Pearson Edexcel Level 3 Certificate in Non-Domestic Energy ... · certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more

Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF)

Specification

NVQ/Competence-based qualification First registration August 2014

Pearson Education Limited is one of the largest awarding organisations in the United Kingdom. Pearson is recognised and regulated by Ofqual and the Scottish Qualifications Authority (SQA) to offer accredited qualifications to employers, private training providers, colleges, schools and other places of learning both in the United Kingdom and internationally.

The qualifications offered include National Vocational Qualifications/Competency-based qualifications, Scottish Vocational Qualifications, and other qualifications that attest to competence in the workplace, the suite of BTEC vocationally related qualifications, ranging from Entry Level to Higher National Diplomas, GCSE, GCE AS and GCE A levels. Working in partnership with universities, Pearson Education Limited has Degree awarding powers.

Pearson Education Limited is committed to supporting work-based learning through its BTEC Apprenticeship and Employability Frameworks and our suite of vocational qualifications.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Shakti Tiwary

ISBN 978 1 446 90879 2

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

QCF qualification number and qualification title 4

Qualification objectives 4

Relationship with previous qualifications 4

Progression opportunities 4

Industry support and recognition 4

Relationship with National Occupational Standards 4

3 Qualification structure 5

Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF) 5

4 Assessment 6

Assessment strategy 7

Types of evidence 7

Credit transfer 8

5 Centre resource requirements 9

6 Centre recognition and approval 10

Centre recognition 10

Approvals agreement 10

7 Quality assurance of centres 11

8 Programme delivery 12

9 Access and recruitment 13

10 Access to qualifications for learners with disabilities or specific needs 14

11 Unit format 15

Unit title 15

Unit reference number 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Unit assessment requirements/evidence requirements 15

Learning outcomes 16

Assessment criteria 16

Unit 1: Conduct energy assessments in a safe, effective and professional manner 17

Unit 2: Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings 25

Unit 3: Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM 31

Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM 43

12 Further information and useful publications 52

13 Professional development and training 53

14 Contact us 54

Annexe A: Assessment requirements/strategy 55

Annexe B: Personal, Learning and Thinking Skills (PLTS) Mapping 63

Annexe C: Portfolio Guidance 65

Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014

1

Purpose of this specification

This specification sets out:

the objectives of the qualification

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

the combination of units that a learner must have completed before the qualification will be awarded and any pathways

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification

the method of any assessment and any associated requirements relating to it

the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

the Apprenticeship Framework in which the qualification is included, where appropriate.


2

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQ/Competence-based qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for those learning outcomes achievable in 10 hours of learning

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


3

2 Qualification summary and key information

Qualification title Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF)

QCF Qualification Number (QN) 601/1143/4

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 29/08/2013

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 30

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours 140

Grading information The qualification and units are graded pass/fail.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)

Funding For details on funding availability, please check the Learning Aim Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA).


4

QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Qualification objectives

The Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF) is for learners who work in, or want to work in energy sector. It qualifies them to work as a Non-Domestic Energy Assessor, which will allow them to produce Energy Performance Certificates (EPCs) for existing non-domestic properties, once registered with an Accreditation Scheme.

It gives learners the opportunity to:

demonstrate competence as a Non-domestic energy assessor (NDEA)

develop knowledge and skills related to the specified job roles in the energy assessor sector

have existing skills recognised

achieve a nationally-recognised Level 3 qualification

develop their own personal growth and engagement in learning

Relationship with previous qualifications

This qualification is a replacement for the Pearson EDI Level 3 NVQ Certificate in Non-Domestic Energy Assessment.

Progression opportunities

Learners who have achieved the Pearson Edexcel Level 3 NVQ Certificate in Non-Domestic Energy Assessment, can progress into a career as a Non-Domestic Energy Assessor (NDEA), or the Pearson Edexcel Level 4 Diploma in Green Deal Non-Domestic Advice.

Industry support and recognition

This qualification is supported by Asset Skills, the Skills Council for facilities management, housing, property, cleaning and parking.

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) for property services, which were set and designed by Asset Skills, the Sector Skills Council for the sector.

http://www.edexcel.com/�


5

3 Qualification structure

Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

Minimum number of credits that must be achieved 30

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 H/503/8162 Conduct Energy Assessments in a Safe, Effective and Professional Manner

3 6 30

2 J/503/8168 Prepare for Energy Assessments of Non-dwellings to Fulfil Regulatory Requirements for Asset Ratings

3 6 30

3 L/503/8169 Undertake Energy Assessments of Existing Level 3 Non-dwellings using the Simplified Building Energy Model SBEM

3 11 45

4 L/503/8172 Report on the Energy Assessment of New and Existing Non-dwellings using the Simplified Building Energy Model SBEM

4 7 35

Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of a unit at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit during delivery and assessment of the qualification.


6

4 Assessment

This qualification is assessed through an externally verified Portfolio of Evidence. Learners may use the Pearson devised workbook to collate evidence gathered during the course of their work

To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment strategy.

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website.

a combination of these.


7

Assessment strategy

The assessment strategy for this qualification has been included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. Asset Skills have developed this in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Asset Skills assessment strategy. As stated in the assessment strategy, the evidence for this qualification can take a variety of forms as indicated below:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EWT)

evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations for cross-referencing purposes in their portfolios.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.

There is further guidance about assessment on our website. Please see Section 12 for details.


8

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


9

5 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, equipment, IT, learning materials, teaching rooms.

Where permitted, RWE must offer the same conditions as the normal day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

Centres must meet any specific human and physical resource requirements outlined in the assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment strategy for the sector.

There must be systems in place to ensure the continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification.

Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office

http://www.gov.uk/government/organisations/home-office�


10

6 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.

http://pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspx�


11

7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model is as described below.

Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:

of assessment sites

and throughput of learners

and turnover of assessors

and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met.

Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/Pages/default.aspx�


12

8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning,) that meets learners’ needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.

Those planning the programme should aim to address the occupational nature of the qualification by:

engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities

using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

taking advantage of suitable digital methods to capture evidence.


13

9 Access and recruitment

Pearson’s policy regarding access to its qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.


14

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

These documents are available on our website, at www.edexcel.com/Policies

http://www.edexcel.com/Policies/Pages/default.aspx�


15

11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence qualifications.

Unit aim

This gives a summary of what the unit aims to do.

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.


16

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.


17

Unit 1: Conduct energy assessments in a safe, effective and professional manner

Unit reference number: H/503/8162

QCF level: 3

Credit value: 6

Guided learning hours: 30

Unit aim

To develop knowledge, understanding and skills to contribute to the health, safety and security of the workplace, develop effective working relationships with others, and conduct energy assessments in a professional and ethical manner, complying with organisational and legal requirements at all times.


Specific assessment and evidence requirements are specified where applicable, can be found in Annexe C. Please also refer to the Asset Skills Assessment Principles (May 2012), found in Annexe A.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

18

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

rele

vant

legal

duties

for

hea

lth,

safe

ty a

nd s

ecurity

in t

he

work

pla

ce.

1.2

Id

entify

the

hea

lth,

safe

ty a

nd s

ecurity

ris

ks t

hat

could

exi

st in

diffe

rent

loca

tions,

and t

he

action t

o t

ake

to m

inim

ise

or

mitig

ate

risk

s.

1.3

Id

entify

the

risk

s to

sel

f w

hic

h a

re a

ssoci

ated

with lone

work

ing.

1.4

Exp

lain

why

it is

import

ant

to r

emai

n a

lert

to t

he

pre

sence

of

risk

s in

th

e w

ork

pla

ce.

1.5

Exp

lain

the

import

ance

of

per

sonal

conduct

in m

ainta

inin

g t

he

hea

lth,

safe

ty a

nd s

ecurity

of yo

urs

elf

or

oth

ers.

1.6

Exp

lain

how

to m

ake

use

of

rele

vant

supplie

rs a

nd m

anufa

cture

rs’

inst

ruct

ions

for

the

safe

use

of eq

uip

men

t, m

ater

ials

and p

roduct

s.

1.7

Exp

lain

who s

hould

be

info

rmed

of

any

conflic

ts b

etw

een d

iffe

rent

hea

lth,

safe

ty a

nd s

ecurity

req

uirem

ents

.

1.8

D

escr

ibe

the

pro

cedure

s fo

r diffe

rent

types

of

emer

gen

cy.

1.9

Id

entify

the

types

of

sugges

tions

for

impro

ving h

ealth,

safe

ty a

nd

secu

rity

at

work

that

could

be

mad

e an

d w

ho s

hould

be

giv

en t

hem

.

1

Under

stan

d t

he

Hea

lth a

nd S

afet

y re

quirem

ents

when

under

taki

ng e

ner

gy

asse

ssm

ents

.

1.1

0

Iden

tify

the

actions

that

may

be

take

n t

o p

rote

ct c

ust

om

ers’

pro

per

ty.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

why

it is

import

ant

to p

rom

ote

goodw

ill a

nd t

rust

when

w

ork

ing w

ith o

ther

s an

d w

ays

in w

hic

h t

his

can

be

achie

ved.

2.2

Exp

lain

how

to iden

tify

the

info

rmat

ion y

ou r

equire

and t

he

pote

ntial

so

urc

es o

f su

ch info

rmat

ion.

2.3

D

escr

ibe

how

to r

espond t

o e

nquirie

s fr

om

oth

ers

and h

ow

to c

larify

th

eir

info

rmat

ion n

eeds.

2.4

Exp

lain

how

to r

espond t

o e

nquirie

s w

hic

h a

re o

uts

ide

your

auth

ority

, bey

ond y

our

area

of

know

ledge

or

exper

tise

or

wher

e th

e in

form

atio

n

reques

ted is

confiden

tial

.

2.5

D

efin

e th

e ex

tent

and lim

its

for

your

ow

n c

om

pet

ence

and e

xper

tise

an

d t

he

import

ance

of

not

work

ing b

eyond t

hes

e lim

its.

2.6

D

escr

ibe

the

way

s in

whic

h d

ispute

s or

diffe

rence

s of

opin

ion s

hould

be

han

dle

d a

nd r

esolv

ed t

o m

inim

ise

offen

ce a

nd m

ainta

in r

espec

t.

2.7

D

escr

ibe

the

form

al c

om

pla

ints

pro

cedure

that

cove

rs y

our

work

in

term

s of:

Any

spec

ific

org

anis

atio

nal

req

uirem

ents

with r

egar

d t

o c

om

pla

ints

Your

ow

n r

esponsi

bili

ty t

o d

eal w

ith c

om

pla

ints

and a

ttem

pt

to

reso

lve

them

bef

ore

esc

alat

ing t

o th

e Acc

reditat

ion B

ody,

or

the

equiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions.

