nocn level 1 diploma in construction crafts · 2019-04-29 · nocn level 1 diploma in construction...

QUALIFICATION SPECIFICATION

NOCN Level 1 Diploma in Construction Crafts

Qualification No: 600/6910/7

Operational Start Date

1 November 2012

Version

2.1 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

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CONTENTS

1. Introduction................................................................................................ 5

About NOCN .................................................................................................................................................. 5

Approval to offer NOCN Qualifications............................................................................................................ 5

2. NOCN Level 1 Diploma in Construction Crafts ....................................... 6

Entry Requirements........................................................................................................................................ 6

Qualification Structure .................................................................................................................................... 6

Total Qualification Time (TQT)........................................................................................................................ 9

3. Assessment and Evidence ..................................................................... 11

Fair and Equitable Assessment .................................................................................................................... 11

Learners with Particular Requirements ......................................................................................................... 12

Recognised Prior Learning ........................................................................................................................... 12

4. Quality Assurance Requirements .......................................................... 13

Tutor / Assessor ........................................................................................................................................... 13

Internal Verifier ............................................................................................................................................. 13

External Verification...................................................................................................................................... 14

Continuing Professional Development (CPD) ............................................................................................... 14

5. Guidance on delivering the qualification............................................... 15

Unit 1 - Health and Safety and Welfare in Construction ................................................................................ 17

Unit 2 - Starting Work in Construction ........................................................................................................... 20

Unit 3 - Introduction to Environmental Sustainability ..................................................................................... 23

Unit 4 - Developing Plastering Skills ............................................................................................................. 25

Unit 5 - Plastering Techniques...................................................................................................................... 28

Unit 6 - Apply plaster materials to internal backgrounds................................................................................ 32

Unit 7 - Know how to apply plaster materials to internal surfaces.................................................................. 36

Unit 8 - Developing Joinery Skills ................................................................................................................. 38

Unit 9 - Know how to produce basic woodworking joints ............................................................................... 41

Unit 10 - Produce basic woodworking joints.................................................................................................. 45

Unit 11 - Know how to use and maintain carpentry and joinery hand tools .................................................... 48

Unit 12 - Prepare and use portable power tools for carpentry and joinery ..................................................... 54

Unit 13 - Performing Joinery Operations ....................................................................................................... 58

Unit 14 - Exploring Carpentry and Joinery .................................................................................................... 61

Unit 15 - Developing Brickwork Skills............................................................................................................ 63

Unit 16 - Know how to carry out basic blocklaying ........................................................................................ 66

Unit 17 - Carry out basic blocklaying............................................................................................................. 70

Unit 18 - Know how to carry out basic bricklaying ......................................................................................... 74

Unit 19 - Carry out basic bricklaying ............................................................................................................. 78

Unit 20 - Performing Brickwork Operations ................................................................................................... 82

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Unit 21 - Developing Brickwork Bonding Skills.............................................................................................. 84

Unit 22 - Developing Skills in Fitted Interiors................................................................................................. 87

Unit 23 - Assemble Units for Interiors ........................................................................................................... 90

Unit 24 - Prepare Resources and Materials for Creating Interiors ................................................................. 93

Unit 25 - Fitting Units for interiors ................................................................................................................. 95

Unit 26 - Fix and Fit Work Surfaces .............................................................................................................. 97

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Unit 27 - Basic Tiling: Equipment and Materials .......................................................................................... 100

Unit 28 - Basic Tiling Skills ......................................................................................................................... 102

Unit 29 - Developing Plumbing Skills .......................................................................................................... 105

Unit 30 - Valves, Taps and Cisterns in Domestic Plumbing......................................................................... 108

Unit 31 - Assembling and Fitting Units for Interiors ..................................................................................... 111

Unit 32 - Domestic Plumbing Systems ........................................................................................................ 114

Unit 33 - Developing Construction Painting Skills ....................................................................................... 118

Unit 34 – Preparation of surfaces for decoration ......................................................................................... 121

Unit 35 - Apply paint systems with brush and roller..................................................................................... 125

Unit 36 - Wallpapering Skills ....................................................................................................................... 129

Unit 37 - Exploring Painting and Decorating ............................................................................................... 132

Unit 38 - Problem Solving in the Workplace ................................................................................................ 135

Unit 39 - Understanding and Using 2D shapes ........................................................................................... 138

Unit 40 - Group and Teamwork Communication Skills ................................................................................ 141

Unit 41 - Introduction to Self Employment: Level 2 ..................................................................................... 144

Unit 42 - Preparing for Work ....................................................................................................................... 147

6. Appendix 1 - Resource Suggestions ................................................... 150

7. Appendix 2 - Assessment Documentation .......................................... 151

Learner Evidence Record Unit 1 ................................................................................................................. 151









Learner Evidence Record Unit 10 ............................................................................................................... 171










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8. Feedback Sheet ..................................................................................... 248

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1. Introduction This handbook is a resource for NOCN centres who wish to offer the NOCN Level 1 Diploma in Construction Crafts.

The qualification is relevant to organisations within the sector, and organisations that employ staff for the sector.

The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

About NOCN NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”.

Over the years, NOCN has worked well together with our centres for the benefit of learners across the country; adapting and benefitting from a mutual interest to provide a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence, and expertise within communities.

Approval to offer NOCN Qualifications If you are interested in offering NOCN Level 1 Diploma in Construction Crafts, but do not currently offer any other NOCN qualifications, you will need to be recognised as an NOCN approved centre. This process includes:

Confirmation that the organisation has an adequate infrastructure in place to support

the effective delivery of NOCN qualifications. An agreement signed by the principal authority in the organisation confirming

adherence to the specified terms and conditions which safeguard the quality assurance standards, in relation to the delivery and assessment process.

If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre.

Existing Centres

If you would like more information about offering this qualification, please contact [email protected]

http://register.ofqual.gov.uk/Unit/Details/F_501_7318

http://register.ofqual.gov.uk/Unit/Details/R_501_7517

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2. NOCN Level 1 Diploma in Construction Crafts The NOCN Level 1 Diploma in Construction Crafts is designed to provide an introduction to the construction industry. Learners will gain knowledge on how to prepare for a career in construction with some specific knowledge from their chosen pathway in either: Plastering, Carpentry and Joinery, Bricklaying, Fitted Interiors or Painting and Decorating.

This qualification is suitable for learners aged 14 years or over. The qualification will provide learners with an opportunity to:

Explore the skills and knowledge requirements for working in the construction industry.

Gain an awareness of the importance of health and safety in construction.

Gain an awareness about environmental issues relating to construction.

Learners will gain the knowledge and skills required to prepare for further training in construction.

Entry Requirements

There are no entry requirements for this qualification.

Qualification Structure The NOCN Level 1 Diploma in Construction Crafts is a 39 credit qualification with a Total Qualification Time (TQT) of 390, including 292 to 390 Guided Learning Hours (GLH).

Learners must achieve a total of 39 credits. 9 credits must be taken from Mandatory Group A. A minimum of 14 credits must be taken from one of the pathways in Pathway Group C. A further 16 credits must be taken from any units in Pathway Groups C or Optional Group B; these are not restricted to the learners chosen pathway.

Mandatory Group A

Unit Title

Level Credit Value

Ofqual Unit Reference Number

Health and Safety and Welfare in Construction Level 1 4 D/502/3692

Starting Work in Construction Level 1 4 M/502/3695

Introduction to Environmental Sustainability Entry 3 1 J/503/0118

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Optional Group B

Unit Title

Level Credit Value


Problem Solving in the Workplace Level 1 2 Y/505/0454

Understanding and Using 2D Shapes Level 1 1 H/503/3169

Group and Teamwork Communication Skills Level 1 2 J/505/0451

Introduction to Self-Employment: Level 2 Level 2 2 H/501/5786

Preparing for Work Level 1 3 T/505/4107

Pathway Group C

Pathway 1 – Plastering

Unit Title Level Credit

Value Ofqual Unit

Reference Number

Developing Plastering Skills Level 1 4 A/506/8834

Plastering Techniques Level 1 3 A/503/2657

Apply plaster materials to internal backgrounds Level 1 7 M/501/7587

Know how to apply plaster materials to internal surfaces

Level 2

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A/507/3855

Pathway 2 – Carpentry and Joinery

Unit Title Level Credit Value


Developing Joinery Skills Level 1 4 H/502/3693

Know how to produce basic woodworking joints Level 1 3 F/507/1038

Produce basic woodworking joints Level 1 7 M/507/2749

Know how to use and maintain carpentry and joinery hand tools

Level 1

2

A/507/2737

Prepare and use portable power tools for Carpentry and Joinery

Level 1

8

D/507/2732

Performing Joinery Operations Level 2 5 A/600/0088

Exploring Carpentry and Joinery Level 2 5 M/600/0069

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Pathway 3 – Bricklaying


Value Ofqual Unit

Reference Number

Developing Brickwork Skills Level 1 4 J/506/8528

Know how to carry out basic blocklaying Level 1 2 A/507/2740

Carry out basic blocklaying Level 1 7 L/507/2743

Know how to carry out basic bricklaying Level 1 3 F/507/2741

Carry out basic bricklaying Level 1 9 K/507/2748

Performing Brickwork Operations Level 2 5 F/600/0075

Developing Brickwork Bonding Skills Level 2 3 F/506/8835

Pathway 4 – Fitted Interiors

Unit Title Level Credit Value


Developing skills in fitted interiors Level 1 4 L/602/1348

Assemble Units for Interiors Level 1 1 H/505/2269

Prepare Resources and Materials for Creating Interiors

Level 1

1

F/505/2246

Fitting Units for interiors Level 1 1 A/505/2245

Fix and Fit Work Surfaces Level 1 1 L/505/2069

Basic Tiling: Equipment and Materials Level 1 1 K/506/7940

Basic Tiling Skills Level 1 2 M/506/7941

Developing Plumbing Skills Level 1 4 K/502/3694

Valves, Taps and Cisterns in Domestic Plumbing

Level 2

3

Y/506/8761

Assembling and Fitting Units for Interiors Level 2 3 L/505/2248

Domestic Plumbing Systems Level 2 3 R/506/8760

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Pathway 5 – Painting and Decorating


Value Ofqual Unit

Reference Number

Developing Construction Painting Skills Level 1 4 R/502/3690

Preparation of surfaces for decoration Level 1 3 Y/507/2731

Apply paint systems with brush and roller Level 1 6 H/507/2750

Wallpapering Skills Level 1 3 R/505/4115

Exploring Painting and Decorating Level 2 5 J/600/0076

Total Qualification Time (TQT) Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH):

o learning activity under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training

o includes the activity of being assessed if the assessment takes place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

Examples of OLH activities include:

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Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

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3. Assessment and Evidence The NOCN Level 1 Diploma in Construction Crafts is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit.

The NOCN Level 1 Diploma in Construction Crafts is a vocationally/knowledge based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge.

Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a construction job role.

When designing courses, centres are encouraged to offer a variety of assessment methods including; case studies, role play, assignments, projects, reports, video and oral recordings, discussion notes, written and oral question and answers, simulations, etc.

The centre must ensure that the assessment activities are:

Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria. Reliable Assessment activities must generate clear and consistent outcomes across

all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work.

Fair and Equitable Assessment Assessment within NOCN Level 1 Diploma in Construction Crafts is designed to be accessible and inclusive. The unit based approach allows flexibility throughout; enabling learners to achieve the qualification in stages.

The assessment methodology is appropriate for individual assessment or for groups of learners.

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Learners with Particular Requirements

If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk

This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria.

The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details.

Recognised Prior Learning Recognition of prior learning is an assessment method leading to the Certificate of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid.

http://www.nocn.org.uk/

mailto:[email protected]

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4. Quality Assurance Requirements

NOCN quality assurance process and procedures are designed to ensure that NOCN’s quality of assessment and the verification process are being adhered to. The procedures support our centres to provide high quality training.

