides good written details with some reference made to manufacturers’ instructions.

The candidate has been highly focused on tasks showing extreme care in the accuracy in their work. They have been thoughtful in using insights in achieving an outcome that is extremely well presented.

Candidate provides a high level of accuracy in drawings and written detail consistently ensuring and checking accuracy of results of diagnostic testing. Consistent reference is made to manufacturers’ instructions.

0 AO6 Identify and use knowledge from other sources – research

Does the candidate identify and use a wide range of appropriate sources effectively?

How critically is information appraised, for plausibility,

(0 marks)

Uncritical use of a few basic sources. Referencing lacking or inappropriate. Lack of interpretation/ consideration in use, referencing minimal.

Limited, uncritical, unfocussed, no clear purpose, cut and paste.

(0 marks)

Use of sources is generally good, possibly inconsistent or critical appraisal is somewhat under-developed. Evidence of generally consistent referencing.

Fitful, unexceptional, partially considered, reasonably reliable, sometimes straying from the aim.

(0 marks)

Broad and appropriate use of sources. Clear referencing and acknowledgement where appropriate. Information gathered is appropriate and used effectively.

Broad/deep, relevant, considered, well chosen, purposeful, interpreted.

Examples of research: N/A

35


Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

suitability and relevance?

How purposefully is information used?

N/A N/A N/A

0 AO7 Originality and creativity

Does the candidate respond to the brief in an original way?

Are ideas/ materials etc used in a creative novel, experimental way?

Are creative, unconventional approaches taken in applying skills/ processes to meet a challenge?

(0 marks)

Designs and solutions to problems follow conventional routes. Some evidence of experimentation or novel thought.

Unimaginative, uses existing/ conventional ideas, safe.

(0 marks)

Evidence of creativity/ originality/ experimentation, but may be incompletely developed or lacking in clear intention.

Somewhat original, beginnings of an idea, partially developed, lacking in confidence; avoiding risk, falling back on convention.

(0 marks)

Opportunities for creativity are identified and tackled with originality and imagination. Takes risks/ experimental

Original, creative, unique, unconventional, risky, fully developed, inspired.

Examples of creativity: N/A

N/A N/A N/A

10 AO8 Communication/ Presentation/

Documentation

How well are formally produced pieces of work (writing, drawings, posters etc) structured, laid out,

(1 - 2 marks)

Format choices are limited to a basic ‘tool kit’ and sometimes inappropriate. Some evidence of attempts to use structure and layout to aid communication.

Somewhat disorganised/ unstructured, informal, basic.

(3 - 4 marks)

Some successful use of conventional formats, but some content may be lacking, eg in logical/coherent approach.

Reasonably successful, conveys message quite well.

(5 - 6 marks)

Appropriate choice of methods, layout, styles and conventions maximise communication. Written style and structure/composition is coherent and logical.

Professional, organised, well structured, easy to follow, even complex ideas.



Band 1 descriptor

Poor to limited

Band 2 descriptor

Fair to good

Band 3 descriptor

Strong to excellent

presented, communicated?

Does the candidate use logical and well structured writing that is coherent and easy to follow?

How appropriate and well presented are the chosen communication methods and formats?

Examples of communication: Use of appropriate communication formats for planning and design documents (plans, drawings), contribution of layout and presentation to ease of communication and clarity of drawings and documents, use of appropriate forms and formats, calculations, use of standard units of measurement

Documentation is laid out in a way that shows some basic conventions to aid communications. May not show awareness of requirements for the purpose. Poor method used for calculation and workings not shown. Diagrams are of poor quality with few inconsistent labels or notations. No attempt is made to reference sources. Benchmark documentation is completed with mistakes and not stored correctly.

System design is poorly presented with errors and omissions. Diagrams produced are poorly annotated and unclear with many errors. Report produced are brief and lacking detail and legislative requirements.

Documentation is laid out in a way that is usable and shows features that aid communication. Presentation is adequate for the purpose. System calculations are correct and workings shown though laid out in an easy to follow sequence. Drawings are provided with limited detail Benchmark documentation completed and handed to client.

Design plans are clear, coherent and clearly labelled with only a few minor errors.

System design is partially completed and with an attempt at considering purpose and end user. Diagrams are generally clear with some inaccuracies. Reports produced are clear, showing some inaccuracies, attempt made to meet legislative requirements.

Documentation is very well laid out, and easy to use, with a high level of presentation which is highly appropriate for the purpose. Calculations show all detailed workings with consistent sequence as part of highly accurate answers. Plans and task documentation are presented in a logical manner with consideration of end user. Diagrams are neat and fully labelled. All sources used are referenced fully. Benchmark documentation is fully and clearly completed with relevant information, dated and signed – handed to client as part of full handover procedure.

Recording of the system design is clear, accurate and covers all requirements. Diagrams are clear and accurate. Reports are accurate, clear meeting legislative requirements.