2.8

Id

entify

the

range

of

pote

ntial

conflic

ts o

f in

tere

st t

hat

you m

ay

enco

unte

r an

d t

he

action r

equired

to m

anag

e th

ese

2.9

Exp

lain

why

it is

import

ant

to p

rese

nt

a posi

tive

per

sonal

and

pro

fess

ional

im

age

when

dea

ling w

ith p

eople

and h

ow

this

can

be

achie

ved.

2

Under

stan

d t

he

legis

lation,

codes

of

conduct

and

com

plia

nce

re

quirem

ents

in

rela

tion t

o e

ner

gy

asse

ssm

ent.

2.1

0

Des

crib

e th

e w

ays

in w

hic

h y

ou m

ay d

evel

op y

ours

elf

within

your

role

to

cove

r yo

ur

dev

elopm

ent

nee

ds.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

1

Def

ine

the

leve

l of

serv

ice

expec

ted b

y cu

stom

ers,

thei

r ex

pec

tations

as t

o t

he

outc

om

es o

f th

e en

ergy

asse

ssm

ent

or

advi

ce p

roce

ss a

nd

how

to d

eliv

er a

n a

ppro

priat

e le

vel of

cust

om

er s

ervi

ce.

2.1

2

Exp

lain

the

nee

d f

or

pro

mpt

resp

onse

s to

enquirie

s.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

the

rele

vant

polic

ies

and leg

isla

tion o

n c

om

bat

ing c

limat

e ch

ange

and t

he

reduct

ion o

f ca

rbon e

mis

sions

from

build

ings.

3.2

D

escr

ibe

the

rele

vant

legis

lation c

ove

ring:

The

ener

gy

per

form

ance

of

build

ings

Com

plia

nce

with s

afe

work

ing p

ract

ices

The

rele

vant

regula

tions

in t

he

Dev

olv

ed A

dm

inis

trat

ions

W

her

e ap

pro

priat

e re

leva

nt

legis

lation o

n t

he

use

of

refr

iger

ants

.

3.3

D

escr

ibe

the

rele

vant

off

icia

l guid

ance

and c

onve

ntions

rela

ting t

o t

he

asse

ssm

ent

of

ener

gy

per

form

ance

.

3.4

D

escr

ibe

your

spec

ific

res

ponsi

bili

ties

under

pre

scribed

codes

of

conduct

and e

thic

al s

tandar

ds.

3.5

D

escr

ibe

why

it is

import

ant

to c

om

ply

with m

andat

ory

and a

dvi

sory

co

des

of

pra

ctic

e.

3.6

D

escr

ibe

the

spec

ific

auditin

g o

r m

onitoring r

equirem

ents

that

rel

ate

to y

our

regis

trat

ion w

ith y

our

accr

editat

ion o

rgan

isat

ion(s

), o

r th

e eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions

and y

our

resp

onsi

bili

ties

in

com

ply

ing w

ith t

hes

e.

3.7

D

escr

ibe

the

fram

ework

under

whic

h A

ccre

ditat

ion B

odie

s, o

r th

e eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions,

are

req

uired

to o

per

ate,

in

cludin

g t

hei

r Sch

eme

Oper

atin

g R

equirem

ents

or

equiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions.

3

Under

stan

d t

he

legis

lation,

codes

of

conduct

and

com

plia

nce

re

quirem

ents

in

rela

tion t

o e

ner

gy

asse

ssm

ent.

3.8

Exp

lain

the

import

ance

of

obta

inin

g a

nd m

ainta

inin

g a

ppro

priat

e pro

fess

ional

indem

nity

insu

rance

(PI

I) c

ove

r, e

ither

thro

ugh y

our

ow

n

busi

nes

s or

your

emplo

yer

and t

he

exte

nt

and lim

itat

ions

of

this

typ

e of

cove

r.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Car

ry o

ut

work

in a

ccord

ance

with t

he

rele

vant

legal

req

uirem

ents

, le

gis

lation a

nd a

dvi

sory

and m

andat

ory

codes

of

pra

ctic

e.

4.2

Car

ry o

ut

work

in a

ccord

ance

with t

he

auditin

g a

nd m

onitoring

requirem

ents

of

the

rele

vant

accr

editat

ion o

r ce

rtific

atio

n

org

anis

atio

n/s

.

4.3

Rec

ord

cust

om

er c

onta

ct info

rmat

ion in a

ccord

ance

with

org

anis

atio

nal

and leg

al r

equirem

ents

such

as

the

Dat

a Pr

ote

ctio

n

legis

lation.

4.4

Id

entify

and m

ainta

in a

ppro

priat

e ev

iden

ce t

o r

ecord

to s

upport

your

dec

isio

ns

and a

ssum

ptions

mad

e w

hen

car

ryin

g o

ut

ener

gy

asse

ssm

ents

.

4

Be

able

to c

om

ply

w

ith o

rgan

isat

ional

an

d leg

al

requirem

ents

at

all

tim

es.

4.5

Id

entify

the

evid

ence

req

uirem

ents

def

ined

in S

chem

e O

per

atin

g

Req

uirem

ents

, or

thei

r eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions.

5.1

Tak

e ac

tion t

o m

itig

ate

hea

lth,

safe

ty a

nd s

ecurity

ris

ks.

5.2

Ensu

re p

erso

nal

conduct

does

not

endan

ger

the

hea

lth,

safe

ty a

nd

secu

rity

of

self a

nd o

ther

peo

ple

.

5.3

Tak

e ac

tion t

o e

nsu

re t

he

pro

tect

ion o

f cl

ient’s

pro

per

ty a

nd b

uild

ings.

5.4

Adher

e to

work

pla

ce p

olic

ies

and s

upplie

rs’ or

man

ufa

cture

rs’

inst

ruct

ions

for

the

safe

use

of eq

uip

men

t, p

erso

nal

pro

tect

ive

equip

men

t (P

PE),

mat

eria

ls a

nd p

roduct

s.

5.5

Id

entify

pro

cedure

s fo

r diffe

rent

types

of

emer

gen

cy a

nd im

ple

men

t th

em.

5

Be

able

to m

ainta

in

hea

lth,

safe

ty a

nd

secu

rity

at

work

.

5.6

M

ake

reco

mm

endat

ions

for

impro

ving h

ealth,

safe

ty a

nd s

ecurity

in

the

work

pla

ce t

o t

he

rele

vant

per

son/s

.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

evel

op a

nd m

ainta

in p

roduct

ive

work

ing r

elat

ionsh

ips

with o

ther

s.

6.2

Req

ues

t in

form

atio

n f

rom

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s in

a p

olit

e, c

lear

and p

rofe

ssio

nal

man

ner

.

6.3

Id

entify

and m

ake

use

of

furt

her

sourc

es o

f in

form

atio

n/h

elp.

6.4

D

eal w

ith e

nquirie

s fr

om

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s an

d s

eek

clar

ific

atio

n w

her

e nec

essa

ry.

6.5

H

andle

enquirie

s w

hic

h:

Are

outs

ide

ow

n a

uth

ority

Are

bey

ond o

wn a

rea

of

know

ledge

or

exper

tise

In

volv

e co

nfiden

tial

info

rmat

ion.

6.6

H

andle

and r

esolv

e dis

pute

s an

d/o

r diffe

rence

s of

opin

ion.

6

Be

able

to d

evel

op

and m

ainta

in

effe

ctiv

e w

ork

ing

rela

tionsh

ips

with

colle

agues

, pro

fess

ional

s,

clie

nts

and o

ther

s.

6.7

Adher

e to

the

form

al c

om

pla

ints

pro

cedure

when

dea

ling w

ith a

co

mpla

int.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

D

eal w

ith c

olle

agues

, pro

fess

ional

s, c

lients

and o

ther

s in

a t

actf

ul,

court

eous

and e

quitab

le m

anner

.

7.2

Car

ry o

ut

work

in a

ccord

ance

with p

resc

ribed

codes

of

conduct

, et

hic

al s

tandar

ds

and r

ecognis

ed g

ood p

ract

ice.

7.3

Rec

ord

all

evid

ence

support

ing t

he

assu

mptions

and d

ecis

ions

mad

e during t

he

asse

ssm

ent.

7.4

D

emonst

rate

effec

tive

man

agem

ent

of

work

act

ivitie

s an

d p

erso

nal

an

d p

rofe

ssio

nal

dev

elopm

ent.

7.5

Res

pond a

ppro

priat

ely

to p

ress

ure

fro

m a

ny

per

son/s

whic

h m

ay

affe

ct o

wn judgm

ent.

7.6

D

emonst

rate

del

iver

y of

the

appro

priat

e le

vel of

cust

om

er s

ervi

ce.

7

Be

able

to c

onduct

en

ergy

asse

ssm

ents

in a

pro

fess

ional

m

anner

.

7.7

Ass

ess

cust

om

er e

xpec

tations

as t

o t

he

outc

om

es o

f th

e en

ergy

asse

ssm

ent

or

advi

ce p

roce

ss.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


25

Unit 2: Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings

Unit reference number: J/503/8168

QCF level: 3

Credit value: 6


Unit aim

This unit enables the candidate to develop the skills to agree and confirm instructions to undertake energy assessment to meet regulatory and organisational requirements and to investigate relevant matters relating to property (non-dwellings) and energy usage.



Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

legis

lation g

ove

rnin

g e

ner

gy

asse

ssm

ent

and t

he

ove

rall

purp

ose

s of

the

Ener

gy

Perf

orm

ance

Cer

tifica

te.

1.2

Id

entify

the

rele

vant

regula

tions

for

ener

gy

per

form

ance

req

uirem

ents

new

build

ings.

1.3

Id

entify

the

rele

vant

regula

tions

for

ener

gy

per

form

ance

req

uirem

ents

fo

r ex

isting b

uild

ings.

1.4

D

escr

ibe

the

types

of

pro

per

ty a

nd s

ituat

ions

that

do n

ot

by

law

re

quire

ener

gy

cert

ific

atio

n a

nd h

ow

to d

eal w

ith v

olu

nta

ry

cert

ific

atio

n.

1.5

Id

entify

the

Build

ing R

egula

tions,

EPBD

Reg

ula

tions

and o

ther

Reg

ula

tions’

ener

gy

per

form

ance

req

uirem

ents

that

are

rel

evan

t to

build

ings

oth

er t

han

dw

ellin

gs.

1.6

D

escr

ibe

the

diffe

rent

stag

es invo

lved

in t

he

ener

gy

asse

ssm

ent

of

new

build

ings,

ensu

ring c

om

plia

nce

with r

elev

ant

aspec

ts o

f Build

ing

Reg

ula

tions

and lea

din

g t

o t

he

pro

duct

ion o

f th

e ‘a

s built

’ as

sess

men

t,

for

the

purp

ose

of

pro

duci

ng a

n E

ner

gy

Perf

orm

ance

Cer

tifica

te.