Tutor / Assessor Tutors delivering this qualification must be able to demonstrate that they meet the following occupational competence requirements. They should:

Be technically competent in construction and/or have experience of providing training within the subject area. This experience must be, as a minimum, at the same level as the training being delivered.

Be occupationally knowledgeable in the area of construction for which they are

delivering training; this knowledge must be, as a minimum, at the same level as the training being delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete

initial teacher training minimum Level 3 within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, for example, tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair, and transparent and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the Certificate, ensuring validity, reliability, and consistency.

The internal verifier must be able to demonstrate that they meet the following occupational competence requirements. They should:

Be technically competent in construction and/or have experience of providing training; this experience must be, as a minimum, to the same level as the training being delivered.

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Be occupationally knowledgeable in the area of construction for which they are verifying; this knowledge must, as a minimum, be to the same level as the training being delivered.

NOCN supports and recognises centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

External Quality Assurance

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

Continuing Professional Development (CPD) Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their staff are up to date with regards to best practice in delivery, assessment and verification.

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5. Guidance on delivering the qualification This qualification is made up of 9 credits from the mandatory units below; when completed, it provides the learner with an understanding of the requirements for working in the construction sector:

Unit 1 Health and Safety and Welfare in Construction Unit 2 Starting Work in Construction Unit 3 Introduction to Environmental Sustainability

The learner can then chose a minimum of 14 credits from one of the five subject pathways below, designed to provide the learner with an opportunity to explore the skill sector of their choice.

Pathway Group 1 - Plastering

Unit 4 Developing Plastering Skills Unit 5 Plastering Techniques Unit 6 Apply plaster materials to internal backgrounds Unit 7 Know how to apply plaster materials to internal surfaces

Pathway Group 2 - Carpentry and Joinery

Unit 8 Developing Joinery Skills Unit 9 Know how to produce basic woodworking joints Unit 10 Produce basic woodworking joints Unit 11 Know how to use and maintain carpentry and joinery hand tools Unit 12 Prepare and use carpentry and joinery portable power tools Unit 13 Performing Joinery Operations Unit 14 Exploring Carpentry and Joinery

Pathway Group 3 - Bricklaying

Unit 15 Developing Brickwork Skills Unit 16 Know how to carry out basic blocklaying Unit 17 Carry out basic blocklaying Unit 18 Know how to carry out basic bricklaying Unit 19 Carry out basic bricklaying Unit 20 Performing Brickwork Operations Unit 21 Developing Brickwork Bonding Skills

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Pathway Group 4 – Fitted Interiors Unit 22 Developing Skills in Fitted Interiors Unit 23 Assemble Units for Interiors Unit 24 Prepare Resources and Materials for Creating Interiors Unit 25 Fitting Units for interiors Unit 26 Fix and Fit Work Surfaces Unit 27 Basic Tiling: Equipment and Materials Unit 28 Basic Tiling Skills Unit 29 Developing Plumbing Skills Unit 30 Valves, Taps and Cisterns in Domestic Plumbing Unit 31 Assembling and Fitting Units for Interiors Unit 32 Domestic Plumbing Systems

Pathway Group 5 – Painting and Decorating

Unit 33 Developing Construction Painting Skills Unit 34 Preparation of surfaces for decoration Unit 35 Apply paint systems with brush and roller Unit 36 Wallpapering Skills Unit 37 Exploring Painting and Decorating

The learner can then chose a minimum of 16 credits from any of the above pathways or from the Optional Group B units below; designed to enable the learner to gain additional skills in another pathway and/ or try out units at Level 2 in preparation for progression onto further training, and/or gain skills to support development into employment or self- employment.

Unit 38 Problem Solving in the Workplace Unit 39 Understanding and Using 2D Shapes Unit 40 Group and Teamwork Communication Skills Unit 41 Introduction to Self-Employment: Level 2 Unit 42 Preparing for Work

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Unit 1 - Health and Safety and Welfare in Construction

Unit Title: Health and Safety and Welfare in

Construction Unit Level: One Unit Credit Value: 4 GLH: 40

Unique Reference

Number: D/502/3692

This unit has 5 learning outcomes.

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Know the causes of accidents in construction.

1.1. Describe the causes of accidents in construction.

2. Know about the hazards and safety signs in a construction environment.

2.1. Identify potential hazards in a construction environment.

2.2. Identify the safety signs used in a construction environment.

3. Know how to minimise the risk of hazards. 3.1. Identify and select methods used to minimise the risks of hazards.

3.2. Describe ways to reduce risks.

4. Know about the different types of fire extinguishers and when to use them.

4.1. List different types of fire extinguishers. 4.2. Describe when different types of fire

extinguishers should be used.

5. Know about the legislation HASAWA and COSHH.

5.1. Describe the purpose of HASAWA. 5.2. Describe the purpose of COSHH.

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The unit specification maps the assessment criteria against each learning outcome.

There are five learning outcomes:

1. Know the causes of accidents in construction 2. Know about the hazards and safety signs in a construction environment 3. Know how to minimise the risk of hazards 4. Know about the different types of fire extinguishers and when to use them 5. Know about the legislation HASAWA and COSHH

All the criteria must be met if the outcome is to be achieved.

Delivering Unit 1 - Health and Safety and Welfare in Construction The aim of this unit is to provide the learner with a clear understanding of the importance of health and safety within the construction industry and how this is managed. It allows the learner to identify the causes of accidents and how the risk of these can be minimised, as well as giving them knowledge of some of the legislation associated with health and safety.

Working within a supervised training environment consisting of classroom based teaching as well as where possible visits to construction sites, the learner should have the opportunity to discuss and identify the causes of accidents and through this begin to understand the steps that can be taken to minimise the risk of them occurring. Where possible a visit to an operational construction site will allow learners to see the way that health and safety is managed on a day to day basis. This will also give them the opportunity to discuss the causes of accidents and near-misses, and preventative measures that are in place to minimise them with those responsible for site health and safety. Alternatively group discussion can be used to both identify the causes of accidents and other possible hazards in a construction environment as well as agreeing the preventative measures that can be used to address possible occurrences.

Through discussion and group working the learner must be able to identify the various types of hazards within the construction environment including slips, trips and falls, manual handling, excavations, fire, plant, tools and equipment, diseases and medical emergencies, chemicals and other potentially dangerous materials such as solvents, cement and asbestos. They must also understand the various safety signs used in a construction environment, both the meanings of individual signs and the colour scheme used, blue – mandatory, red (circular) – prohibition, red (square) – fire, green – safe areas and first aid, and yellow/amber – warning.

After identifying the various hazards learners must be able to recognise and select the appropriate methods used to control risk, which should include Personal Protective Equipment, barriers and fencing, spill kits, housekeeping, green routes, hot work permits and other permits to work, site inductions and regular tool box talks, and be able to describe how these help minimise risk. Learners must be able to identify the correct fire extinguishers through the coloured labels and which types of fire each is used, or not

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used, on. It is also beneficial if the learner knows how and when to use extinguishers safely and can identify potential hazards resulting from incorrect use.

Finally the learner should know about some of the legislation that is in place to support health and safety and what it means to them. They will need to be able to describe the Health and Safety at Work Act (HASAWA), identifying both theirs and their employers’ legal obligations under this act. They should gain an understanding of the Control of Substances Hazardous to Health (COSHH) Regulations, explaining where they will find COSHH statements, what it will tell them and how this will support their daily work.

Unit 1 content

Learners must be able to describe the causes of accidents within the construction sector and how this can be mitigated.

Learners must be able to identify the potential hazards within the construction

environment and know the signs that will help control health and safety.

Learners must be able to identify the correct methods used to minimise the risks of the various hazards and describe how these work.

Learners must be able to identify the different types of fire extinguishers and

describe the types of fire each can be used on.

Learners must be able to describe the purpose of both the Health and Safety at Work Act and the Control of Substances Hazardous to Health Regulations.

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Unit 2 - Starting Work in Construction

Unit Title: Starting Work in Construction Unit Level: One Unit Credit Value: 4 GLH: 40

Unique Reference

Number: M/502/3695




1. Know about different types of career opportunities available in construction.

1.1. Describe different types of career opportunities in construction.

2. Know about different types of organisation offering career opportunities in construction.

2.1. Describe different types of organisation that offer career opportunities in construction in terms of their size and the nature of the work they undertake.

3. Understand how career choices can impact upon an individual’s lifestyle.

3.1. Explain how an individual’s lifestyle may be influenced by the career choices they make.

4. Be able to make informed career choices. 4.1. Make realistic career choices based upon information provided.

5. Be able to work responsibly with others. 5.1. Demonstrate good team working skills by working responsibly and co-operatively.

6. Be able to seek and respond to guidance when working as part of a team.

6.1. Follow instructions when working with others.

6.2. Communicate appropriately with others.

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There are six learning outcomes:

1. Know about different types of career opportunities available in construction. 2. Know about different types of organisation offering career opportunities in

construction. 3. Understand how career choices can impact upon an individual’s lifestyle. 4. Be able to make informed career choices. 5. Be able to work responsibly with others. 6. Be able to seek and respond to guidance when working as part of a team.


Delivering Unit 2 - Starting Work in Construction

This unit will give the learner an introduction to starting work within the construction sector. It will look at the various career paths that they could take as well as the impact that this can have on their lifestyle so that they are able to make an informed decision as to the career route they wish to take. It will also give them the opportunity to develop team working skills and establish how they can seek guidance when working in a team.

Working within a supervised training environment consisting of classroom based teaching the learners will look at the various career opportunities within the construction industry. They will identify the entry level skills that each role requires and what training they will be expected to complete to become fully qualified, this could either be through further training or by securing an apprenticeship where they will learn both in college and on the job.

The learners will need to carry out research so that they can identify the various organisations that can offer construction career opportunities such as the National Apprenticeship Service, Construction Industry Training Board (CITB) and Summit Skills. In addition they will identify potential employers that offer roles in the area they are pursuing and be able to describe the types of organisations in terms of what they can offer, their size and the types of work they undertake.

From this information they must be able to explain the impact a career in construction can have on their lifestyle. This could be in terms of salary earned, hours worked; including time for study, while also taking into account the possibility of travel, both within the UK and abroad. They should also be aware of the drug and alcohol testing on construction sites and the impact that failing one of these tests would have. With the knowledge gained on employment within construction and through identifying their own strengths and skills, as well as the advice and guidance that they receive from various organisations, they will be able to make an informed choice on their career aims, selecting the route that best suits their ultimate employment goal.

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Through the use of group tasks and discussions the learner will develop and demonstrate their ability to communicate with others while also showing their ability to follow instructions and knowing who to approach for guidance.

Unit 2 content

Learners must be able to describe the different types of career opportunities in construction.

The learner must be able to describe the different types of organisations that offer

construction opportunities in terms of size and nature of work.

Learners must be able to explain how a career in construction can influence their lifestyle.

Learners must be able to use the information they receive to make an informed

career choice

Learners must demonstrate good team working skills by working responsibly and cooperatively.

The learners must be able to demonstrate that they can follow instructions and

communicate with others appropriately.

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Unit 3 - Introduction to Environmental Sustainability

Unit Title: Introduction to Environmental Sustainability Unit Level: Entry Three Unit Credit Value: 1 GLH: 10

Unique Reference

Number: J/503/0118




1. Know why it is important to support a sustainable environment.

1.1. List three reasons why sustainability is important.

2. Know the three R’s of sustainability can be applied in construction.

2.1. State one material that can be recycled in construction.

2.2. State one construction material that could be reused.

2.3. State how the level of waste material could be reduced in the construction process.

3. Understand why it is important to correctly dispose of waste.

3.1. List three hazards that could be caused by construction waste not being disposed of correctly.

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There are three learning outcomes:

1. Know why it is important to support a sustainable environment. 2. Know the three R’s of sustainability can be applied in construction. 3. Understand why it is important to correctly dispose of waste.


Delivering Unit 3 - Introduction to Environmental Sustainability This unit introduces the learner to environmental sustainability, describing what it means, why it is important and how it is managed while also looking at the consequences when it is ignored.