For any category, 0 marks may be awarded where there is no evidence of achievement

37

Practical Observation Form (PO) Candidate Name: Assessment ID:

Candidate Number: Centre Number

Date:

Task 1 For this task, candidate evidence will be directly uploaded to the marking/moderation platform. Therefore, there is no need (or space) to provide comments around the candidate’s work/performance on the form.

Evidence Assessment objectives

Distinction

Advantages and disadvantages of an unvented hot water system.

Diagram of a proposed unvented hot water installation.

Purpose of the three tier safety devices for unvented installation.

Calculate the size of the discharge pipework required D2.

AO1, AO2

AO1, AO2, AO5

AO1, AO2

AO1, AO2


Task 2 The assessor should record their observations for Task 2 in the table below. See the Observation section above for details around the types of comments to add here. Information around tolerances can be found after this table.

Evidence and examples of AOs Comments/notes

Distinction Carry out installation

AO1- Legislation, job roles, types of clients, site

responsibilities components and layout features,

mechanical and non-mechanical backflow prevention,

hot water system supplies and design temperatures,

installation requirements and sources of information,

positioning, fixing and connection requirements.

AO2 - interpretation of diagnostic test results,

explanations/comparisons related to material and

component specifications and performance, why and

when different methods, techniques, materials are

used, principles (e.g. design, risk management,

building services provision )

39

AO3 - Working in a safe manner, interpreting test

results, use of tools and equipment, use of diagnostic

equipment, working with documentation (project,

planning, building regulations), producing tender

figures, using, production of plans and drawings,

carrying out a risk assessment,

AO4 - Applying knowledge and understanding to a

particular scenario/ problem – justifying

decisions/approaches taken e.g. materials, techniques,

appropriate attention to human comfort factors given

stated requirements, adapting practice to meet

contextual challenges e.g. difficult sites, consideration

of costs


AO5 – Accuracy and detail of drawings, attention to

accuracy during work, thinking about and attending to

specific requirements of the client, completeness and

attention to usability of documentation, following

current legislation and regulations

AO8 - Use of appropriate communication formats for

planning and design documents (plans, drawings),

contribution of layout and presentation to ease of

communication and clarity of drawings and

documents, use of appropriate forms and formats,

calculations, use of standard units of measurement

41

Task 3 The assessor should record their observations for Task 3 in the table below. See the Observation section above for details around the types of comments to add here. Information around tolerances can be found after this table.

Evidence and examples of AOs Comments/notes

Distinction Fault diagnosis and rectification and commissioning

AO1- Legislation, job roles, types of clients, site

responsibilities components and layout features,

mechanical and non-mechanical backflow prevention,

hot water system supplies and design temperatures,

installation requirements and sources of information,

positioning, fixing and connection requirements.

AO2 - interpretation of diagnostic test results,

explanations/comparisons related to material and

component specifications and performance, why and

when different methods, techniques, materials are

used, principles (e.g. design, risk management,

building services provision )


AO3 - Working in a safe manner, interpreting test

results, use of tools and equipment, use of diagnostic

equipment, working with documentation (project,

planning, building regulations), producing tender

figures, using, production of plans and drawings,

carrying out a risk assessment,

AO4 - Applying knowledge and understanding to a

particular scenario/ problem – justifying

decisions/approaches taken e.g. materials, techniques,

appropriate attention to human comfort factors given

stated requirements, adapting practice to meet

contextual challenges e.g. difficult sites, consideration

of costs

43

AO5 – Accuracy and detail of drawings, attention to

accuracy during work, thinking about and attending to

specific requirements of the client, completeness and

attention to usability of documentation, following

current legislation and regulations

AO8 – Use of appropriate communication formats for

planning and design documents (plans, drawings),

contribution of layout and presentation to ease of

communication and clarity of drawings and

documents, use of appropriate forms and formats,

calculations, use of standard units of measurement


45

Declaration of Authenticity

Candidate name Candidate number

Centre name Centre number

Candidate:

I confirm that all work submitted for this synoptic assignment is my own, and that I have acknowledged all sources I have used.

Candidate signature

Date

Tutor: I confirm that all work was conducted under conditions designed to assure the authenticity of the candidate’s work, and am satisfied that, to the best of my knowledge, the work produced is solely that of the candidate.

Tutor signature

Date


Assessment feedback form

Tutor signature and date:

Candidate name Candidate number

Tutor name Date of assessment

Task / AO Feedback

47

Appendix 1 Floor Plans

Floor plans for the assignment are provided in a larger format on the following pages.


49

Documents

Level 3 Advanced Technical Diploma in Plumbing · City & Guilds Level 3 Advanced Technical Diploma in Plumbing 1 ... Level 3 Advanced Technical Diploma in Plumbing . 2 ... BS EN 806-