1.7

Rev

iew

the

freq

uen

cy o

f en

ergy

asse

ssm

ents

and t

he

valid

ity

of

cert

ific

ates

and r

eport

s.

1

Under

stan

d t

he

regula

tions

and

requirem

ents

nee

ded

to

under

take

ener

gy

asse

ssm

ents

.

1.8

Exp

lain

the

role

of

the

Ener

gy

Per

form

ance

Cer

tifica

te in w

ider

gove

rnm

ent

polic

y in

cludin

g w

her

e re

leva

nt

the

Gre

en D

eal.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

how

to c

larify

and c

onfirm

the

requirem

ents

and e

xpec

tations

of

the

clie

nt(

s) a

nd t

he

scope

of

your

inst

ruct

ions

so t

hat

all

the

info

rmat

ion is

avai

lable

and d

efau

lts

are

not

use

d e

xcep

t w

her

e ju

stifie

d.

2.2

D

escr

ibe

how

to iden

tify

and e

xpla

in t

o c

lients

any

circ

um

stan

ces

that

pre

vent

you f

rom

under

taki

ng a

n e

ner

gy

asse

ssm

ent.

2.3

Id

entify

the

limitat

ions

and c

onst

rain

ts t

hat

apply

to t

he

conduct

of

ener

gy

asse

ssm

ents

.

2.4

Exp

lain

the

import

ance

of

expla

inin

g a

nd c

onfirm

ing in w

riting t

he

arra

ngem

ents

agre

ed b

etw

een y

ou a

nd c

lient(

s).

2.5

Exp

lain

the

import

ance

of

expla

inin

g t

he

term

s an

d c

onditio

ns

and f

ee

stru

cture

s an

d p

aym

ent

arra

ngem

ents

for

ener

gy

asse

ssm

ents

.

2.6

Id

entify

the

limitat

ions

and c

onst

rain

ts o

f th

e pla

nned

ener

gy

asse

ssm

ent.

2.7

Exp

lain

how

to c

onfirm

on-s

ite

insp

ection a

rran

gem

ents

with t

he

clie

nt(

s) o

r oth

er o

ccupie

r.

2.8

Id

entify

the

circ

um

stan

ces

that

may

pre

vent

you f

rom

under

taki

ng a

n

ener

gy

asse

ssm

ent.

2.9

Exp

lain

the

import

ance

of

expla

inin

g p

olit

ely

and c

lear

ly t

o c

lients

the

reas

ons

why

you c

annot

under

take

an e

ner

gy

asse

ssm

ent.

2.1

0

Exp

lain

the

import

ance

of

confirm

ing w

het

her

any

spec

ific

ar

rangem

ents

apply

to t

he

ener

gy

asse

ssm

ent.

2.1

1

Sta

te w

hic

h s

oft

war

e to

ols

hav

e bee

n a

ppro

ved f

or

par

ticu

lar

applic

atio

ns.

2

Under

stan

d h

ow

to

agre

e an

d c

onfirm

in

stru

ctio

ns

to

under

take

ener

gy

asse

ssm

ents

.

2.1

2

Exp

lain

the

princi

ple

s of

oper

atio

n o

f th

e ap

pro

ved s

oft

war

e to

ols

.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

the

diffe

rent

types

of

pre

par

atory

info

rmat

ion t

hat

it

is

import

ant

to o

bta

in t

o e

nsu

re a

com

ple

te a

nd a

ccura

te a

sses

smen

t an

d c

ertifica

te.

3.2

Id

entify

the

diffe

rent

sourc

es o

f pre

par

atory

info

rmat

ion (

incl

udin

g

exis

ting c

alcu

lations

and e

ner

gy

audit r

eport

s) r

elat

ing t

o t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

3.3

Exp

lain

how

to o

bta

in p

repar

atory

info

rmat

ion r

elat

ing t

o t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

3.4

Id

entify

pre

vaili

ng g

eogra

phic

al/e

nvi

ronm

enta

l fe

ature

s th

at m

ay

affe

ct t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

3.5

Exp

lain

how

to e

valu

ate

rele

vant

info

rmat

ion in o

rder

to iden

tify

any

signific

ant

fact

ors

that

may

influen

ce t

he

ener

gy

asse

ssm

ent,

in

cludin

g:

G

aps

in info

rmat

ion c

once

rnin

g t

he

build

ing a

nd its

ener

gy

use

H

ealth a

nd s

afet

y co

nsi

der

atio

ns,

acc

essi

bili

ty

Le

vel of

build

ing c

om

ple

xity

.

3.6

Exp

lain

how

to iden

tify

circu

mst

ance

s th

at p

reve

nt

you f

rom

as

sess

ing t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

3

Under

stan

d h

ow

to

inve

stig

ate

rele

vant

mat

ters

re

lating t

o p

roper

ty

and e

ner

gy

usa

ge.

3.7

Exp

lain

the

import

ance

of

expla

inin

g t

o c

lients

why

you m

ay n

ot

be

able

to f

ulfil

the

agre

ed c

ontr

act.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

D

eter

min

e th

e nat

ure

and c

har

acte

rist

ics

of

the

pro

per

ty t

o e

nsu

re

that

it

requires

an O

per

atio

nal

Rat

ing (

OR)

or

Ass

et R

atin

g a

s ap

pro

priat

e.

4.2

Res

pond t

o r

eques

ts t

o u

nder

take

ener

gy

asse

ssm

ents

fro

m c

lients

.

4.3

Cla

rify

and c

onfirm

the

requirem

ents

and e

xpec

tations

of

clie

nts

and

the

scope

of

ow

n inst

ruct

ions

to e

nsu

re t

hat

all

the

info

rmat

ion is

avai

lable

and d

efau

lts

are

not

use

d e

xcep

t w

her

e ju

stifie

d.

4.4

Exp

lain

to t

he

clie

nt

the

rele

vant

regula

tions

that

are

leg

ally

req

uired

an

d t

he

ove

rall

purp

ose

of th

e Ener

gy

Cer

tifica

te.

4.5

Exp

lain

to t

he

clie

nt

why

the

Ener

gy

Cer

tifica

te h

as t

o c

onfo

rm t

o

pre

scribed

pro

toco

ls a

nd m

ust

be

acco

mpan

ied b

y co

st-e

ffec

tive

re

com

men

dat

ions.

4.6

Exp

lain

to t

he

clie

nt

the

limitat

ions

and c

onst

rain

ts o

f th

e pla

nned

en

ergy

asse

ssm

ent,

iden

tify

ing a

ny

circ

um

stan

ces

that

pre

vent

the

asse

ssm

ent

from

bei

ng u

nder

take

n a

nd g

ivin

g y

our

reas

ons.

4.7

Agre

e in

writing w

ith t

he

clie

nt

the

term

s, c

onditio

ns

and f

ee s

truct

ure

under

whic

h t

he

ener

gy

asse

ssm

ent

will

be

under

take

n,

incl

udin

g t

he

nee

d t

o t

ake

photo

gra

phs

and r

ecord

oth

er e

viden

ce f

or

audit

purp

ose

s.

4.8

Confirm

to c

lients

the

term

s, c

onditio

ns

and a

rran

gem

ents

that

hav

e bee

n a

gre

ed a

nd c

onfirm

in w

riting a

ny

spec

ific

arr

angem

ents

with

clie

nts

or

oth

er o

ccupie

rs.

4.9

Pr

ovi

de

any

nec

essa

ry g

uid

ance

to c

lients

with r

egar

d t

o t

he

legis

lation g

ove

rnin

g e

ner

gy

asse

ssm

ent.

4

Be

able

to a

gre

e an

d c

onfirm

in

stru

ctio

ns

to

under

take

ener

gy

asse

ssm

ents

.

4.1

0

Sel

ect

a su

itab

le s

oft

war

e to

ol, a

ppro

priat

e to

the

build

ing b

eing

asse

ssed

and a

ppro

ved u

nder

the

Reg

ula

tions

for

ener

gy

asse

ssm

ent.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

In

vest

igat

e an

d r

ecord

any

pre

par

atory

info

rmat

ion t

o e

nsu

re

com

ple

te a

nd c

om

pre

hen

sive

ener

gy

asse

ssm

ent

and c

ertifica

tion.

5.2

Id

entify

pre

vaili

ng g

eogra

phic

al/e

nvi

ronm

enta

l fe

ature

s th

at m

ay

affe

ct t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

5.3

Eva

luat

e pre

par

atory

info

rmat

ion t

o iden

tify

inco

nsi

sten

cies

and a

ny

signific

ant

fact

ors

that

may

influen

ce t

he

ener

gy

asse

ssm

ent.

5.4

Exp

lain

to c

lients

the

scope

of

info

rmat

ion t

hat

will

ass

ist

the

ener

gy

asse

ssm

ent

and r

eques

t an

y re

leva

nt

additio

nal

info

rmat

ion t

hat

will

be

rele

vant.

5.5

In

form

clie

nts

pro

mptly

in c

ases

wher

e yo

ur

inve

stig

atio

ns

reve

al

pro

ble

ms

that

pre

vent

you f

rom

ass

essi

ng t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

5

Be

able

to

inve

stig

ate

rele

vant

mat

ters

re

lating t

o e

ner

gy

usa

ge

within

a

pro

per

ty.

5.6

Ensu

re t

hat

the

most

up-t

o-d

ate

vers

ion o

f th

e ap

pro

ved s

oft

war

e an

d a

ssoci

ated

ref

eren

ce m

ater

ials

can

be

acce

ssed

.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


31

Unit 3: Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM

Unit reference number: L/503/8169

QCF level: 3

Credit value: 11


Unit aim

This unit will help to develop the knowledge and skills needed to inspect non-dwellings to determine the energy performance of an existing level 3 property, using the Simplified Building Energy Model, make recommendations for cost-effective improvements and issue Energy Performance Certificates in compliance with regulatory requirements.



Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

princi

ple

s of

build

ing s

truct

ure

ele

men

ts,

fabric,

ser

vice

s an

d o

vera

ll des

ign p

hilo

sophy

as r

elev

ant

to e

ner

gy

asse

ssm

ent.

1.2

Id

entify

equip

men

t an

d r

esourc

es n

eeded

to u

nder

take

the

insp

ection.

1.3

Exp

lain

the

det

aile

d insp

ection r

equirem

ents

that

apply

to a

pro

per

ty

as d

escr

ibed

in r

elev

ant

guid

ance

docu

men

ts a

nd C

onve

ntions.

1.4

Exp

lain

the

def

initio

ns

and c

onve

ntions

embod

ied w

ithin

the

appro

ved

soft

war

e use

d t

o c

alcu

late

ener

gy

per

form

ance

rat

ings.

1.5

Id

entify

, fr

om

dra

win

gs

and b

uild

ing s

truct

ure

s, t

he

various

types

of

build

ing c

onst

ruct

ion,

mat

eria

ls a

nd s

ervi

ces.