Working within a supervised training environment consisting of classroom based teaching and group discussion; the learner will firstly demonstrate that they understand the importance of environmental sustainability, both through its possible impact on the natural environment and also how it can be used to reduce operating costs through the three R’s. By the end of the unit learners must be able to identify at least one material that can be recycled such as; wood, metal or plastic and one material that can be reused such as; general demolition rubble that can be crushed and reused on site, such as using demolition rubble to form bases. They must also be able to state how the level of waste material on a site could be reduced, which could either be by implementing the previous two R’s or through reducing over-ordering of materials and careful planning.

Finally, through discussion, learners should be able to identify at least three hazards that can be caused by the incorrect disposal of construction waste, looking at areas such as pollution to the natural environment, increased fire hazards through materials left lying around or through the increased possibility of injury to both workers and members of the public due to tripping hazards, damage to machinery, toxic gas through leakages from a container or where certain chemicals react together.

Unit 3 content

Learners must be able to list three reasons why environmental sustainability is important.

Learners must be able to state one material that can be recycled, one material that

can be reused and how the level of waste can be reduced.

Learners must be able to list three hazards that could be caused by the incorrect disposal of construction waste.

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Unit 4 - Developing Plastering Skills

Unit Title: Developing Plastering Skills Unit Level: One Unit Credit Value: 4 GLH: 36

Unique Reference

Number: A/506/8834




1. Be able to recognise the resources required to apply plaster.

1.1. Identify the plastering

Hand tools

Resources.

2. Be able to prepare a background surface. 2.1. Use safe working practices to

Clean background surface

Apply corner beads.

3. Be able to apply plaster coats. 3.1. Use safe working practices to

Mix plaster

Apply background plaster coat

Apply setting coat

Apply finish coat.

4. Be able to clean up on completion. 4.1. Use safe working practices to clean

Tools

Equipment

Work area.

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There are four learning outcomes:

1. Be able to recognise the resources required to apply plaster. 2. Be able to prepare a background surface. 3. Be able to apply plaster coats. 4. Be able to clean up on completion.


Delivering Unit 4 - Developing Plastering Skills The aim of this unit is to give learners an introduction to plastering and the basic application techniques required to begin to develop their skills. They will learn how to prepare a background in preparation for application, apply a coat to the surface and be able to clean up safely.

Working within a supervised training environment consisting of supervised classroom and workshop teaching learners will be introduced to the tools and resources used within plastering including plasterers trowel, hawk, splash brush, mixer paddles and derby, and resources such as spot boards and buckets. This can be carried out with both pictures and actual examples and the introduction should cover the techniques for handling them correctly and safely, hazards that learners should be aware of and how to clean correctly after use. They should also be aware of the Personal Protective Equipment (PPE) that is required when plastering and wear this at all times during the practical parts of the unit.

Once they have a clear understanding of the tools learners should have the opportunity to carry out practical tasks, firstly cleaning background surfaces, removing old plaster and dust safely, they should then be instructed on the methods for fixing beading and then apply this to their work area. Once the background surface is ready learners should be introduced to the various types of plaster and instructed on how to prepare it before demonstrating their ability to do so safely and correctly for the background, setting and finishing coats.

Finally learners must be able to demonstrate that they can correctly and safely clean all the tools and equipment used as well as their work area, disposing of all waste as instructed.

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Unit 4 content

Learners must know the tools and resources used in plastering and able to identify them.

Learners must be able to prepare backgrounds safely and correctly prior to

plastering and fit corner beads.

Learners must be able to mix and apply background, setting and finishing coats.

Learners must be able to clean tools, equipment and work area safely.

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Unit 5 - Plastering Techniques

Unit Title: Plastering Techniques Unit Level: One Unit Credit Value: 3 GLH: 27

Unique Reference

Number: A/503/2657




1. Know about tools and equipment used in plastering.

1.1. Identify and state the purpose of hand tools/items of equipment used in plastering.

2. Know about materials used in plastering. 2.1. Identify and state the purpose of materials used in plastering.

2.2. Outline the process involved in mixing two types of plaster.

2.3. Mix two types of plaster.

3. Know about backgrounds that receive plaster.

3.1. Indicate backgrounds that commonly receive plaster.

3.2. Identify a given background and state one of its characteristics in relation to plastering.

4. Be able to plan and prepare for plastering. 4.1. State checks required before starting to plaster.

4.2. State and demonstrate the process for checking the suction of a wall.

4.3. Outline and demonstrate one basic method for setting out a wall.

4.4. Outline and demonstrate the process for fixing angle-beads.

5. Know about floating techniques. 5.1. Outline the procedure for floating a wall using either plumb and dot or broad screed methods.

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6. Be able to plaster. 6.1. Pick up plaster from a spot board and a hawk.

6.2. Apply a plaster coat onto a sample section of wall.

6.3. Scratch the base coat. 6.4. Lay a second coat of plaster onto the wall. 6.5. Smooth surface with a float.

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1. Know about tools and equipment used in plastering. 2. Know about materials used in plastering. 3. Know about backgrounds that receive plaster. 4. Be able to plan and prepare for plastering 5. Know about floating techniques. 6. Be able to plaster.


Delivering Unit 5 - Plastering Techniques The aim of this unit is to give the learner an introduction to the techniques involved in plastering and will include identification and the safe use of hand tools and equipment used and the materials required to carry out the tasks. Learners will also have the opportunity to gain practical experience of plastering and begin to develop the required skills.

Working within a supervised training environment consisting of classroom and workshop based teaching the learners initially look at the tools used in plastering including plastering trowel, hawk, spot board, mixing paddles, plastering float and plastering corner trowel. They should also be introduced to equipment such as dust sheets, mixing tubs and trestles. They should be instructed on the safe use of each of the tool and piece of equipment as well as identifying the potential hazards associated with each (falls from trestles etc.) and the equipment that can be used to minimise risk. This will allow the learners to identify and state the purpose of the different tools and equipment.

The learners should also be introduced to the various forms of plaster including finishing, bonding and multi-finish and the processes and tools involved in mixing them, as well as getting the opportunity to practice with at least two different types. Prior to moving into the workshop environment learners must know about the types of Personal Protective Equipment (PPE) that are required and will be worn at all times within the workshop. They should learn about the different types of surface that they could find themselves plastering including plasterboard, brick, block and concrete, and learn about the different properties of each surface (suction rates etc.) including how to go about preparing them correctly before starting to plaster. By completion of this unit the learner must be able to identify and state at least one characteristic for a given background.

Once in the workshop environment the learners will be expected to state the checks that are required before starting to plaster, identifying preparation requirements and demonstrate how they would carry out a suction test and state why this is required. They should then be able to outline and demonstrate one of the methods for setting out a wall as well as the process for fixing angle beads. Once beads are fixed and within agreed tolerances the learners will outline the procedure for floating a wall using either the plumb

32


and dot or broad screed methods. Finally the learners must be able to demonstrate that they are able to plaster a given background and this should include picking up plaster from a spot board onto a hawk, applying a coat to a section of wall, scratching the base coat, laying a second coat and smoothing to a finish.

Unit 5 content

Learners must be able to identify and state the purpose of a range of hand tools and equipment used in plastering.

Learners must be able to identify and state the purpose of materials used in

plastering and be able to both outline and demonstrate how they would mix two different types.

Learners must be able to indicate and identify a range of backgrounds as well as

being able to state a least one characteristic of each in relation to plastering.

Learners must be able to state how they would plan and prepare for plastering to a given background including carrying out a suction test, setting out and fixing angle bead, each of which should be demonstrated.

Learners must be able outline a method for floating a wall, either plumb and dot or

broad screed.

Learners must be able to plaster and demonstrate the techniques including picking up plaster from a spot board to a hawk, applying base and second coats, scratching the base coat before applying second, and using a float to create a smooth finish.

33


Unit 6 - Apply plaster materials to internal backgrounds

Unit Title: Apply plaster materials to internal backgrounds

Unit Level: One Unit Credit Value: 7 GLH: 70

Unique Reference

Number: M/501/7587




1. Be able to prepare to apply plaster materials to internal backgrounds.

1.1. Interpret information from drawings of plans and elevations relating to the positioning of board and plaster coating.

1.2. Interpret information from specifications relating to the positioning of board and plaster coatings.

1.3. Interpret information from schedules and manufacturers information relating to plasterboard fixing.

1.4. Check conformity of information sources relating to plasterboard fixing and backgrounds.

1.5. Select the correct plaster, plasterboard and components from the given specification.

1.6. Calculate quantities of specified materials relating to plasterboard, fixing and amounts of plaster required.

1.7. Select the correct tools and equipment relating to plasterboard fixing and plastering to carry out the work.

1.8. Select the correct ancillary equipment relating to plasterboard fixing and plastering.

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2. Be able to apply materials to internal backgrounds.

2.1. Comply with the given specification relating to the application of plasterboard and plaster coatings to brick and blockwork.

2.2. Comply with written and oral instructions relating to plasterboard fixing and plastering.

2.3. Carry out the installation of sheet plasterboard and skim beads in accordance with the given specification.

2.4. Carry out corrective actions if appropriate relating to applying materials to internal backgrounds.

3. Be able to apply plaster to internal brick or block backgrounds.

3.1. Install expanded metal lathing (EML) to background surfaces in narrow strips in accordance with the given specification.

3.2. Use the correct materials to apply one and two coat plaster to brick or block backgrounds in accordance with the given specification.

3.3. Carry out the application and finish of one and two coat plaster to brick or block backgrounds using a range of hand tools in accordance with the given specification.

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1. Be able to prepare to apply plaster materials to internal backgrounds. 2. Be able to apply materials to internal backgrounds. 3. Be able to apply materials to internal backgrounds.


Delivering Unit 6 - Apply plaster materials to internal backgrounds The aim of this unit is to give the learner the opportunity of developing plastering skills on a number of different backgrounds as well as introducing them to the use of plasterboard and its fixing.

Working within a supervised training environment consisting of classroom and workshop based teaching, the learners will firstly look at drawing of plans and elevations for the proposed work and with any other information available be able to identify which areas are to be boarded and the types of plaster coats required. They will need to source information, both from the work schedules and manufacturers information, through the web site etc. as to the procedures for correctly fixing boards to backgrounds, including any preparatory works required, as well as the recommended types of fixings. This information will allow the learners to select the correct plaster, plasterboard and components as well as confirm that the information that they have sourced conforms to requirements.

Working from the drawing the learners should be able to calculate the required quantities of materials including plasterboard, fixings and amounts of plaster, list these and ensure that the correct materials are available before commencing work. They will also need to identify the hand tools for both plastering and cutting and fixing boards and other equipment including Personal Protective Equipment (PPE) and access equipment, and be able to complete the work in a safe manner. Working from previously sourced information the learners must be able to comply with all given specifications relating to the application of plasterboard and plaster coatings to both brick and blockwork, as well as demonstrating that they are able to follow verbal instructions in relation to both. Plasterboard should be cut and fixed ensuring that all waste and mess is kept to a minimum and any skim beads are applied as per specification. Any corrective issues should be completed before moving on.

The learner must understand the purpose of expanded metal lathing and be able to cut and install in narrow strips especially where different materials meet to prevent cracking. In accordance with any given instruction, both written and oral, the learners must then demonstrate that they are able to apply one and two coat plaster to either brick or block surfaces and smooth to a finish as specified using the correct tools and with due regard to all health and safety requirements. Once the learners have demonstrated their skills to an acceptable level on one type of background they must repeat the process on others. After

36


completion of each they should leave their work area and tools clean and well maintained. Photographic evidence, both of the work and the finish examples can be used to support achievement of assessment criteria.

Unit 6 content

Learners must be able to prepare for applying plastering materials by demonstrating that they can source and interpret information from drawings of plans and elevations, job specifications and schedules, manufacturers information on the types and positions of boards, plaster, fixings and backgrounds. They must be able to calculate correctly the quantities of materials required as well as the hand tools and equipment needed for both boarding and plastering.