1.6

Exp

lain

how

to c

onduct

the

insp

ection in a

thoro

ugh,

met

hodic

al a

nd

consi

sten

t m

anner

.

1

Under

stan

d t

he

equip

men

t an

d

reso

urc

es n

eeded

to

under

take

en

ergy

insp

ections.

1.7

Id

entify

the

range

of

mea

sure

s to

im

pro

ve t

he

ener

gy

per

form

ance

of

a pro

per

ty t

hat

may

be

incl

uded

within

an E

ner

gy

Perf

orm

ance

Cer

tifica

te R

ecom

men

dat

ions

Rep

ort

.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Id

entify

ass

um

ptions

that

are

mad

e in

det

erm

inin

g e

ner

gy

per

form

ance

.

2.2

Sta

te t

he

fact

ors

that

are

rel

evan

t to

det

erm

inin

g t

he

ener

gy

per

form

ance

of

a pro

per

ty a

nd t

hose

that

are

dee

med

not

to a

ffec

t th

e en

ergy

per

form

ance

of

the

pro

per

ty.

2.3

Id

entify

and e

valu

ate

the

rele

vance

of

build

ing c

har

acte

rist

ics

whic

h

affe

ct t

he

ener

gy

per

form

ance

of a

Leve

l 3 b

uild

ing a

nd m

ake

it

dis

tinct

fro

m L

evel

4.

2.4

Id

entify

and c

lass

ify

variat

ions

in b

uild

ing u

se a

nd a

ctiv

itie

s, a

s def

ined

in t

he

Sim

plif

ied B

uild

ing E

ner

gy

Model

(SBEM

) an

d its

co

nve

ntions,

incl

udin

g t

he

use

of

pla

nnin

g c

lass

ific

atio

ns.

2.5

D

escr

ibe

how

much

im

pac

t build

ing c

har

acte

rist

ics

hav

e on t

he

build

ing’s

ove

rall

ener

gy

per

form

ance

.

2.6

Id

entify

critica

l pro

per

ty f

eatu

res

and a

ctiv

itie

s w

her

e in

corr

ect

choic

e of

valu

es w

ill b

e si

gnific

antly

det

rim

enta

l to

acc

ura

cy,

incl

udin

g:

Allo

cation o

f th

e m

ost

appro

priat

e ac

tivi

ty t

o z

ones

Li

ghting

Choic

e of

def

ault H

VAC in z

ones

wher

e none

exis

ts

Sel

ection o

f H

VAC e

ffic

iency

and its

allo

cation t

o t

he

appro

priat

e zo

ne

Ava

ilabili

ty o

f day

light

Pr

esen

ce o

f Lo

w a

nd Z

ero C

arbon T

echnolo

gie

s.

2.7

Id

entify

the

pro

ble

ms

that

can

affec

t th

e en

ergy

per

form

ance

of

the

build

ing f

abric

and s

ervi

ces.

2

Under

stan

d t

he

implic

atio

ns

of

build

ing

char

acte

rist

ics

affe

ctin

g t

he

ener

gy

per

form

ance

of

a pro

per

ty.

2.8

Rev

iew

the

implic

atio

ns

of

haz

ardous

build

ing f

abric

for

the

ener

gy

asse

ssm

ent

and r

eport

ing.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

how

to m

ake

accu

rate

obse

rvat

ions

and t

ake

accu

rate

m

easu

rem

ents

.

3.2

Exp

lain

how

to m

ake

furt

her

inve

stig

atio

ns

wher

e obse

rvat

ions

are

inco

nsi

sten

t w

ith e

xist

ing e

viden

ce a

nd e

xpec

ted f

indin

gs

and h

ow

to

iden

tify

the

cause

s of

thes

e in

consi

sten

cies

.

3

Under

stan

d h

ow

to

colla

te info

rmat

ion

from

the

on-s

ite

insp

ection a

nd

oth

er s

ourc

es t

o

asse

ss t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

3.3

Exp

lain

how

to c

olla

te info

rmat

ion r

equired

to a

sses

s th

e en

ergy

per

form

ance

of

pro

per

ty.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Sta

te t

he

pre

scribed

form

at a

nd c

onte

nt

of

an E

ner

gy

Perf

orm

ance

Cer

tifica

te.

4.2

Sta

te t

he

range

of

ener

gy

effici

ency

mea

sure

s th

at m

ay b

e in

cluded

w

ithin

an E

ner

gy

Per

form

ance

Cer

tifica

te.

4.3

Id

entify

the

appro

ved s

oft

war

e use

d f

or

the

pro

duct

ion a

nd

lodgem

ent

of

com

ple

ted E

ner

gy

Per

form

ance

Cer

tifica

tes.

4.4

Exp

lain

how

to c

orr

ectly

use

the

appro

ved s

oft

war

e fo

r th

e pro

duct

ion

and lodgem

ent

of

com

ple

ted E

ner

gy

Perf

orm

ance

Cer

tifica

tes.

4.5

Exp

lain

the

princi

ple

s under

pin

nin

g t

he

appro

ved t

ools

use

d t

o

calc

ula

te t

he

ener

gy

per

form

ance

rat

ings.

4.6

Exp

lain

how

to input

dat

a usi

ng t

he

appro

ved s

oft

war

e in

ord

er t

o

det

erm

ine

ener

gy

per

form

ance

rat

ings.

4.7

Exp

lain

how

to u

se a

ppro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

m

easu

res

for

the

pro

per

ty.

4.8

Exp

lain

the

import

ance

of

chec

king t

hat

dat

a has

bee

n inputt

ed

corr

ectly

prior

to lodgem

ent

and h

ow

to r

evie

w d

ata

if t

he

calc

ula

tion

will

not

pro

cess

or

appea

rs inco

rrec

t.

4.9

Exp

lain

the

import

ance

of

chec

king t

he

ener

gy

effici

ency

mea

sure

s gen

erat

ed p

rior

to lodgem

ent,

del

etin

g a

ny

that

are

inap

pro

priat

e an

d

pro

vidin

g y

our

reas

ons.

4.1

0

Exp

lain

the

way

in w

hic

h e

ner

gy

effici

ency

mea

sure

s ar

e gen

erat

ed

and c

ircu

mst

ance

s w

hen

it

is a

ppro

priat

e to

del

ete

them

.

4

Under

stan

d h

ow

to

pre

par

e an

d iss

ue

an E

ner

gy

Perf

orm

ance

Cer

tifica

te w

hic

h

incl

udes

re

com

men

dat

ions

for

cost

-effec

tive

im

pro

vem

ents

and

mee

ts r

elev

ant

regula

tions.

4.1

1

Exp

lain

the

import

ance

of

chec

king t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd e

ner

gy

effici

ency

mea

sure

s fo

r th

e pro

per

ty t

o e

nsu

re

they

com

ply

with r

elev

ant

requirem

ents

.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

2

Sta

te h

ow

to u

se t

he

info

rmat

ion t

echnolo

gy

under

pin

nin

g t

he

nat

ional

reg

iste

r fo

r lo

dgem

ent

and r

etriev

al o

f Ener

gy

Perf

orm

ance

Cer

tifica

tes.

4.1

3

Exp

lain

how

to p

rovi

de

nec

essa

ry a

udit e

viden

ce v

ia e

lect

ronic

tr

ansf

er.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exp

lain

the

leve

l of

det

ail w

ithin

your

reco

rds

required

to p

roduce

a

com

ple

te a

nd c

om

pre

hen

sive

Ener

gy

Per

form

ance

Cer

tifica

te.

5.2

Exp

lain

the

leve

l of

det

ail w

ithin

your

reco

rds

required

to just

ify

your

dec

isio

ns

on t

he

valu

es r

ecord

ed a

nd e

ner

gy

effici

ency

mea

sure

s in

cluded

.

5.3

Sta

te w

hy

it is

import

ant

to m

ake

and m

ainta

in c

om

ple

te,

accu

rate

an

d leg

ible

rec

ord

s.

5.4

Exp

lain

the

reas

ons

why

it is

nec

essa

ry a

nd im

port

ant

to r

ecord

w

her

e an

d w

hy

accu

rate

insp

ection h

as n

ot

bee

n p

oss

ible

.

5.5

Exp

lain

the

circ

um

stan

ces

in w

hic

h r

ecord

s ca

n incl

ude

the

fact

that

in

form

atio

n is

“unkn

ow

n”

and t

he

evid

ence

req

uired

to s

upport

the

use

of

def

aults

in t

hes

e ci

rcum

stan

ces.

5

Under

stan

d h

ow

to

mak

e an

d m

ainta

in

com

ple

te,

accu

rate

an

d leg

ible

rec

ord

s of

your

work

.

5.6

Exp

lain

the

import

ance

of

storing r

ecord

s se

cure

ly a

llow

ing f

or

futu

re

acce

ss a

nd t

he

purp

ose

s fo

r w

hic

h t

hose

rec

ord

s m

ay b

e use

d.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Ensu

re t

hat

equip

men

t an

d r

esou

rces

nee

ded

are

ava

ilable

for

the

insp

ection o

f Le

vel 3 n

on-d

wel

lings.

6.2

Id

entify

yours

elf

to t

hose

pre

sent

at t

he

pro

per

ty b

efore

com

men

cing

insp

ection.

6.3

Id

entify

and r

ecord

the

met

hod o

f co

nst

ruct

ion o

f th

e pro

per

ty a

nd

the

mai

n m

ater

ials

use

d,

the

inst

alle

d b

uild

ing s

ervi

ces

and t

he

activi

ties

whic

h t

ake

pla

ce in t

he

build

ing.

6.4

U

se s

urv

eyin

g e

quip

men

t co

rrec

tly

and r

ecord

and inte

rpre

t dat

a ac

cura

tely

.

6.5

Id

entify

circu

mst

ance

s w

hen

at

the

pro

per

ty t

hat

pre

vent

you

continuin

g w

ith t

he

insp

ection a

nd e

xpla

in t

he

reas

ons

to t

he

clie

nt(

s).

6.6

U

nder

take

a m

ethodic

al v

isual

insp

ection o

f th

e pro

per

ty in

acco

rdan

ce w

ith t

he

requirem

ents

of

the

appro

ved s

oft

war

e an

d

curr

ent

Conve

ntions.

6

Be

able

to insp

ect

a Le

vel 3 n

on-

dw

ellin

g.

6.7

D

raw

a s

uitab

le s

ketc

h p

lan a

nd e

leva

tions

wher

e none

exis

t.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

M

ake

accu

rate

obse

rvat

ions

and m

easu

rem

ents

whic

h a

re n

eces

sary

to

pro

vide

dat

a fo

r th

e ca

lcula

tion o

f an

ener

gy

per

form

ance

rat

ing

and p

roduct

ion o

f en

ergy

effici

ency

mea

sure

s fo

r th

e pro

per

ty.