Learner must comply with specifications relating to the application of materials as

well as written and oral instruction on the fixing of boards and plastering. They must be able to carry out correctly and with minimal waste the installation of boards and skim beads to a given specification and carry out any corrective actions required.

Learners must be able to install expanded metal lathes and use the correct

materials to apply one and two coat plaster to brick and block backgrounds, finishing to the given specification using a range of hand tools safely and correctly.

Learners must be able to identify and state the purpose of materials used in

plastering and be able to both outline and demonstrate how they would mix two different types.

Learners must be able to indicate and identify a range of backgrounds as well as

being able to state at least one characteristic of each in relation to plastering.

Learners must be able to state how they would plan and prepare for plastering to a given background including checking suction, setting out and fixing angle bead, each of which should be demonstrated.

Learners must be able outline a method for floating a wall, either plumb and dot or

broad screed.

Learners must be able to plaster and demonstrate the techniques including picking up plaster from a spot board to a hawk, applying base and second coats, scratching the base coat before applying second and using a float to create a smooth finish.

37


Unit 7 - Know how to apply plaster materials to internal surfaces

Unit Title: Know how to apply plaster materials to internal surfaces

Unit Level: Two Unit Credit Value: 7 GLH: 70

Unique Reference

Number: A/507/3855




1. Know how to interpret information related to the application of plaster materials to internal surfaces.

1.1. Describe the purpose of information systems relating to internal plasterwork.

1.2. Describe how to interpret working drawings and specifications correctly for internal applications.

1.3. Describe the organisational procedures for reporting discrepancies with information provided for the given task.

2. Know how to select and prepare materials for the application of plaster materials to internal surfaces.

2.1. Describe the correct method for storing plasters materials and the reason for storing in date order.

2.2. Describe the issues that can arise from the use of out-of-date plaster materials.

2.3. Describe how to test backgrounds to receive plaster materials.

2.4. Describe the reasons for ensuring the compatibility of backgrounds and finish plaster.

2.5. Describe the limitations of the different materials required for internal plasterwork.

2.6. Describe the purpose and use of narrow width expanded metal lath.

2.7. Describe the purpose and use of metal trims for internal work.

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3. Know how to apply plaster to internal backgrounds.

3.1. Describe how to prepare the work area prior to commencing an internal plastering task.

3.2. Describe the method used to prepare background surfaces to receive plaster materials.

3.3. Describe the correct sequence of operations for mixing plaster materials.

3.4. Describe the correct methods used to apply one- and two-coat plaster to brick, block and plasterboard internal backgrounds.

3.5. Describe how to form internal and external angles.

3.6. Describe why expanded metal lath is fixed to cover wall plates and internal work.

The Scope of Learning for this unit is being updated, and will be added soon.

39


Unit 8 - Developing Joinery Skills

Unit Title: Developing Joinery Skills Unit Level: One Unit Credit Value: 4 GLH: 40

Unique Reference

Number: H/502/3693




1. Know the hand tools used in the basic joinery processes.

1.1. List and describe appropriate hand tools to be used in basic joinery processes.

2. Know the materials and fixings used in the basic joinery processes.

2.1. List and describe appropriate materials and fixings to be used in basic joinery processes.

3. Know the Personal Protective Equipment (PPE) used in basic joinery processes.

3.1. List and describe appropriate Personal Protective Equipment (PPE) to be used in basic joinery processes.

4. Be able to apply safe working practices to produce a joinery product.

4.1. Select and use hand tools safely to produce a stool in an acceptable time.

5. Be able to work responsibly with others. 5.1. Maintain a clean and tidy work environment.

5.2. Work responsibly in the workshop.




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1. Know the hand tools used in the basic joinery processes. 2. Know the materials and fixings used in the basic joinery processes. 3. Know the Personal Protective Equipment (PPE) used in basic joinery processes. 4. Be able to apply safe working practices to produce a joinery product. 5. Be able to work responsibly with others. 6. Be able to seek and respond to guidance when working as part of a team.


Delivering Unit 8 - Developing Joinery Skills

The aim of this unit is to provide the learner with their first practical introduction to joinery skills by completing a basic joinery task using hand tools and materials whilst selecting and wearing the correct Personal Protective Equipment (PPE). It will also introduce underpinning occupational knowledge required to carry out the task, offering the learner a taster into the type of work involved in joinery.

Working within a supervised training environment, with theory and practical skills demonstrated through classroom based teaching and practical skills demonstrated in the workshop. First the learners should be introduced to the various hand tools used in basic joinery, and be able to list and describe them, including how they are used safely. They should also gain an understanding of the different types of timber and fixings that can be used in joinery and the different types of Personal Protective Equipment (PPE) that they will use when carrying out given tasks.

They should demonstrate their ability to use tools, materials and PPE to produce a stool to an acceptable standard and within the allowed time, ensuring that it meets all specifications and tolerances. During this task they must maintain a clean and safe working environment and work responsibly in the workshop, following instruction, seeking guidance when needed and communicating appropriately with others.

Unit 8 content

Learners must list and describe the use of hand tools used in joinery such as;

smoothing plane; abrasive paper and block; steel rule; tri-square; sliding bevel; pencil; marking/mortice gauge; mallet, tenon saw; mortice/bevel-edged chisels; nail punch; claw hammer; screw driver; etc.

Learners must provide evidence of their knowledge and understanding of the

proper use of the following materials: softwood timber; Polyvinyl Acetate glue (PVA); oval nails; panel pins; wood screws; hinges.

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Learners must provide evidence of their knowledge and understanding of the proper use of the following Personal Protective Equipment (PPE) used in basic joinery processes. For example: eye protection; safety boots; dust mask; ear defenders.

Learners must be able to apply safe working practices to produce a joinery item.

Safe working practices: compliance with advice and guidance given; safe maintenance; use and storage of tools and equipment.

Learners must be able to work responsibly with others. For example:

responsibility; recognition of strengths and skills of self and other team members; co-operation; working in a tidy and orderly manner.

Learners must be able to seek and respond to guidance when working as part of a

team. For example: enthusiasm; approachability; communication skills; listening; questioning; speaking clearly; following instructions.

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Unit 9 - Know how to produce basic woodworking joints

Unit Title: Know how to produce basic woodworking joints


Unique Reference

Number: F/507/1038




1. Know how to select and use hand tools to produce basic woodworking joints.

1.1. State the uses of a range of woodworking hand tools used to produce basic woodworking joints.

1.2. State the methods of holding and supporting the work.

1.3. State how to identify faults to woodworking hand tools.

2. Know how to select and store materials used to produce basic woodworking joints.

2.1. State the methods for timber conversion of materials.

2.2. State the methods of seasoning materials. 2.3. State the importance of storing materials

correctly and securely. 2.4. Outline the importance and necessity of

using the correct materials for the work. 2.5. State the properties of a range of different

woods.

3. Know how to mark out to produce basic woodworking joints.

3.1. State why working drawings are important when marking out.

3.2. List the tools to mark out timber to produce woodworking joints.

3.3. State the different checks that can be used to ensure the accuracy of marking out tools.

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4. Know how to form basic woodworking joints.

4.1. List a range of different woodworking joints.

4.2. State a range of different uses for woodworking joints.

4.3. State the properties of a range of adhesives used when forming basic woodworking joints.

4.4. List the common defects found in timber.

44




1. Know how to select and use hand tools to produce basic woodworking joints. 2. Know how to select and store materials used to produce basic woodworking joints. 3. Know how to mark out to produce basic woodworking joints. 4. Know how to form basic woodworking joints.


Delivering Unit - Know how to produce basic woodworking joints The aim of this unit is to introduce learners to the tools and process required to produce basic joints. It allows for the development of their understanding of how to select the correct tools and materials for the task, select and store materials, mark up timber and produce joints.

Working within a supervised training environment consisting of classroom based teaching and practical workshop experience, learners must be able to state the uses of a range of tools required to produce a basic joint including handsaws, mortise gauge, hammers, various chisels and mitre blocks, as well as methods for holding and supporting work such as bench vice, clamps and blocks. They should also be able to demonstrate and state how they would identify faults with woodworking tools before commencing work and the actions required to rectify.

Learners must be able to state how timber conversion is carried out, through sawing and quarter sawn processes, and also how it is seasoned, air, kiln, solar or convection dried. They should be able to state the correct way of securely storing materials when not in use and outline the importance and necessity of using the correct materials as well as being able to state the properties of a range of different woods.

Working in the classroom learners should be able to state why drawings are important when marking out, suggesting how they would read measurements and joint types. They must also be able to list the tools they would require to mark out timber to produce a range of woodworking joints. They will need to be able to state how they would check the accuracy of their marking out tools. Finally learners should be able to list a range of different woodworking joints including butt, mitre, half-lap, dovetail and mortise and be able to say where each would be used, as well as being able to state how joints would be fixed and the properties of a range of adhesives that are used in forming joints such as Polyurethane, Epoxy and Polyvinyl Acetate. In addition the learner must be able to list the common defects found in timber such as bow, spring, cut, twist and end splitting.

45


Unit content

Learners must be able to state the uses of a range of woodworking hand tools and holding devices used to produce basic joints and how to check tools for faults prior to using.

Learners must be able to state how timber is prepared through conversion and

seasoning, identify the properties of a range of woods and say how it should best be stored, while also being able to state why it is important to use the correct materials for the work.

Learners must be able to identify the importance of using working drawings when

marking out, what tools are used to mark out timber joints and how they would go about checking the accuracy of their marking out tools prior to use.

Learners must be able to list timber joints and state where each would be used,

identify the various properties of a range of adhesives that are used when forming joints and list the common defects found in timber.

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Unit 10 - Produce basic woodworking joints

Unit Title: Produce basic woodworking joints Unit Level: One Unit Credit Value: 7 GLH: 70

Unique Reference

Number: M/507/2749




1. Be able to select and use woodworking hand tools to produce basic woodworking joints.

1.1. Use a range of woodworking hand tools to produce basic woodworking joints to the given specification.

1.2. Use holding devices to secure timber while working.

2. Be able to select and store materials used to produce basic woodworking joints.

2.1. Use materials in accordance with the given specification to produce basic woodworking joints.

2.2. Store materials correctly and securely during and after use.

3. Be able to mark out to produce basic woodworking joints.

3.1. Use basic line drawings when marking out to produce basic woodworking joints.

3.2. Produce full size drawings of products being developed in accordance with the given specification.

3.3. Use the appropriate marking out tools correctly.

3.4. Perform checks on marking out tools to ensure they are accurate prior to use.

3.5. Use tape measure and rules to mark out materials correctly.

4. Be able to form basic woodworking joints. 4.1. Use appropriate hand tools to form basic frames using a range of woodworking joints to the given specification.

http://register.ofqual.gov.uk/Unit/Details/K_502_3694


47




1. Be able to select and use hand tools to produce basic woodworking joints. 2. Be able to select and store materials used to produce basic woodworking joints. 3. Be able to mark out to produce basic woodworking joints. 4. Be able to produce basic woodworking joints.


Delivering Unit - Produce basic woodworking joints The aim of this unit is to allow learners to produce a range of woodworking joints in a controlled workshop environment. From this unit they will be able to select and use the various tools and materials required to produce the joints. They will also produce their own drawings, using these to mark out timber to manufacture a range of woodworking joints.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will initially select and demonstrate the correct and safe way to use the range of tools required when producing joints including marking out tools, handsaws, planes, hammers and chisels and hand drills, as well as showing how they would hold the materials securely using clamps, vices or mitre blocks. They should be given time to perfect their use of each of the tools prior to starting on the production of joints. Within the workshop they should show that they can select the correct materials in accordance with given specifications, and be able to store materials correctly and securely to avoid damage to the timber and ensure that they do not present a danger to others. With all work within the workshop environment the correct Personal Protective Equipment (PPE) should be worn at all times including boots, gloves and goggles and when required, dust masks.