7.2

O

bta

in a

ll ad

ditio

nal

info

rmat

ion t

hat

is

nee

ded

about

the

pro

per

ty

and e

nsu

re t

hat

def

aults

are

not

use

d e

xcep

t w

her

e ju

stifie

d.

7.3

Id

entify

wher

e obse

rvat

ions

are

inco

nsi

sten

t w

ith e

xist

ing e

viden

ce

and e

xpec

ted f

indin

gs

and c

onduct

furt

her

inve

stig

atio

ns

to e

stab

lish

the

cause

s of

thes

e in

consi

sten

cies

.

7.4

Id

entify

critica

l pro

per

ty f

eatu

res

and a

ctiv

itie

s w

her

e in

corr

ect

choic

e of

valu

es w

ill b

e si

gnific

antly

det

rim

enta

l to

acc

ura

cy a

nd t

ake

appro

priat

e st

eps

to c

orr

ectly

repre

sent

thes

e fe

ature

s to

arr

ive

at a

n

accu

rate

ass

essm

ent

of

the

pro

per

ty.

7

Be

able

to c

olla

te

info

rmat

ion f

rom

th

e on-s

ite

insp

ection a

nd

oth

er s

ourc

es t

o

asse

ss t

he

ener

gy

per

form

ance

of

the

pro

per

ty.

7.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r co

llect

ing info

rmat

ion t

o e

nab

le t

he

ener

gy

effici

ency

of

the

pro

per

ty t

o b

e det

erm

ined

.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

D

escr

ibe

the

pre

scribed

form

at a

nd c

onte

nt

of

an E

ner

gy

Perf

orm

ance

Cer

tifica

te.

8.2

Exp

lain

the

way

in w

hic

h e

ner

gy

effici

ency

mea

sure

s ar

e gen

erat

ed

and c

ircu

mst

ance

s w

hen

it

is a

ppro

priat

e to

del

ete

them

.

8.3

U

se a

ppro

ved s

oft

war

e co

rrec

tly

to d

eter

min

e en

ergy

per

form

ance

ra

tings

and t

o g

ener

ate

ener

gy

effici

ency

mea

sure

s fo

r th

e pro

per

ty.

8.4

Chec

k th

at d

ata

has

bee

n inputt

ed c

orr

ectly

prior

to lodgem

ent

and

revi

ew d

ata

if c

alcu

lations

do n

ot

work

or

if t

he

resu

lt a

ppea

rs

inco

rrec

t.

8.5

Rec

ognis

e a

resu

lt t

hat

is

unlik

ely

to b

e co

rrec

t fo

r th

e pro

per

ty in

ques

tion.

8.6

Chec

k th

e Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd e

ner

gy

effici

ency

m

easu

res

prior

to lodgem

ent,

ensu

ring c

om

plia

nce

with r

elev

ant

requirem

ents

and m

ake

any

nec

essa

ry a

men

dm

ents

.

8.7

Tak

e th

e nec

essa

ry c

orr

ective

act

ion w

her

e an

y of

your

chec

ks

indic

ate

a poss

ible

inco

rrec

t dat

a en

try

or

erro

r in

the

resu

ltin

g r

atin

g

or

ener

gy

effici

ency

mea

sure

s.

8.8

U

se t

he

info

rmat

ion t

echnolo

gy

under

pin

nin

g t

he

nat

ional

reg

iste

r fo

r lo

dgem

ent

and r

etriev

al o

f Ener

gy

Per

form

ance

Cer

tifica

tes.

8.9

Lo

dge

Ener

gy

Perf

orm

ance

Cer

tifica

tes

on t

he

pre

scribed

nat

ional

dat

aban

k on c

om

ple

tion.

8

Be

able

to p

repar

e an

d iss

ue

an

Ener

gy

Perf

orm

ance

Cer

tifica

te w

hic

h

incl

udes

re

com

men

dat

ions

for

ener

gy

effici

ency

m

easu

res

and

mee

ts r

elev

ant

regula

tions.

8.1

0

Provi

de

nec

essa

ry a

udit e

viden

ce v

ia e

lect

ronic

tra

nsf

er.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

Pr

oduce

and m

ainta

in a

ccura

te a

nd leg

ible

rec

ord

s of

your

findin

gs,

w

hic

h a

re c

lear

, co

mple

te a

nd c

onfo

rm t

o a

ccep

ted p

rofe

ssio

nal

and

stat

uto

ry r

equirem

ents

, in

cludin

g inve

stig

atio

ns

carr

ied o

ut,

val

ues

re

cord

ed a

nd o

ptions

consi

der

ed.

9.2

Kee

p d

etai

led r

ecord

s w

hic

h e

nsu

re t

hat

you c

an p

roduce

a c

om

ple

te

and c

om

pre

hen

sive

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd just

ify

your

dec

isio

ns

on v

alues

rec

ord

ed a

nd e

ner

gy

effici

ency

mea

sure

s se

lect

ed.

9.3

Colla

te info

rmat

ion a

s ev

iden

ce t

o s

upport

the

spec

ific

dec

isio

ns

mad

e on v

alues

chose

n a

nd e

ner

gy

effici

ency

mea

sure

s co

nsi

der

ed,

incl

udin

g:

Le

gib

le s

ite

note

s

Cle

ar s

ite

sket

ches

(pla

n,

elev

atio

n)

to g

ive

an a

deq

uat

e re

cord

of

the

insp

ection f

or

audit p

urp

ose

s

Cle

ar p

hoto

gra

phs

conta

inin

g m

andat

ed d

ata

appro

priat

ely

stag

ed

and a

nnota

ted w

her

e nec

essa

ry

Le

gib

ly c

om

ple

ted s

urv

ey f

orm

s re

cord

s of

web

sea

rches

or

oth

er

rese

arch

Any

oth

er info

rmat

ion y

ou c

onsi

der

nec

essa

ry t

o s

upport

your

dec

isio

ns

Any

oth

er info

rmat

ion r

equired

by

Sch

eme

Oper

atin

g

Req

uirem

ents

.

9.4

Exp

lain

the

circ

um

stan

ces

in w

hic

h r

ecord

s ca

n incl

ude

the

fact

that

in

form

atio

n is

“unkn

ow

n”

and t

he

evid

ence

req

uired

to s

upport

the

use

of

def

aults

in t

hes

e ci

rcum

stan

ces.

9

Be

able

to m

ake

and m

ainta

in

com

ple

te,

accu

rate

an

d leg

ible

rec

ord

s of

your

work

.

9.5

Sto

re r

ecord

s se

cure

ly a

llow

ing f

or

futu

re a

cces

s an

d s

tate

the

purp

ose

s fo

r w

hic

h y

our

reco

rds

may

be

use

d.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


43

Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM

Unit reference number: L/503/8172

QCF level: 4

Credit value: 7


Unit aim

This unit will help to develop the knowledge and skills needed to prepare a report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model (SBEM).



Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

pre

scribed

form

at a

nd c

onte

nt

of

an E

ner

gy

Perf

orm

ance

Cer

tifica

te R

ecom

men

dat

ions

Rep

ort

.

1.2

Id

entify

the

range

of

ener

gy

effici

ency

mea

sure

s th

at m

ay b

e in

cluded

w

ithin

an E

ner

gy

Per

form

ance

Cer

tifica

te R

ecom

men

dat

ions

Rep

ort

.

1.3

Sta

te t

he

appro

ved s

oft

war

e use

d t

o g

ener

ate

ener

gy

effici

ency

m

easu

res

for

the

pro

per

ty.

1.4

Exp

lain

the

princi

ple

s under

pin

nin

g t

he

appro

ved s

oft

war

e use

d t

o

calc

ula

te e

ner

gy

ratings

and p

roduce

Rec

om

men

dat

ions

Rep

ort

s.

1.5

Exp

lain

how

to c

orr

ectly

use

the

appro

ved s

oft

war

e to

pro

duce

Ener

gy

Perf

orm

ance

Cer

tifica

tes.

1.6

Exp

lain

the

import

ance

of

chec

king t

hat

dat

a has

bee

n inputt

ed

corr

ectly

and h

ow

to r

evie

w d

ata

if t

he

calc

ula

tion w

ill n

ot

pro

cess

or

if t

he

resu

lt a

ppea

rs inco

rrec

t.

1.7

Exp

lain

the

effe

ct o

f ch

oosi

ng d

efau

lt d

ata

options

on t

he

ener

gy

effici

ency

mea

sure

s offer

ed b

y SBEM

.

1

Under

stan

d h

ow

to

pro

duce

Rec

om

men

dat

ions

Rep

ort

s fo

r non-

dw

ellin

gs

usi

ng

SBEM

.

1.8

Exp

lain

how

to c

hec

k th

e Ener

gy

Perf

orm

ance

Cer

tifica

te

Rec

om

men

dat

ions

Rep

ort

for

cost

-effec

tive

im

pro

vem

ent,

ensu

ring

com

plia

nce

with r

elev

ant

requirem

ents

and c

onve

ntions.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.9

Id

entify

the

leve

l of

det

ail w

ithin

your

reco

rds

required

to p

roduce

a

com

ple

te a

nd c

om

pre

hen

sive

Rec

om

men

dat

ions

Rep

ort

and just

ify

your

dec

isio

ns

on t

he

valu

es r

ecord

ed a

nd e

ner

gy

effici

ency

mea

sure

s se

lect

ed.

1.1

0

Exp

lain

the

import

ance

of

mak

ing a

nd m

ainta

inin

g r

ecord

s th

at a

re

com

ple

te,

accu

rate

and leg

ible

.

1.1

1

Exp

lain

the

reas

ons

why

it is

nec

essa

ry a

nd im

port

ant

to r

ecord

w

her

e an

d w

hy

accu

rate

insp

ection h

as n

ot

bee

n p

oss

ible

.

1.1

2

Iden

tify

the

circ

um

stan

ces

in w

hic

h r

ecord

s ca

n incl

ude

the

fact

that

in

form

atio

n is

“unkn

ow

n”

and t

he

evid

ence

req

uired

to s

upport

this

ch

oic

e.

1.1

3

Exp

lain

the

import

ance

of

storing r

ecord

s se

cure

ly a

llow

ing f

or

futu

re

acce

ss a

nd t

he

purp

ose

s fo

r w

hic

h y

our

reco

rds

may

be

use

d.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

how

to u

se a

ppro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

m

easu

res

for

the

pro

per

ty.

2.2

Exp

lain

the

way

in w

hic

h e

ner

gy

effici

ency

mea

sure

s ar

e gen

erat

ed

and c

ircu

mst

ance

s w

hen

it

is a

ppro

priat

e to

del

ete

them

.

2.3

Exp

lain

the

import

ance

of

chec

king t

he

ener

gy

effici

ency

mea

sure

s gen

erat

ed,

del

etin

g a

ny

that

are

inap

pro

priat

e, a

nd p

rovi

din

g y

our

reas

ons.

2.4

Id

entify

the

fact

ors

that

could

aff

ect

the

choic

e of

ener

gy

effici

ency

m

easu

res

for

impro

vem

ents

to t

he

pro

per

ty,

incl

udin

g:

Is

sues

that

mak

e th

em u

nsu

itab

le f

or

the

pro

per

ty

In

tera

ctio

ns

bet

wee

n b

uild

ing f

abric

and b

uild

ing s

ervi

ces

Li

sted

build

ing s

tatu

s/co

nse

rvat

ion a

reas

.

2.5

Id

entify

the

issu

es t

hat

could

mak

e en

ergy

effici

ency

mea

sure

s unsu

itab

le f

or

the

pro

per

ty,

incl

udin

g:

Pr

oper

ty s

ituat

ion e

.g.

subje

ct t

o e

xtre

me

wea

ther

Pro

per

ty c

onditio

n e

.g.

stat

e of

repai

r of

exte

rnal

wal

ls

In

adeq

uat

e ve

ntila

tion

Tra

ditio

nal

const

ruct

ion

Any

oth

er f

eatu

res

of

the

pro

per

ty,

or

its

site

/loca

tion,

whic

h

mig

ht

adve

rsel

y af

fect

the

per

form

ance

of

the

reco

mm

ended

im

pro

vem

ent,

or

the

build

ing’s

per

form

ance

aft

er im

pro

vem

ent.

2.6

Exp

lain

how

to m

ake

appro

priat

e del

etio

ns/

amen

dm

ents

bas

ed o

n t

he

pra

ctic

al a

nd e

conom

ic f

easi

bili

ty f

or

the

build

ing u

nder

consi

der

atio

n.

2

Under

stan

d h

ow

to

pro

vide

a cl

early

def

ined

and r

obust

hie

rarc

hy

of

ener

gy

effici

ency

m

easu

res

for

non-

dw

ellin

gs.

2.7

Id

entify

curr

ent

typic

al c

ost

s of en

ergy

effici

ency

mea

sure

s.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.8

Exp

lain

how

to e

stim

ate

typic

al c

ost

s, f

or

the

par

ticu

lar

build

ing,

of

any

pro

pose

d e

ner

gy

effici

ency

mea

sure

s.

2.9

Exp

lain

how

to a

sses

s th

e ca

rbon im

pac

t an

d p

aybac

k per

iod o

f en

ergy

effici

ency

mea

sure

s in

ord

er t

o p

rovi

de

an h

iera

rchy

of

impro

vem

ent

mea

sure

s.

2.1

0

Iden

tify

the

dat

a an

d info

rmat

ion r

equired

to b

e lo

dged

on t

he

rele

vant

centr

al r

egis

ter.

2.1

1

Iden

tify

appro

priat

e ad

vice

on t

he

imple

men

tation o

f th

e en

ergy

effici

ency

mea

sure

s th

at m

ay b

e giv

en t

o t

he

clie

nt.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Sta

te t

he

obje

ctiv

e of

pro

duci

ng R

ecom

men

dat

ions

Rep

ort

s.

3.2

Exp

lain

the

diffe

rence

bet

wee

n h

igh,

med

ium

and low

car

bon im

pac

t en

ergy

effici

ency

mea

sure

s an

d t

he

scal

e of

savi

ngs

that

eac

h m

ay

achie

ve.

3.3

Id

entify

whic

h e

lem

ents

hav

e gre

ater

im

pac

t on t

he

ener

gy

per

form

ance

of

the

build

ing in q

ues

tion a

nd w

hy.

3.4

Exp

lain

how

est

imat

es o

f co

sts

for

ener

gy

effici

ency

mea

sure

s hav

e bee

n a

rriv

ed a

t an

d h

ow

robust

they

are

.

3.5

Exp

lain

how

to c

om

munic

ate

and e

xpla

in t

he

ener

gy

effici

ency

m

easu

res

to t

he

clie

nt.

3.6

Exp

lain

the

import

ance

of

reta

inin

g d

ocu

men

tation f

or

audit p

urp

ose

s or

legal

com

plia

nce

.

3.7

Exp

lain

how

to c

onve

y es

sential

info

rmat

ion in a

writt

en r

eport

in a

w

ay w

hic

h w

ill b

e co

mpre

hen

sible

to t

he

clie

nt.

3

Under

stan

d h

ow

to

com

munic

ate

the

valu

e of

a Rec

om

men

dat

ions

Rep

ort

and h

ow

it

can b

e use

d.

3.8

Id

entify

wher

e to

ref

er c

lients

for

furt

her

hel

p a

nd a

dvi

ce.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

U

se a

ppro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

mea

sure

s th

at

impro

ve e

ner

gy

per

form

ance

.

4.2

Chec

k th

e Rec

om

men

dat

ions

Rep

ort

, en

suring c

om

plia

nce

with

rele

vant

requirem

ents

and c

urr

ent

conve

ntions.

4.3

Pr

oduce

and m

ainta

in a

ccura

te a

nd leg

ible

rec

ord

s w

hic

h a

re c

lear

, co

mple

te a

nd c

onfo

rm t

o a

ccep

ted p

rofe

ssio

nal

and s

tatu

tory

re

quirem

ents

to incl

ude:

Rec

ord

s in

vest

igat

ions

carr

ied o

ut

Val

ues

rec

ord

ed

O

ptions

consi

der

ed.

4.4

Rec

ord

info

rmat

ion a

t a

suff

icie

nt

leve

l of

det

ail to

pro

duce

a c

om

ple

te

and c

om

pre

hen

sive

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd just

ify

your

dec

isio

ns

on v

alues

rec

ord

ed a

nd e

ner

gy

effici

ency

mea

sure

s se

lect

ed.

4.5

D

escr

ibe

the

circ

um

stan

ces

in w

hic

h r

ecord

s ca

n incl

ude

the

fact

that

in

form

atio

n is

"unkn

ow

n”

and t

he

evid

ence

req

uired

to s

upport

this

ch

oic

e.

4

Be

able

to p

roduce

Rec

om

men

dat

ions

Rep

ort

s fo

r non-

dw

ellin

gs

usi

ng

SBEM

.

4.6

Sto

re r

ecord

s se

cure

ly a

llow

ing f

or

futu

re a

cces

s an

d e

xpla

in t

he

purp

ose

s fo

r w

hic

h t

he

reco

rds

may

be

use

d.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

U

se t

he

appro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

mea

sure

s to

im

pro

ve e

ner

gy

per

form

ance

.

5.2

Exp

lain

the

effe

ct o

f ch

oosi

ng d

efau

lt d

ata

options

on t

he

ener

gy

effici

ency

mea

sure

s offer

ed b

y SBEM

.

5.3

Chec

k th

e en

ergy

effici

ency

mea

sure

s gen

erat

ed a

nd m

ake

appro

priat

e del

etio

ns,

additio

ns

and a

men

dm

ents

bas

ed o

n t

he

pra

ctic

al a

nd e

conom

ic f

easi

bili

ty f

or

the

build

ing u

nder

consi

der

atio

n,

pro

vidin

g a

nd d

ocu

men

ting y

our

reas

ons.

5.4

Id

entify

the

fact

ors

that

could

aff

ect

the

choic

e of

ener

gy

effici

ency

m

easu

res

for

impro

vem

ents

to t

he

pro

per

ty,

incl

udin

g iss

ues

that

m

ake

them

unsu

itab

le f

or

the

pro

per

ty,

inte

ract

ions

bet

wee

n b

uild

ing

fabric

and b

uild

ing s

ervi

ces

and lis

ted b

uild

ing s

tatu

s/co

nse

rvat

ion

area

s.

5.5

Id

entify

the

rela

tive

cost

s of

any

ener

gy

effici

ency

mea

sure

s w

hic

h

may

be

pro

pose

d.

5.6

Pr

ovi

de

a hie

rarc

hy

of

impro

vem

ent

mea

sure

s bas

ed o

n c

arbon

impac

t an

d p

aybac

k per

iod.

5.7

Id

entify

the

dat

a an

d info

rmat

ion r

equired

to b

e lo

dged

on t

he

rele

vant

centr

al r

egis

ter

and s

how

under

stan

din

g o

f th

e lo

dgin

g

pro

cedure

s.

5.8

Pr

oduce

a v

alid

Rec

om

men

dat

ions

Rep

ort

, in

acc

ord

ance

with

appro

ved g

uid

ance

.

5

Be

able

to p

rovi

de

a cl

early

def

ined

an

d r

obust

hie

rarc

hy

of

ener

gy

effici

ency

m

easu

res

for

non-

dw

ellin

gs.

5.9

Pro

vide

initia

l ad

vice

on t

he

imple

men

tation o

f th

e re

com

men

dat

ions

mad

e.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Exp

lain

to c

lients

the

obje

ctiv

e of

pro

duci

ng R

ecom

men

dat

ions

Rep

ort

s.

6.2

Exp

lain

to c

lients

the

diffe

rence

bet

wee

n h

igh,

med

ium

and low

ca

rbon im

pac

t m

easu

res,

giv

ing e

xam

ple

s of

the

scal

e of

savi

ngs

whic

h m

ay b

e ac

hie

ved b

y ea

ch.

6.3

Exp

lain

to c

lients

whic

h r

ecom

men

dat

ions

hav

e gre

ater

im

pac

t on t

he

ener

gy

per

form

ance

of

the

build

ing in q

ues

tion a

nd w

hy.

64

Exp

lain

to c

lients

how

est

imat

es o

f co

sts

for

ener

gy

effici

ency

m

easu

res

hav

e bee

n a

rriv

ed a

t an

d h

ow

robust

they

are

.

6.5

Exp

lain

ener

gy

effici

ency

mea

sure

s to

the

clie

nt.

6.6

U

nder

stan

d t

he

import

ance

of re

tain

ing d

ocu

men

tation f

or

audit

purp

ose

s or

legal

com

plia

nce

.

6

Be

able

to

com

munic

ate

the

valu

e of

a Rec

om

men

dat

ions

Rep

ort

and h

ow

it

can b

e use

d.

6.7

H

ighlig

ht

the

esse

ntial

info

rmat

ion c

onta

ined

in t

he

Rec

om

men

dat

ions

Rep

ort

in a

way

whic

h w

ill b

e co

mpre

hen

sible

to t

he

clie

nt.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


52

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available on our website include:

Pearson Equality Policy

Pearson Work Based Learning Centre Guide

Edexcel UK Information Manual – Chapter 9 (updated annually)

Recognition of Prior Learning Policy.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications is available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications.