The learners must be able to demonstrate how they would read basic line drawings to mark out timber accurately for the production of basic woodworking joints and also be able to produce their own, full size drawings of each of the joints they will manufacture. They will need to be able to select the correct marking out tools such as tape measures and steel rules, set squares and mortise gauges and know how to check that each is accurate before commencing their work. In addition they should demonstrate that they are able to use both tape measures and rules to mark out the materials ready for cutting.

Finally learners will produce a number of woodworking joints, working from their own drawings and using tools in the safe and correct manner, ensuring health and safety advice is adhered to throughout. They will need to select the appropriate materials for each joint as well as materials required to fix joints including screws, nails and adhesives. The students should produce a butt, half-lap, mitred, mortise and dovetail joint to the given specification.

http://register.ofqual.gov.uk/Unit/Details/J_500_5302

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Unit content

Learners must be able to select and safely use a range of woodworking tools required to produce woodworking joints and demonstrate how the materials will be securely held while working on them.

Learners must be able to select correctly and securely store a range of materials to

be used in producing the woodworking joints.

Learners must be able to mark out basic woodworking joints including reading of provided and self produced full sized line drawings, selecting the correct marking out tools and ensuring these are accurate before commencing work, and to be able to demonstrate the use of tape measures and rules to mark out materials.

Learners must be able to produce a range of woodworking joints within a given

specification, demonstrating the correct use of hand tools.

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Unit 11 - Know how to use and maintain carpentry and joinery hand tools

Unit Title: Know how to use and maintain carpentry and joinery hand tools


Unique Reference

Number: A/507/2737




1. Know how to maintain and store carpentry and joinery hand tools.

1.1. State the Personal Protective Equipment (PPE) that should be used when sharpening tools and tooling.

1.2. State the legislation which governs the use of grinding wheels.

1.3. Identify the different types of sharpening stones.

1.4. State the correct procedure to sharpen tools using a grinder and oilstone.

1.5. State the correct method for sharpening hand-held drills.

1.6. State why it is important to store hand tools correctly.

2. Know how to use carpentry and joinery handsaws.

2.1. Identify the different types of carpentry and joinery handsaws.

2.2. State the purposes of different types of handsaw.

2.3. State why the shape and size of saw teeth are different for different uses.

2.4. State the correct method of using a carpentry and joinery handsaw.

2.5. Identify the potential hazards associated with using a carpentry and joinery handsaw incorrectly.

2.6. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery handsaws.

http://register.ofqual.gov.uk/Unit/Details/J_501_7319

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3. Know how to use carpentry and joinery hand-held planes.

3.1. State the different types and uses of carpentry and joinery planes.

3.2. State how to plane timber correctly to form a face side and a face edge.

3.3. State how to plane timber to size correctly using a block, jack/smoothing or try plane.

3.4. State how to form a rebate or groove correctly using shoulder, bullnose, rebate or combination plane.

3.5. State how to plane a curved surface correctly using a compass plane or spokeshave.

3.6. State why carpentry and joinery planes are available in different lengths.

3.7. Identify the potential hazards associated with using carpentry and joinery hand-held planes incorrectly.

3.8. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery hand-held planes.

4. Know how to use carpentry and joinery hand-held drills.

4.1. State how to use a range of hand-held drills.

4.2. Identify the different types of bits used to drill holes in timber and manmade products.

4.3. State how timber can be damaged by the incorrect use of hand-held drills.

4.4. State the correct and most appropriate method for drilling through timber and manmade products.

4.5. State the different holding devices available to use when drilling timber.

4.6. Identify the potential hazards associated with using carpentry and joinery hand-held drills incorrectly.

4.7. State the Personal Protective Equipment

(PPE) that should be used when using carpentry and joinery hand-held planes.

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5. Know how to use carpentry and joinery chisels.

5.1. State the different types of carpentry and joinery chisels and associated tools.

5.2. State how to correctly form grooves and mortices using carpentry and joinery chisels.

5.3. State the correct and safest method for carrying carpentry and joinery chisels.

5.4. List the common uses of carpentry and joinery chisels.

5.5. Identify the potential hazards associated with using carpentry and joinery chisels incorrectly.

5.6. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery chisels.

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1. Know how to maintain and store carpentry and joinery hand tools. 2. Know how to use carpentry and joinery handsaws. 3. Know how to use carpentry and joinery hand-held planes. 4. Know how to use carpentry and joinery hand-held drills. 5. Know how to use carpentry and joinery chisels.


Delivering Unit - Know how to maintain and use carpentry and joinery hand tools The aim of this unit is to make learners aware of the tools used in carpentry and joinery and to explain to them how they are used safely while also making sure that they understand how tools are maintained and stored when not in use. It will look closely at four of the main tools of the trade, saws, planes, chisels and hand drills and ensure that learners are able to use each correctly and safely.

Working within a supervised training environment consisting of classroom based teaching and practical workshop experience learners will be introduced to the ways to care and maintain hand tools. Learners must be able to state the correct Personal Protective Equipment (PPE) that should be worn when sharpening tools and tooling and the legislation that governs the use of grinding wheels, the Provision and Use of Work Equipment Regulations 1998 (PUWER 98) and Supply of Machinery (Safety) Regulations 1992. Learners must know about, and be able to list the various types of sharpening stones including oilstones, whetstones and diamond plates and state the correct procedures for sharpening tools including hand-held drills. They also need to be aware of and able to state the importance of storing tools correctly taking into consideration accidental damage to the tools, care and maintenance, as well as the possibility of injury to other people.

Learners should be introduced to and be able to identify the various types of handsaws used in carpentry and joinery and should be able to state the purposes of each. This should include ripsaw, hacksaw and coping saw. They should also be able to state how the size and shape of the teeth are different for different uses, such as the type of material being cut. Learners must be able to state the correct method for using saws, how they are held and body position, and identify the potential hazards associated with using saws incorrectly, such as injury to self and others or damage to tools and materials, stating the correct PPE that should be worn when using saws.

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Learners should be introduced to, and be able to state the various types of planes used in carpentry including jack/smoothing, block, bullnose, try, shoulder, rebate, combination and compass planes and spokeshaves, and be able to state how to plane timber to form side and face edges. They should be able to state how to plane timber to size by using block, jack/smoothing or try planes, how to form a rebate or groove using shoulder, bullnose, rebate or combination plane and how to plane a curved surface using a compass plane or spokeshave. Learners must be able to state why planes are available in different lengths and identify potential hazards associated with using them incorrectly, harm to self or others and damage to planes, equipment and materials. They should be able to state the PPE that should be used when carrying out planing tasks.

Learners must be able to state how they would use a range of hand-held drills and be able to list the types of bits used to drill holes in various materials such as hard woods, soft woods and man-made timber sheeting. They should be aware of and able to state how incorrect use can result in damage to timber. Learners should be able to state the correct method to drill through various materials and show that they can do so in a safe manner, taking into account any associated risks and how they would go about minimising them. It should include knowledge of how to secure materials prior to drilling including drill and bench vices and ‘C’ clamps. Learners should be able to identify potential hazards associated with the use of hand-held drills when used incorrectly and state the PPE that should be used when using hand-held drills.

Finally learners need to become familiar with the types and use of chisels both through classroom based teaching as well as workshop based practice where they will be able to demonstrate the correct and safe methods for using various chisels. They must be able to state the different types of chisel and associated tools such as bevel edged, firmer, mortise, paring and scribing chisels and tools such as mallets. They should be able to state how they would form grooves and mortises using chisels and the correct and safest method for carrying the tools between jobs. Learners should be able to list the common uses of chisels, the potential hazards associated with their incorrect use and the PPE that should be worn when using them.

Unit content

Learners must be able to state the Personal Protective Equipment (PPE) that should be used when sharpening tools and tooling and legislation that governs the use of grinding wheels. They should be able to identify the different types of sharpening stones and state the correct methods for sharpening tools with oilstone and grinders, including hand-held drills, and why it is important to store tools correctly.

Learners must be able to identify and state the purposes of different types of

handsaw, why the size and shape of saw teeth are different for different uses, the correct method for using handsaws and be able to identify potential hazards associated with using handsaws incorrectly. They must also be able to state the PPE that should be worn when using saws.

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Learners must be able to state the different types of carpentry and joinery planes, how to correctly form face side and edges, how to plane timber to size, form grooves or rebates and plane curved surfaces. They must be able to state why planes come in different lengths, identify hazards associated with the incorrect use of planes and state the PPE that should be worn when using planes.

Learners must be able to state a range of hand-held drills, identify the different

types of bits for drilling holes in timber and man-made products, state how the incorrect use of hand-held drills can damage timber and the holding devices that can be used when drilling timber. They must be able to identify potential hazards associated with the incorrect use of the tools and the PPE that should be worn when using hand-held drills.

Learners must be able to state the different types of woodworking chisels and

associated tools and how to use these correctly to form grooves and mortises as well as the safe way to carry chisels. Learners must be able to list the common uses of chisels, identify potential hazards associated with their incorrect use and the PPE that should be worn when carrying out tasks.

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Unit 12 - Prepare and use portable power tools for carpentry and joinery

Unit Title: Prepare and use portable power tools for carpentry and joinery


Unique Reference

Number: D/507/2732




1. Be able to maintain and store carpentry and joinery portable power tools.

1.1. Check tools and cables for damage and ensure tools have a valid test certificate, reporting any issues in accordance with organisational procedures.

1.2. Prepare different types of power sources correctly to operate portable power tools.

1.3. Charge batteries correctly and in accordance with the manufacturers’ instructions.

1.4. Change tooling on portable power tools in accordance with manufacturers’ instructions and organisational safe operating procedures.

1.5. Check tooling for damage or incorrect installation reporting any issues in accordance with organisational procedures.

1.6. Store portable power tools securely, safely and in accordance with manufacturers’ instructions.

2. Be able to use carpentry and joinery portable power tools to cut, shape and finish.

2.1. Use the appropriate Personal Protective Equipment (PPE) correctly to carry out the work.

2.2. Carry out cutting, shaping and sanding of materials to the given specification.

2.3. Use appropriate holding devices to secure materials correctly.

2.4. Use correct tooling for the materials being cut, shaped and finished.

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3. Be able to use carpentry and joinery portable power tools to drill and insert fixings and fastenings.

3.1. Use suitable fixings and/or fastenings for different materials in accordance with given specification.

3.2. Drill holes to the given specification using portable power tools.

3.3. Use portable power tools to secure fixings and/or fastenings to different surfaces to the given specification.

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1. Be able to maintain and store carpentry and joinery portable power tools. 2. Be able to use carpentry and joinery portable power tools to cut, shape and finish. 3. Be able to use carpentry and joinery portable power tools to drill and insert

fastenings. All the criteria must be met if the outcome is to be achieved.

Delivering Unit - Prepare and use portable power tools for carpentry and joinery

The aim of this unit is to introduce learners to various portable power tools available to them when working in carpentry and joinery and ensure that they are aware of the correct way to operate them safely. It will take learners through the selection and checking of power tools prior to use and give them the opportunity to use them in preparing and securing timber.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will first be shown a range of portable power tools such as drills, drivers, circular saws, jigsaws, reciprocating saws, routers and sanders. They will be shown and be able to demonstrate how to check tools prior to use, including checking for damage to casing and cables and ensuring that all tools have a valid test certificate, reporting any issues in accordance with organisational procedures. Learners should prepare the different types of power supply used with portable power tools, including use of 110V equipment via transformers and designated 110V supplies. They will know how this is identified and what procedures they need to follow if they are using 230V tools including the use of Residual Current Detector (RCD’s). They should demonstrate how tools would be tested prior to use, as well as the various types of battery available and demonstrate how these are changed. They should be able to demonstrate that they know how to change tooling such as blades, bits and sanding paper in accordance with the manufacturer’s instructions, checking tooling for damage and store tools safely and securely once finished with them.