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/default.aspx�

http://www.edexcel.com/resources/publications/Pages/home.aspx�


53

13 Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

For more information on training options and upcoming events, please visit our website, www.pearsonwbl.edexcel.com//training-events. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

Support services

Face-to-face support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support.

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available at www.pearsonwbl.edexcel.com/Our-support.

http://pearsonwbl.edexcel.com/Our-support/training-events/Pages/default.aspx�

http://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx�

http://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx�


54

14 Contact us

We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us at:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.

mailto:[email protected]�




55

Annexe A: Assessment requirements/strategy

1. Introduction

Asset Skills has worked with the awarding organisations offering qualifications within their footprint to develop these assessment principles for competence-based units of assessment which have been submitted by Asset Skills to the appropriate national qualification and credit framework.

Asset Skills, with the support of industry, is dedicated to embedding the National Occupational Standards and units of assessment into the workplace and to upholding the quality and integrity of the standards and units and qualifications based upon them.

2. Assessment principles for competency-based units

2.1 The following principles will apply to awarding organisations:

2.1.1 Assessment should normally be at the candidate’s workplace, but where the opportunity to assess across the range of standards is unavailable other comparable working environments may be used, following agreement from the External Verifier.

2.1.2 A holistic approach towards the collection of evidence should be encouraged, assessing activities generated by the whole work experience rather than focusing on specific tasks.

2.1.3 Asset Skills does not prescribe a minimum number of observations. However, evidence provided must demonstrate that the candidate’s competency is consistent and reliable.

2.1.4 Assessors can only assess in their acknowledged area of occupational competence.

2.1.5 Assessors and Internal Quality Assurers/Internal Verifiers will be registered with their approved centre and be accountable to the organisation for their assessment practice.

2.1.6 Health and safety of customers/clients and employees must be maintained throughout the assessment process and if any person carrying out assessment or verification activities does not feel that there is due regard to health and safety then that person should refuse to continue with the activity(ies) until satisfied that due regard to health and safety is being taken.


56

3. Simulation and witness testimony for competency-based units

There are a few occasions when simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain.

The underlying reasons for either simulation or witness testimony are:

health and safety considerations

activities that would cause serious inconvenience or loss to an employer if there was an undue delay in their being carried out

infrequently occurring activities

equality of access

3.1 Simulation

Simulation may be necessary for specific elements of the units. It is advisable that centres refer to the awarding organisations in these cases for clear guidelines.

Awarding organisation guidance to centres must ensure that demands on the candidate during simulation are neither more nor less than they would encounter in a real work situation. In particular:

all simulations must be planned, developed and documented by the centre in a way that ensures the simulation accurately reflects what the unit seeks to assess

all simulations should follow these documented plans

a centre’s overall strategy for simulation must be examined and approved by the external verifier

there should be a range of simulations to cover the same aspect of the standard so that the risk of candidates successfully colluding is reduced

the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry

the nature of the contingency must be realistic

3.2 Witness testimony

Witness testimony should not form the primary source of evidence. Centres must comply with awarding organisation guidance over the occupational competence and briefing of witnesses in the use of witness testimony.


57

4. Recognition of prior learning and experience

4.1 Evidence from past achievement may be included as permissible evidence within assessment methods.

4.2 Evidence of prior knowledge and understanding can be offered as supplementary evidence as long as it is a measurable assessed outcome of learning which links to the unit of assessment.

4.3 Assessors should make best use of all the assessment methods available to them in ensuring the most reliable and effective use is made of claims of prior learning and experience, which relate to the individual circumstances.

4.4 All candidates must demonstrate current competence with respect to recognition of prior learning (RPL).

5. External quality assurance of assessment

5.1 Awarding organisations will operate a risk rating system of approved centres. This will be applied UK wide.

5.1.1 The awarding organisations will review centre risk ratings on an annual basis to ensure risk rating is still appropriate and take appropriate action to ensure quality assurance is maintained.

6. Framework criteria for the appointment of External Verifiers

6.1 Asset Skills aims to ensure that the technical and quality aspirations of industry are met, in order to inspire confidence in the national occupational standards and qualifications.

6.2 The criteria will apply to existing and new External Verifiers (EVs).

6.3 Verification competence:

6.3.1 The appointment and competence of External Verifiers must comply with current Ofqual regulations for QCF awarding organisations. Awarding organisations will ensure that External Verifiers:

Hold or be working towards an appropriate external verifier qualification and demonstrate evidence of knowledge, understanding and experience of the assessment process (together with the occupational competence requirements below):

In England, Wales, Northern Ireland new External Verifiers must achieve an appropriate external verifier qualification within 12 months of beginning external verification.

In Scotland, all new EVs should have an assessment plan for achieving L&D unit 12 and be working towards achieving the awards. There is no timescale attached to the achievement of L&D unit 12.

6.4 Occupational competence

All External Verifiers must:

6.4.1 Provide evidence of knowledge, understanding and application of the National Occupational Standards (NOS), units of assessment and assessment principles, together with technical definitions where appropriate. Awarding organisations should cover this requirement as part of their normal appointment process.


58

6.4.2 Have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. External Verifiers’ experience and knowledge could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution

6.4.3 Have up-to-date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements.

6.4.4 Have a sound in-depth knowledge of, and uphold the integrity of the NOS, units of assessment and these assessment principles.

6.4.5 Undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.

6.4.6 Be aware of national issues affecting vocational education, training and qualifications in the sector.

6.4.7 Have appropriate knowledge of the Asset Skills framework of qualifications in relevant areas to the qualifications being externally verified.

6.4.8 Demonstrate their ability to maintain credibility and retain the confidence of the industry through commitment to continuous personal and professional development.

6.4.9 Provide evidence of knowledge, understanding and application of the Regulatory Authorities’ codes of practice.

6.5 Awarding organisations may have generic criteria and personnel specifications in addition to the above.

7. Framework criteria for the appointment of Internal Quality Assurers/Internal Verifiers

7.1 Internal Quality Assurers/Internal Verifiers (IQAs/IVs) are appointed by and approved by the awarding organisation through their External Verifier.

7.2 This criteria will apply to existing and new IQAs/IVs.

7.3 IQAs/IVs should only verify the decisions of assessors which fall within their area of technical and occupational competence.

7.4 IQAs/IVs should be seen as the persons responsible for an approved centre’s assessment quality in order to facilitate the assessment process and should be one of the following:

7.4.1 IQAs/IVs will be employed directly or contractually by the same organisation (approved centre) as the assessors.

Or

7.4.2 Acting as a counter-signatory on a short-term basis, a maximum period of 18 months, where IQAs/IVs have not yet achieved an appropriate qualification in internal verification.


59

7.5 The appointment and competence of IQAs/IVs must comply with current Regulatory Authority Regulations. IQAs/IVs will either:

a. hold or be working towards an appropriate internal verifier qualification:

In England, Wales and Northern Ireland all new IQAs/IVs should achieve an appropriate internal verifier qualification within 18 months of beginning internal quality assurance/verification duties. Internal quality assurance/verification decisions by Verifiers who are still working towards certification must be countersigned by an IQA/IV who has gained certification.

In Scotland, all new Verifiers should have an assessment plan for achieving the learning and development (L&D) unit 11 and be working towards achieving the award. External Verifiers will monitor progress and achievement towards the achievement of learning and development (L&D) unit 11 during centre visits.

All new IQAs/IVs must hold an appropriate qualification in assessment of competence.

Or

b. Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their awarding organisation and Asset Skills may choose between:

Achieving the appropriate regulatory body approved unit qualifications for internal quality assurance/verification

Or

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these quality assurance/verification roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with the relevant awarding organisation.


60

7.5.1 It is desirable that all IQAs/IVs hold a relevant qualification.

IQAs/IVs will:

7.5.2 Have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. IQAs’/IVs’ experience and knowledge could be verified by:




7.5.3 Have expertise so they have up-to-date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements.

7.5.4 Have a sound in-depth knowledge of, and uphold the integrity of the NOS, units of assessment and these assessment principles.

7.5.5 Be prepared to participate in training activities for their continued professional development.

7.5.6 Demonstrate their ability to maintain occupational competence by continuous professional development.

7.5.7 Undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.

7.5.8 Have knowledge of the requirements and application of the Asset Skills assessment principles.

7.5.9 Provide evidence of knowledge, understanding and application of the Regulatory Authorities’ codes of practice.

7.6 Centres will be responsible for ensuring that internal quality assurers/internal verifiers plan and maintain continuous professional development.

7.7 Approved centres may have generic criteria and personnel specifications in addition to the above.

8. Framework criteria for the appointment of Assessors

8.1 This section is intended to assist approved centres in the recruitment of those individuals who will act as Assessors within the approved centre.

8.2 Assessors are appointed by an approved centre and approved by the awarding organisation through their External Verifier.

8.2.1 They should only assess in their area of technical and occupational competence as approved by their awarding organisations.


61

8.3 Assessors should be one of the following:

8.3.1 Employed directly or contractually by the same organisation (centre) as the candidate.

Or

8.3.2 Acting as a counter signatory on a short term basis (18 months) where the Centre Assessor has not yet achieved an appropriate qualification in assessment of competence.

8.4 The Assessor should have the following:

Assessment competence

Either:

8.4.1

a. Hold or be working towards an appropriate qualification in assessment of competence:

In England, Wales and Northern Ireland, new Assessors must achieve an appropriate qualification in assessment of competence within 18 months of beginning assessment duties. Assessment decisions by Assessors who are still working towards certification must be countersigned by an Assessor who has gained certification.

In Scotland, all new Assessors should have an assessment plan for achieving 9D and/or 9DI units and be working towards achieving the units. External Verifiers will monitor progress and achievement towards the achievement of 9D and 9DI units during centre visits.

Candidates in possession of a TQFE without having an appropriate 9D and 9DI units should undertake continuing professional development to demonstrate that they are working to the appropriate unit standard.

Or

b. Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their awarding organisation and Asset Skills may choose between:

Achieving the appropriate regulatory body approved unit qualifications for assessment.

Or

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the awarding organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.


62

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with the relevant awarding organisation.

Occupational competence

All assessors must:

8.5.1 Have verifiable relevant current industry experience and knowledge of the occupational area at or above the level being assessed. This experience and knowledge must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience and knowledge could be verified by:




8.5.2 Have sufficient occupational expertise so they have up-to-date knowledge and experience of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements.

8.5.3 Have a sound in-depth knowledge of, and uphold the integrity of the sector’s NOS, units of assessment and these assessment principles.