Time should be allowed for learners to practice and perfect their use of the full range of tools and be able to demonstrate how they would be used for shaping, cutting and sanding materials. They should demonstrate how materials are securely held through the use of correct holding devices. They should also be able to select, fit and use the correct tooling for carrying out the cutting, shaping and finishing of materials. Learners must be able to recognise the various hazards associated with the use of portable power tools, damage to tools and cables, moving parts, tripping hazards of power leads and the risk of coming into contact with bits or blades, and should ensure that actions are taken to minimise any risk including selecting and using the appropriate Personal Protective Equipment (PPE).

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Lastly students must be able to demonstrate that they are able to use carpentry and joinery portable power tools to drill and insert fastenings and/or fixings, with due regard to health and safety, checking for hidden services, dust control and by wearing the correct PPE. Learners must be able to drill holes to a given specification in a variety of surfaces and then select the suitable fixing, rawl plugs and screws, rawlbolts or self tapping screws so as to be able to secure materials to different surfaces, again using portable powered tools and to the given specification.

Unit content

Learners must be able to identify the different types of power source that portable power tools can use and what to look for in the way of damage to tools and cable including what to do if damage is found. They must be able to charge batteries and change tooling in accordance with manufacturer’s instructions, as well as being able to identify damaged or incorrectly installed tooling and know how to safely and securely store power tools when not in use.

Learners must demonstrate that they are able to use portable power tools correctly

to cut, shape and sand materials as well as showing how the materials will be held securely while working on them. They must be able to select and use the correct Personal Protective Equipment (PPE) when carrying out work and be able to select and use the correct tooling for tasks.

Learners must be able to drill holes to a given specification into a range of

surfaces, select the correct fixings and secure materials to the surfaces to the given specification.

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Unit 13 - Performing Joinery Operations

Unit Title: Performing Joinery Operations Unit Level: Two Unit Credit Value: 5 GLH: 30

Unique Reference

Number: A/600/0088




1. Know the hand tools and materials commonly used to perform joinery tasks.

1.1. Identify the hand tools used to perform joinery tasks.

1.2. Select the hand tools required to perform given joinery tasks.

1.3. Identify the materials used to perform joinery tasks.

1.4. Select the materials required to perform given joinery tasks.

1.5. Identify the PPE and safe working practices used to perform joinery tasks.

1.6. Explain the selection of the PPE and safe working practices to be used in given joinery tasks.

1.7. Produce setting out rods and use them to mark out timber.

1.8. Set out and cut joints in timber. 1.9. Use a range of joints to produce a panel

door or a casement window to a given specification.

2. Understand the important health, safety and welfare issues associated with joinery tasks.



3. Be able to apply safe working practices to mark out and form joints for a timber product.


3.2. Set out and cut joints in timber. 3.3. Use a range of joints to produce a timber

product to a given specification.

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1. Know the hand tools and materials commonly used to perform joinery tasks. 2. Understand the important health, safety and welfare issues associated with joinery

tasks. 3. Be able to apply safe working practices to mark out and form joints for a timber

product. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 13 - Performing Joinery Operations The aim of this unit is to allow the learners to further develop their understanding of joinery and the skills involved. Learners will be expected to be able to identify and select hand tools, materials and Personal Protective Equipment (PPE) and explain their selections. They will be expected to use the selected tools, equipment and materials to perform a task, to be able to explain the important health and safety issues related to this and to apply safe working practices at all times.

Working within a supervised workshop training environment, learners will identify hand tools that are used in joinery, select the correct tools for a given task and be able to justify their selection, describing how each tool will be used. They will also be expected to identify and select the correct materials, the required PPE, identify the safe working practices that will be applied to the task and explain their selection. Once learners have completed the above they will be required to produce setting out rods for marking out the timber and then set out and cut a range of joints, using these joints to produce a panel door or window casement to a given specification. Once completed this should be checked by the tutor that it meets the given criteria and the final product recorded for the learner’s portfolio.

Learners must be able to understand the important health, safety and welfare issues associated with their task and be able to explain how they will reduce risk by the correct use of hand tools, PPE, equipment used to hold timber for cutting and by maintaining a tidy working environment throughout. They should also be able to demonstrate these safe working practices by applying them to the marking out of the timber and forming of joints for their given task.

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Unit 13 content

Learners must be able to identify carpentry and joinery hand tools and select the correct ones for a given task, they must also identify and select the correct materials, Personal Protective Equipment (PPE) and safe working practices and be able to explain their selection. Learners must produce setting out rods and use these to mark timber, cut joints and produce either a panel door or casement window to a given specification.

Learners must apply understand and be able to explain the important health, safety

and welfare issues associated with joinery tasks.

Learners must be able to apply safe working practices to mark out and form joints for a timber product.

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Unit 14 - Exploring Carpentry and Joinery

Unit Title: Exploring Carpentry and Joinery Unit Level: Two Unit Credit Value: 5 GLH: 30

Unique Reference

Number: M/600/0069




1. Know the hand tools and materials commonly used to perform carpentry and joinery tasks.

1.1. Identify the hand tools used to perform carpentry and joinery tasks.

1.2. Select the hand tools required to perform given carpentry and joinery tasks.

1.3. Identify the materials used to perform carpentry and joinery tasks.

1.4. Select the materials required to perform given carpentry and joinery tasks.

2. Understand the important health, safety and welfare issues associated with carpentry and joinery tasks.

2.1. Identify the PPE and safe working practices used to perform carpentry and joinery tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given carpentry and joinery tasks.

3. Be able to apply safe working practices to mark out and form joints for a timber frame to a given specification.


3.2. Set out and cut joints in timber. 3.3. Use a range of joints to produce a timber

frame to a given specification.

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1. Know the hand tools and materials commonly used to perform carpentry and joinery tasks.

2. Understand the important health, safety and welfare issues associated with carpentry and joinery tasks.

3. Be able to apply safe working practices to mark out and form joints for a timber frame to a given specification.


Delivering Unit 14 - Exploring Carpentry and Joinery The aim of this unit is to allow the learners to further develop their understanding of carpentry and joinery and the skills involved. Learners will be expected to be able to identify and select from a hand tools, materials and Personal Protective Equipment (PPE) and explain their selections. They will also be expected to apply safe working practices to the production of a number of joints.

Working within a supervised workshop training environment learners will identify hand tools that are used in carpentry and joinery, select the correct ones for a range of practical tasks and be able to justify this selection, describing how each tool will be used. They will also be expected to identify and select the correct materials and required PPE, as well as identifying the safe working practices that will be applied to each of the tasks and explain their selection.

Unit 14 content

Learners must be able to identify carpentry and joinery hand tools and select the correct ones for a range of tasks. Learners must also identify and select the correct materials for each task.

Learners must identify Personal Protective Equipment (PPE) and safe working

practices for each of their tasks and explain their selection.

Learners must apply safe working practices to tasks, produce setting out rods, set out and cut timber to form joints and use joints to produce a frame to a given specification.

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Unit 15 - Developing Brickwork Skills

Unit Title: Developing Brickwork Skills Unit Level: One Unit Credit Value: 4 GLH: 36

Unique Reference

Number: J/506/8528




1. Be able to recognise the resources required to lay bricks and blocks.

1.1. Identify bricklaying hand tools 1.2. Identify bricklaying resources.

2. Be able to joint brick and block work. 2.1. Use safe working practices to lay bed joints

2.2. Use safe working practices to lay perp joints

3. Be able to lay bricks and blocks. 3.1. Use safe working practices to

Measure

Gauge

Level

Plumb

Range

Build square

Cut

Install damp proof courses

Install ventilation

Install insulation

Install wall tiles

Form stopped ends

Lay to building line

Joint.

4. Be able to clean up on completion. 4.1. Use safe working practices to clean tools 4.2. Use safe working practices to clean

equipment 4.3. Use safe working practices to clean work

area

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1. Be able to recognise the resources required to lay bricks and blocks 2. Be able to joint brick and block work 3. Be able to lay bricks and blocks 4. Be able to clean up on completion


Delivering Unit 15 - Developing Brickwork Skills The aim of this unit is to allow the learner to develop their skills in brickwork, gaining an insight to the various tools, materials and procedures involved. It will allow the learner to become familiar with the tools involved and give practical hands-on experience ensuring that they are able to develop the skills required while gaining an understanding of the health and safety requirements of the trade.

Working within a supervised training environment consisting of classroom and workshop based teaching the learners will gain an understanding of, and be able to, identify the various tools and resources that they will be using as part of the unit, including brick and pointing trowels, spirit levels, lines and pins, corner blocks, gauge rod, club (lump) hammer, bolster, hawk and tape measures. Once learners have gained an insight into the tools and resources, and are clear on how to use them correctly and safely, they will be shown and be able to practice producing bed and perp joints, and will gain an understanding of how this work is carried out safely and correctly before moving onto laying their bricks.

Learners will be shown, and have an opportunity to practice under supervision, how to carry out the following tasks; measuring and gauging a brick wall ensuring it is both level and plumb and built square. This should involve the learner cutting bricks, ensuring that they are wearing all the correct Personal Protective Equipment (PPE) when doing this. They should be shown how to install damp proof courses, both flexible and rigid, and should be able to describe how they work and the heights to which they should be installed. They should also install air bricks to supply ventilation, insulation, such as mineral wall, polystyrene beads and polyurethane or urea formaldehyde foam, and wall ties. Learners should also understand and practice forming a stop end, lay to a building line and jointing. Time should be allowed to ensure that all learners are able to practice the above tasks and to ensure that they are carrying out the work safely and correctly.

Lastly learners should demonstrate how they will clean up using safe working practices at the end of the task, this should include all tools and equipment that they have used as well as the work area, damping down dust as required while sweeping up and ensuring that waste is correctly disposed of.

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Unit 15 content

Learners must be able to identify the various types of bricklaying hand tools and resources.

Learners must be able to demonstrate how they joint brick and block work using

safe working practices to produce bed and perp joints.

Learners must be able to demonstrate and range of tasks required to lay bricks and blocks safely:

measure

gauge

level

plumb

range

build square

cut

install damp proof courses

install ventilation

install insulation

install wall ties

form stopped ends

lay to building line

joint.

Learners must demonstrate the correct way to safely clean tools, equipment and the work area.

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Unit 16 - Know how to carry out basic blocklaying

Unit Title: Know how to carry out basic blocklaying Unit Level: One Unit Credit Value: 2 GLH: 20

Unique Reference

Number: A/507/2740




1. Know how to prepare to build block walling.

1.1. Identify a range of relevant information sources associated with blocklaying.

1.2. Identify common hazards associated with blocklaying activities.

1.3. State the information that can be interpreted from drawings related to blocklaying activities.

1.4. State the different scales commonly applied to drawings used in blocklaying.

1.5. State the methods for reporting inaccuracies in relevant information.

1.6. Identify the resources required for building block walling and forming joint finishes.

2. Know how to set out the work area to build block walling.

2.1. State how to identify the correct location to position blocks, mortar and components ready for use.

3. Know how to build block walling using dense concrete and lightweight insulation blocks.

3.1. State how to select and use hand tools and equipment correctly when building block walling.

3.2. State the methods used to maintain industrial standards when building block walling.

3.3. State the methods used to cut and prepare components to the given specification by hand.

3.4. State the method of establishing bonds for block walling.

3.5. State the sequence of work and recommended walling heights built at any one time.

3.6. State the relevant safe working practices when building block walling at height.

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3.7. State the reason for carrying out checks to confirm that the work conforms to specification and given instructions.

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1. Know how to prepare to build block walling. 2. Know how to set out the work area to build block walling. 3. Know how to build block walling using dense concrete and lightweight insulation

blocks. All the criteria must be met if the outcome is to be achieved.