8.5.4 Be prepared to participate in training activities for their continued professional development.

8.6 Centres will be responsible for ensuring that assessors plan and maintain continuous professional development.

8.7 Approved centres may have generic criteria and personnel specifications in addition to the above.

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

63

An

nexe B

: P

ers

on

al,

Learn

ing

an

d T

hin

kin

g S

kills

(P

LTS

) M

ap

pin

g

Un

its

PLTS

1

Level 3

2

Level 3

3

Level 3

4

Level 4

Ind

ep

en

den

t En

qu

irers

1

iden

tify

ques

tions

to a

nsw

er a

nd p

roble

ms

to r

esolv

e ●

●

2

pla

n a

nd c

arry

out

rese

arch

, ap

pre

ciat

ing t

he

conse

quen

ces

of dec

isio

ns

● ●

●

3

explo

re iss

ues

, ev

ents

or

pro

ble

ms

from

diffe

rent

per

spec

tive

s ●

●

4

anal

yse

and e

valu

ate

info

rmat

ion,

judgin

g its

rel

evan

ce a

nd v

alue

● ●

● 5

consi

der

the

influen

ce o

f ci

rcum

stan

ces,

bel

iefs

and fee

lings

on d

ecis

ions

and e

vents

●

6

support

concl

usi

ons,

usi

ng r

easo

ned

arg

um

ents

and e

viden

ce

● ●

● ●

Cre

ati

ve T

hin

kers

1

gen

erat

e id

eas

and e

xplo

re p

oss

ibili

ties

●

●

2

ask

ques

tions

to e

xten

d t

hei

r th

inki

ng

●

●

3

connec

t th

eir

ow

n a

nd o

ther

s’ idea

s an

d e

xper

ience

s in

inve

ntive

way

s

●

4

ques

tion t

hei

r ow

n a

nd o

ther

s’ a

ssum

ptions

●

●

5

try

out

alte

rnat

ives

or

new

solu

tions

and follo

w idea

s th

rough

●

6

adap

t id

eas

as c

ircu

mst

ance

s ch

ange

●

Refl

ect

ive L

earn

ers

1

asse

ss t

hem

selv

es a

nd o

ther

s, iden

tify

ing o

pport

unitie

s an

d a

chie

vem

ents

●

2

set

goal

s w

ith s

ucc

ess

criter

ia for

thei

r dev

elopm

ent

and w

ork

3

revi

ew p

rogre

ss,

acting o

n t

he

outc

om

es

4

invi

te fee

dbac

k an

d d

eal posi

tive

ly w

ith p

rais

e, s

etbac

ks a

nd c

ritici

sm

5

eval

uat

e ex

per

ience

s an

d lea

rnin

g t

o info

rm futu

re p

rogre

ss

●

6

com

munic

ate

thei

r le

arnin

g in r

elev

ant

way

s fo

r diffe

rent

audie

nce

s

●

Pear

son E

dex

cel Le

vel 3 C

ertifica

te in N

on-D

om

estic

Ener

gy

Ass

essm

ent

–

Spec

ific

atio

n –

Iss

ue

1 -

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

64

Un

its

PLTS

1

Level 3

2

Level 3

3

Level 3

4

Level 4

Team

Wo

rkers

1

colla

bora

te w

ith o

ther

s to

work

tow

ards

com

mon g

oal

s ●

● ●

2

reac

h a

gre

emen

ts,

man

agin

g d

iscu

ssio

ns

to a

chie

ve r

esults

● ●

●

3

adap

t beh

avio

ur

to s

uit d

iffe

rent

role

s an

d s

ituat

ions,

incl

udin

g lea

der

ship

role

s ●

●

4

show

fai

rnes

s an

d c

onsi

der

atio

n t

o o

ther

s ●

●

5

take

res

ponsi

bili

ty,

show

ing c

onfiden

ce in t

hem

selv

es a

nd t

hei

r co

ntr

ibution

●

6

pro

vide

const

ruct

ive

support

and fee

dbac

k to

oth

ers

● ●

●

Self

-Man

ag

ers

1

seek

out

chal

lenges

or

new

res

ponsi

bili

ties

and s

how

fle

xibili

ty w

hen

pri

ori

ties

chan

ge

2

work

tow

ards

goal

s, s

how

ing initia

tive

, co

mm

itm

ent

and p

erse

vera

nce

●

● ●

3

org

anis

e tim

e an

d r

esourc

es,

pri

ori

tisi

ng a

ctio

ns

● ●

●

4

antici

pat

e, t

ake

and m

anag

e ri

sks

●

● ●

5

dea

l w

ith c

om

pet

ing p

ress

ure

s, incl

udin

g p

erso

nal

and w

ork

-rel

ated

dem

ands

6

resp

ond p

osi

tive

ly t

o c

han

ge,

see

king a

dvi

ce a

nd s

upport

when

nee

ded

●

7

man

age

thei

r em

otions,

and b

uild

and m

ainta

in r

elat

ionsh

ips

●

Eff

ect

ive P

art

icip

ato

rs

1

dis

cuss

iss

ues

of co

nce

rn,

seek

ing r

esolu

tion w

her

e nee

ded

●

2

pre

sent

a per

suas

ive

case

for

action

●

●

3

pro

pose

pra

ctic

al w

ays

forw

ard,

bre

akin

g t

hes

e dow

n into

man

agea

ble

ste

ps

● ●

4

iden

tify

im

pro

vem

ents

that

would

ben

efit o

ther

s as

wel

l as

them

selv

es

● ●

●

5

try

to influen

ce o

ther

s, n

egotiat

ing a

nd b

alan

cing d

iver

se v

iew

s to

rea

ch w

ork

able

solu

tions

● ●

6

act

as a

n a

dvo

cate

for

view

s an

d b

elie

fs t

hat

may

diffe

r fr

om

thei

r ow

n

●


65

Annexe C: Portfolio Guidance

Portfolio for Non-domestic Energy Assessor

The following documents are to be provided to complete the Non-domestic Energy Assessor part of the Green Deal Advisor qualification or the Non-domestic Energy Assessor units as a stand-alone qualification.

Portfolio index

Section 1 – Personal information ( when complete) Pages

ID Sheet Candidate name, address, contact details and I.D. type photo

CV Current CV

CPD Evidence of current CPD relevant to any of the units and a personal development plan

Certificates Certificate copies for qualifications supporting APEL of any of the DEA units

Section 2 – Practical assessment coursework ( when complete) Pages

Evidence matrix Completed table indicating which assessments cover each of the core requirements

EPC 1 Address-

EPC 2 Address-

EPC 3 Address-

EPC 4 Address-

EPC 5 Address-

Section 3 – Other documents ( when complete) Pages

Terms of engagement Your terms and conditions for providing an EPC

Complaints policy Your complaints policy

Assessor observation Confirmation from assessor of observed assessment including any relevant feedback.

Other Additional documents such as witness statements that will support other evidence supplied (indicate how any document is relevant)


66

Section 4 – Workbooks ( when complete) Pages

Workbook CEA1 Conduct energy assessments in a safe, effective and professional manner

A pre-inspection risk assessment form

A pre-inspection equipment check list

A complaints procedure

A letter to a prospective client declining to carry out an assessment

Supporting docs

An email in response to a request to provide the contact details for the owner

Workbook NDEA2 Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings

Telephone enquiry form Supporting docs

Confirmation of appointment letter

Workbook NDEA5 Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM

Supporting docs Record keeping method statement

Workbook DEA8

(no supporting docs)

Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM

Section 5 – Supplementary questions ( when complete) Pages

Approved evidence Either

a. Evidence of satisfactory completion of a relevant EDI supplementary questions paper, or

b. Evidence of approved examination pass, or

c. Evidence of satisfactory completion of supplementary questions provided by the training provider and approved by the EDI verifier


67

Each EPC submitted must include the following evidence:

Pre assessment ( when complete) Pages

Background data checks Background data collected prior to the assessment visit

Assessment ( when complete) Pages

Risk assessment A risk assessment completed prior to the assessment

Site notes All notes related to the energy assessment including reflections on any decisions made and reasons for any options being rejected

Valid evidence Copy of any documents used as evidence for selections made

Assessment documents All documents generated as part of the energy assessment

Photographs Indexed and labelled photographs of all elements relevant to selections made in generating the report

Post assessment ( when complete) Pages

EPC and RR EPC and Recommendations Report (finalised to the point of being ready for lodgement)

Cover letter to client Cover letter to include any relevant additional information for the client including how to access the EPC

Conclusion Summary of the outcome of the report, the relevance of the recommendations to the client and property. Comment on any health & safety issues and recommend how they could be mitigated.

If the qualification is being taken combined with the Green Deal Assessor units then the evidence for any EPC used for the Green Deal assessment should be included as one of the portfolio EPCs for the Energy Assessor units. The exception would be if the EPC used for a Green Deal assessment has been lodged (either by the learner having become accredited after completing the Energy Assessor units or by another accredited Energy Assessor) in which case the EPC will be assumed to be valid# unless shown not to be by evidence included in the Green Deal assessment.

# A lodged EPC will be subject to the relevant accreditation’s quality control and audit procedures and it is not necessary for the assessment process to duplicate this. It does not however alter the requirement for the learner to show grounds for believing it to be suitable to use for a Green Deal assessment.


68

Evidence matrix

In order to adequately cover the full assessment criteria the energy assessments must include properties of various ages and with a mixture of key features.

A total of three assessments must be completed and the evidence included in the portfolio. Those assessments must include at least one in each of the three age bands and at least one example of each of the column categories.

No more than one of the assessments may be against simulated evidence.

Built to pre 1995 building regulations

Built to 1995 building regulations onwards

Office & Workshop type business

Retail type business

Commercial catering kitchen

Centralised (serving multiple zones) supply of heating and/or hot water

Cooling

Mechanical ventilation and/or extraction

No gas supply

Each property will probably meet several of the criteria but every criterion must be met by at least one.

There is a requirement for the Learner to demonstrate to the Assessor that they are competent to actually carry out the essential tasks in a professional manner. The Learner must also demonstrate to the Assessor that they are able to utilise the skills and knowledge covered by the qualification in a live situation. It is not sufficient for the assessment to be based entirely on portfolio and workbook evidence.

It is recommended that this requirement is met by an observed assessment. Ideally the assessment would be observed by the Assessor however if it is considered more appropriate the assessment may be observed by a Trainer as part of the training course provided the Trainer provides an appropriate witness statement to the Assessor for inclusion in the portfolio.

If the Assessor believes that neither of the above is practical then the Assessor may meet the assessment requirement using a Structured Professional Interview however the Assessor will need to be able to demonstrate to a Verifier that the interview assessment has a level of rigour equivalent to that of an observed assessment.

Sb201213G:\WORDPROC\LT\PD\NVQ COMPETENCE\9781446908792_NVQ_COMP_L3_NDEA\9781446908792_NVQ_COMP_L3_NDEA.DOC.1–73/1

December 2013 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

http://www.edexcel.com/�

Documents

Pearson Edexcel Level 3 Certificate in Non-Domestic Energy ... · certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more