Delivering Unit - Know how to carry out basic blocklaying With this unit learners will gain the knowledge for preparing to build block walling in a safe and controlled environment. They will use drawings and other sources of information to plan out the task, learning setting out procedures and skills required to build the wall.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will identify a range of information sources including drawings, method statement, risk assessments and manufacturers guidance. They also need to gain an awareness of the hazards associated with blocklaying including manual handling and the issues arising from the use of cement. They must be able to safely use the correct Personal Protective Equipment (PPE) at all times while carrying out these tasks. They should be able to state the information that can be interpreted from drawings including block type, positions and the most commonly used scales (1:5, 1:10, 1:20, 1:50, 1:100, and 1:500). Learners should be able to state that in the event of any inaccuracies these should be reported to their supervisor immediately (in this training situation that would be the tutor). They should then identify all resources that they require to carry out the work including tools, Personal Protective Equipment (PPE) and materials for building and jointing a block wall.

Learners must know how to set out their work area and be able to identify the correct locations for positioning blocks, mortar and other components, as well as their tools, in a way that is both safe and practical.

Learners must be able to state how they will select and use the hand tools and equipment correctly for the given tasks as well as the methods they will use to maintain industrial standards. They should also be able to state the methods to prepare components, cutting blocks to the correct size by hand and how they will establish bonds for the block walling.

Learners should have an understanding of, and be able to state, the safe working practices for working at heights such as the use of forklifts for moving blocks on to scaffolding and the use of barriers and brick boards while working on scaffolding. They must be able to state the sequence that work will be carried out in and know the recommended walling heights, single walls not going higher than six blocks. Lastly they must be able to state why checks are carried out to ensure that work conforms to specification and instruction.

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Unit content

Learners must know how to prepare to build block walling, be able to identify and interpret drawings, understanding the scales used and identifying associated hazards. They must be able to state the methods for reporting inaccuracies and identify the resources required to carry out given tasks.

Learners should be able to state how to set out the work area, identifying the

correct locations for blocks, mortar and components.

Learners must be able to state how to select and use hand tools and equipment and the correct methods for maintaining industrial standards. Learners must be able to state the correct way to cut and prepare components by hand, and their methods for establishing bonds. They must be able to state the sequence of work and recommended walling heights, the safe working practices for building walls at height as well as stating the reasons to carry out checks to confirm work is to specification.

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Unit 17 - Carry out basic blocklaying

Unit Title: Carry out basic blocklaying Unit Level: One Unit Credit Value: 7 GLH: 70

Unique Reference

Number: L/507/2743




1. Be able to prepare to build block walling to the given instruction and specification.

1.1. Identify instructions to establish own work to be carried out.

1.2. Identify drawings related to own work to be carried out.

1.3. Check that the information sources comply with good practice guidance and the work specification.

1.4. Record discrepancies in information relating to the work and report to the authorised person.

1.5. Produce a checklist of the resources required to carry out block walling and form joints to the required specification.

1.6. Use the correct method of laying block walling to the required specification.

1.7. Use given specification to calculate quantities of resources required for building block walling.

1.8. Carry out checks to ensure that resources are suitable for constructing block walling.

2. Be able to set out the work area for block walling to the given specification.

2.1. Position blocks, mortar and components in a safe manner.

2.2. Carry out manual handling when handling and lifting blocks within recommended safety limits and in accordance with legislation and official guidance.

2.3. Set out to build straight block walls and return corners in accordance with the work specification.

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3. Be able to build block walling using dense concrete and lightweight insulation blocks to the given specification.

3.1. Prepare and cut blocks and components by hand in a safe and correct manner.

3.2. Build straight block walls and return corners using dense concrete and lightweight insulation blocks to the given specification.

3.3. Produce joint finishes to block walling to meet the given specification.

3.4. Carry out checks on completed work to ensure that it meets the given specification.

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1. Be able to prepare to build block walling to the given instruction and specification. 2. Be able to set out for block walling to the given specification. 3. Be able to build block walling using dense concrete and lightweight insulation

blocks to the given specification. All the criteria must be met if the outcome is to be achieved.

Delivering Unit - Carry out basic blocklaying The aim of this unit is to give the learner practical experience of basic blocklaying through the building of a wall of both dense concrete and lightweight insulation blocks. It will look at the process that is required to prepare the build and the practical skills required to complete to an acceptable standard.

Working within a supervised training environment, consisting of classroom teaching but with the main focus being supervised workshop delivery, the learner must be able to identify instructions and drawings related to the given tasks and check that all information is correct, recording and reporting any discrepancies in accordance with procedures. They must then produce a checklist of the resources required to carry out the given tasks including quantities, and use the correct method for laying block walling. Learners must carry out checks to ensure that the resources are suitable for the tasks.

The learner must be able to set out the work area prior to commencing a task, positioning blocks, mortar and components in a safe and logical manner. They must be able to carry out the correct manual handling techniques whenever they are required to lift loads, working within the recommended safety limits as specified in legislation and official guidance. They should then set out to build straight block walls with return corners in accordance with the work specification.

Finally the learner must be able to build block walling using dense concrete and lightweight insulation blocks to specification. They must be able to prepare and cut blocks safely and in the correct manner by hand, and use these to build straight block walling with return corners to specification. They must be able to produce joint finishes to the given specification for each task and carry out checks once the work is completed to ensure that it conforms to instruction.

The tutor will then confirm that the work has been completed to the agreed specification and sign it off. Photographic evidence of the learners carrying out the tasks and the completed work should be collected.

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Unit content

Learners must be able to confirm instructions, checking it with various information sources and reporting any discrepancies to the authorised person. They must be able to produce a checklist of resources required and be able to select the method for laying out. They will need to demonstrate correct calculations to confirm quantities of materials required and check suitability of all resources.

Learners must be able to set out their work area correctly and in a safe manner,

positioning blocks, mortar and components, be able to handle and lift blocks correctly and safely and within the agreed limits and be able to set out the wall, with return corners to the agreed specification.

Learners must be able to prepare materials and cut blocks using hand tools, set

out and build a straight wall with return corners in dense concrete and lightweight insulation blocks, with joint finishes to the agreed specification and be able to check that final work meets the given specification.

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Unit 18 - Know how to carry out basic bricklaying

Unit Title: Know how to carry out basic bricklaying Unit Level: One Unit Credit Value: 3 GLH: 30

Unique Reference

Number: F/507/2741




1. Know how to prepare to build brick walling. 1.1. Identify a range of relevant information sources associated with bricklaying.

1.2. Identify common hazards associated with bricklaying.

1.3. State the information that can be interpreted from drawing relating to bricklaying.

1.4. State the different scales commonly applied to drawings used in bricklaying.


1.6. Identify the resources required for erecting brick walling and forming joints.

2. Know how to build straight brick walling and return corners in half brick stretcher bond.

2.1. State how to select and use hand tools and equipment correctly when building half brick walling.

2.2. State the methods used to maintain industrial standards when building brick walling.

2.3. State the method of establishing bonds for straight brick walling and return corners.


2.5. State the reasons for carrying out checks to confirm that the work conforms to specification and given instructions.

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3. Know how to build straight brick walling and return corners in one brick walling.

3.1. State how to select and use hand tools and equipment correctly when building one brick walling.





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1. Know how to prepare to build brick walling. 2. Know how to build straight brick walling and return corners in half brick stretcher

bond. 3. Know how to build straight brick walling and return corners in one brick walling.


Delivering Unit - Know how to carry out basic bricklaying

The aim of this unit is to introduce the learner to the various tools, materials and procedures involved in bricklaying. It will allow the learner to become familiar with the tools used and ensure that learners are able to develop the skills required while gaining an understanding of the health and safety requirements of the trade.

Working within a supervised training environment consisting of classroom and workshop based teaching the learners will gain an understanding of, and be able to identify a range of information sources associated with bricklaying such as risk assessments, method statements, Control of Substances Hazardous to Health (CoSHH) data sheets, work permits, task specifications and drawings. They should be able to state the information that can be gained from the identified information and identify the most commonly used scales associated with bricklaying drawings (1:5, 1:10, 1:20, 1:50, 1:100 and 1:500). Using this information and knowledge of the work area learners must be able to identify common hazards associated with bricklaying, considering incorrect manual handling and the preparation and use of mortar. They must be able to state the methods for reporting any inaccuracies with information provided and identify the resources required to erect brick walling and forming joints.

Learners must know how to build straight brick walling and return corners in half stretcher bond, stating how they will select and use hand tools and equipment correctly and the methods they will use to maintain industrial standards. They should also be able to state the method of establishing bonds for the walling, including returns, and how they will cut and prepare components safely by hand. Learners must be able to state the reasons for carrying out checks to confirm that the work conforms to specification and given instructions during and at the end of the tasks.

Learners must know how to build brick walling and return corners in one brick walling, stating how they will select and use hand tools and equipment correctly and the methods they will use to maintain industrial standards. They should also be able to state the method of establishing bonds for the walling, including returns, and how they will cut and prepare components safely by hand. Learners must be able to state the reasons for carrying out checks to confirm that the work conforms to specification and given instructions during and at the end of the tasks.

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Unit content

Learners must know how to build brick walling, identifying information sources and what can be interpreted them including common hazards and resources required for each task. They must know the common scales used in bricklaying drawings and how to report inaccuracies with the information provided.

Learners must know how to build straight walling including returns in half brick

stretcher bond, stating how to select and use hand tools and equipment correctly, the methods for maintaining industrial standards and establishing bonds. They must be able to state the methods required to cut and prepare components by hand and the reasons for carrying out checks to confirm the work conforms to instruction.

Learners must know how to build straight walling including returns in one brick

walling, stating how to select and use hand tools and equipment correctly, the methods for maintaining industrial standards and establishing bonds. They must be able to state the methods required to cut and prepare components by hand and the reasons for carrying out checks to confirm the work conforms to instruction.

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Unit 19 - Carry out basic bricklaying

Unit Title: Carry out basic bricklaying Unit Level: One Unit Credit Value: 9 GLH: 90

Unique Reference

Number: K/507/2748




1. Be able to prepare to build brick walling to the given instruction and specification.


1.2. Use drawings related to the bricklaying activities.

1.3. Check that information sources comply with good practice guidance and the work specification.


1.5. Produce a checklist of the resources required to carry out brick walling and forming joints

1.6. Use the correct method of laying brick walling to the required specification.

1.7. Use given specification to calculate quantities of resources required for building brick walling.

1.8. Carry out checks on the suitability of resources for brick walling.

2. Be able to set out for brick walling to the given specification.

2.1. Position bricks, mortar and components in a safe manner.

2.2. Carry out manual handling to handle and lift bricks within recommended safety limits and in accordance with legislation and official guidance.

2.3. Set out to build straight brick walls, return corners and junctions in accordance with the work specification.

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3. Be able to build straight brick walling and return corners in half brick stretcher bond.

3.1. Prepare and cut bricks and components accurately by hand in a safe and correct manner.

3.2. Set out and build straight brick walls, lining in straight lengths, and return corners in half brick stretcher bond to the given specification.

3.3. Produce joint finishes to brick walling to meet the given specification.


4. Be able to build straight brick walling and return corners in one brick walling.


4.2. Set out and build straight brick walls (English and Flemish bond) and return corners in one brick walling to the given specification.



5. Be able to form junctions in brick and block walling.


5.2. Prepare junctions in brick and block walls to the given specification.

5.3. Produce joint finishes to walling to meet the given specification.

5.4. Carry out checks on completed work to ensure that it meets given specification.

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1. Be able to prepare to build brick walling to the given instruction and specification. 2. Be able to set out for brick walling to the given specification. 3. Be able to build straight brick walling and return corners in half brick stretcher bond. 4. Be able to build straight brick walling and return corners in one brick walling. 5. Be able to form junctions in brick and block walling.


Delivering Unit - Carry out basic bricklaying

The aim of this unit is to give the learner practical experience of basic bricklaying through the building of a range of walls using various techniques. It will look at the process that is required to prepare the build and the practical skills required to complete to an acceptable standard.

Working within a supervised training environment consisting of classroom teaching but with the main focus being supervised workshop based teaching, the learners must be able to prepare to build brick walling to instruction and specification. They must identify the instructions such as risk assessments, method statements, permits to work and drawings to establish the work to be carried out for each task. They must also check that the information complies with good practice, recording any discrepancies and reporting in accordance with guidance. In addition they must produce checklists for the resources required to carry out brick walling and forming joints, including the quantities required. Learners must use the correct method for laying brick walling to specification and be able to carry out checks to ensure that resources are suitable for the task required.

Learners must be able to set out the work area to carry out brick walling to the given specification. They should position the bricks, mortar and components by hand correctly, using safe manual handling techniques and working within recommended safety limits in accordance with legislation and official guidance. They must set the work area out to build brick walls, return corners and junctions.

Learners must demonstrate their ability to prepare and cut bricks and components safely by hand, including ensuring that the correct Personal Protective Equipment (PPE) is used. They should set out and build straight brick walls with straight lengths and return corners using half brick stretcher bond and in accordance with the given specification. Joints must be finished to the given specification and a check carried out on completed works to ensure it meets the given specification.

Learners must demonstrate their ability to build straight brick walling and return corners with both English and Flemish bond. They must prepare and cut bricks and components safely by hand, including ensuring that the correct PPE is used. They should set out and build straight brick walls with straight lengths in English and Flemish bonds and return corners with half brick stretcher bond in accordance with the given specification. Joints

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must be finished to the given specification and a check carried out on completed works to ensure it meets the given specification.

Learners must demonstrate their ability to form joints in brick and block walling, preparing and cutting bricks and components safely by hand, including ensuring that the correct personal protective equipment is used. They must prepare junctions in brick and block walls and produce joints finished to the given specification. Finally they should carry out checks on the completed works to ensure it meets the given specification.

Once each task is completed the tutor will confirm the work has met the required assessment criteria and is to the agreed specification before signing off. Photographic evidence of the completed work should be collected as well as photos of the learner carrying out their tasks.

Unit content

Learners must be able to confirm instructions, checking them with various information sources including drawings, reporting any discrepancies to the authorised person. They must be able to produce a checklist of resources required and be able to select methods for laying out. They will need to demonstrate correct calculations to confirm quantities of materials required and check suitability of all resources.

Learners must be able to set out their work area correctly and in a safe manner,

positioning bricks, mortar and components. They must be able to handle and lift resources correctly and safely and within the agreed limits and be able to set out the wall, with corners and junctions to the agreed specification.

Learners must be able to prepare materials and cut bricks using hand tools, set out

and build a straight wall with return corners in a half brick stretcher bond and joint finishes to the agreed specification, and be able to check that final work meets the given specification.


and build a straight wall in one brick walling in English and Flemish bonds, with returns in half brick stretcher bond and joint finishes to the agreed specification, and be able to check that the final work meets the given specification.


and form junctions in brick and block walling with joint finishes to the agreed specification, and be able to check that final work meets the given specification.

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Unit 20 - Performing Brickwork Operations

Unit Title: Performing Brickwork Operations Unit Level: Two Unit Credit Value: 5 GLH: 30

Unique Reference

Number: F/600/0075




1. Know the hand tools and materials commonly used to perform brickwork tasks.

1.1. Identify the hand tools used to perform brickwork tasks.

1.2. Select the hand tools required to perform given brickwork tasks.

1.3. Identify the materials used to perform brickwork tasks.

1.4. Select the materials required to perform given brickwork tasks.

2. Understand the important health, safety and welfare issues associated with brickwork tasks.

2.1. Identify the PPE and safe working practices used to perform brickwork tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given brickwork tasks.

3. Be able to apply safe working practices to the setting out and construction of complex brickwork to given specifications.

3.1. Identify the correct bonding arrangements to be used in the construction of complex brickwork.

3.2. Set out complex brickwork to given dimensions with some guidance and supervision.

3.3. Produce complex brickwork to given specifications.

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1. Know the hand tools and materials commonly used to perform brickwork tasks. 2. Understand the important health, safety and welfare issues associated with

brickwork tasks. 3. Be able to apply safe working practices to the setting out and construction of

complex brickwork to given specifications. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 20 - Performing Brickwork Operations

The aim of this unit is to give the learners the opportunity to expand their knowledge of brickwork and further develop their skills. It will cover hand tools, materials and safe working practices as well as bonding arrangements, setting out and producing complex brickwork.

Working within a supervised training environment consisting of classroom and workshop based teaching learners must be able to identify and select the correct hand tools and materials to be used in a given task. They will need to consider a range of information both written and verbal to arrive at their selection and should be able to explain why they have chosen each resource. They must also be able to identify the safe working practices that are associated with the given task, highlighting potentials risks and explaining what actions they will take to minimise risk including identifying and selecting the correct Personal Protective Equipment (PPE) required for the tasks, again explaining their selection.

Once the learners selected their tools and materials they should use their sources of information to identify the bonding arrangements, stretcher, English, Flemish, that they will be using, set up their work area correctly and safely, and then set out complex brickwork with guidance and supervision from the tutor. Learners will be expected to prepare their own mortar before producing complex brickwork to given specifications which could include an arch, chimney stack or decorative brickwork within a wall and with all bed and perp joints formed within the agreed tolerances.

Unit 20 content

Learners must be able to identify and select appropriate of hand tools, access

equipment and materials for a given task.

Learners must be able to identify Personal Protective Equipment (PPE) and safe working practice and explain their selection for the given task.

Learners must be able to identify the correct bonding arrangements, set out with guidance and supervision and produce complex brickwork to given specifications.

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Unit 21 - Developing Brickwork Bonding Skills

Unit Title: Developing Brickwork Bonding Skills

Unit Level: Two Unit Credit Value: 3

GLH: 24

Unique Reference F/506/8835

Number: This unit has 6 learning outcomes.



1. Understand the principles and purpose of brickwork bonding.

1.1. Define the purpose of bonding. 1.2. Define the rules of bonding. 1.3. Describe types of bond and where they

would be used.

2. Be able to construct brick walls with the appropriate skills.

2.1. Use appropriate skills to prepare and construct:

A one brick thick wall in English Bond

A one brick thick wall in Flemish Bond

A right angle quoin in English Bond

A straight wall with one quoin and one stopped end in Flemish Bond.

3. Build brick on edge (BOE) coping to solid one brick walls.

3.1. Finish top of wall using a BOE. 3.2. Ensure all cross-joints are full. 3.3. Ensure BOE is level in length and across

the wall. 3.4. Point the BOE to a tooled finish.

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1. Understand the principles and purpose of brickwork bonding. 2. Be able to construct brick walls using bonding with the appropriate skills. 3. Build brick on edge (BOE) coping to solid one brick walls.


Delivering Unit 21 - Developing Brickwork Bonding Skills

The aim of this unit is to give the learners the opportunity to expand their knowledge of brickwork and to further develop their knowledge of bonding. It will ensure that the learners understand the purpose and rules of bonding and are able to carry out practical tasks using both English and Flemish bonds.

Working within a supervised training environment consisting of classroom and workshop teaching learners will first research and be able to explain both the purpose of bonding, to obtain maximum strength, resistance to lateral or overturning forces and to create an acceptable appearance, and the rules of bonding, distribution of load, avoiding weak spots as well as decorative. They will need to be able to identify and describe three types of bond and explain where and why they would use each.

Once in the workshop learners will carry out a range of tasks constructing one brick thick walls, one using English Bond and one using Flemish. They will need to be able to interpret drawings so that they are able to identify the layout of the wall and the type of bond to be used, they must also be able to explain the difference between and ½ brick and one brick thick wall in English Bond and the brick arrangement in Flemish. They should be able to select the hand tools and use correct cutting techniques and sizing to produce queen closures taking into account possible hazards and wearing correct personal protective equipment. As part of the work learners will also be expected to use and apply collar joints correctly as well as being competent in applying cross joints to the header and stretchers courses. Learners must also be able to explain why English and Flemish bonds are ¼ bond and ensure that this is applied to the practical work so that there are no straight joints.

The learner’s next task will be to produce a right angle quoin in English Bond, they should be able to interpret all the required information from the working drawings and set out the right angle. They should dry bond the first two courses using the relevant cuts and then build the quoin ensuring that all the relevant criteria concerning plumb, gauge, level, ranging and square are maintained. To complete this task all joints must be finished to the specified type, for example ½ round or weather struck.

Next and again by correctly interpreting drawings, the learners should produce a straight wall with one quoin and one stop end in Flemish bond. They must set up the working area

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correctly and then set out the right angle and face length to the stopped end. Learners must dry bond the first two courses using relevant cuts where required and then raise the quoin and stopped end ensuring that all the relevant criteria concerning plumb, gauge, level, ranging maintained. Learners will then run in using a line to ensure correct elevation and alignment finally pointing the wall to the specified finish for example ½ round or weather struck.

The learner’s final task will be build a brick on edge coping to finish off the top of a solid one brick wall, ensuring all cross-joints have been correctly filled and the brick on end is level in length and across the wall before completing the pointing to a tooled finish.

Unit 21 content

Learners must be able to demonstrate knowledge of the principles of bonding, explaining the purpose and rules as well as being able to describe three types of bonding and where they would be used.

Learners must demonstrate their ability to construct a one brick thick wall in English

bond, interpreting the drawing, using correct cutting techniques for queen closures, applying collar joints correctly, applying cross-joints to header and stretcher courses and they should be able to explain the difference between ½ brick and one brick wall and why English bond is ¼ bond, ensuring this is applied avoiding straight joints.

Learners must demonstrate their ability to construct a one brick thick wall in Flemish

bond, interpreting the drawing, using correct cutting techniques for queen closures, applying collar joints correctly, applying cross-joints to header and stretcher courses and they should be able to explain the brick arrangement of Flemish bond and why Flemish bond is ¼ bond, ensuring this is applied avoiding straight joints.

Learners must be able to produce a right angle quoin in English bond, interpreting

drawings, setting out the right angle, dry bonding the 1st and 2nd courses using relevant cuts, building the quoin to the drawing. They must also ensure that all the relevant criteria concerning plumb, gauge, level, ranging and square are maintained and that all joints are finished to a specified type.

Learners must be able to produce straight wall with one quoin and stopped end in

Flemish bond, interpreting drawings, setting up the work area correctly, setting out the right angle, face length and stopped end and dry bonding the 1st and 2nd courses using relevant cuts. They must raise the quoin to be plumb, gauge, level, range, run a line to ensure correct elevation and alignment and point the wall to a specified finish.

Learners must build a brick on edge coping to a solid one brick wall ensuring all cross-

joints are full and the brick on edge is level in length and across the wall, pointing to a tooled finish.

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Unit 22 - Developing Skills in Fitted Interiors

Unit Title: Developing Skills in Fitted Interiors Unit Level: One Unit Credit Value: 4 GLH: 36

Unique Reference

Number: L/506/8529




1. Be able to recognise the resources required to fit interiors.

1.1. Identify hand tools. 1.2. Identify materials

2. Be able to fit interiors. 2.1. Use safe working practices to

Measure

Assemble

Position

Bend pipes

Form joints

Level

Plumb

Install.

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There are two learning outcomes:

1. Be able to recognise the resources required to fit interiors. 2. Be able to fit interiors.


Delivering Unit 22 - Developing Skills in Fitted Interiors

The aim of this unit is to provide the learner with an introduction to the skills and techniques involved in fitting interiors such as fitted kitchens and will involve carpentry and plumbing knowledge. Learners will be introduced to the hand tools and materials involved in fitted interiors and will then be able to demonstrate their ability by carrying out installations on a range on units.

Working within a supervised training environment consisting of classroom based and workshop teaching, learners will be introduced to the hand tools required to complete interior firings, including hammers, screwdrivers, handsaws, drills, spirit level, tape measure, pipe cutters and benders, spanners and grips. They will also be introduced to the various materials and fixings used in assembling and securing units and associated plumbing as well as the Personal Protective Equipment (PPE) that they must use correctly during all practical sessions.

Once learners are able to identify the hand tools and materials required to carry out the work they will move into the workshop setting and commence interior fitting assembly and installation. They must be made aware of the hazards that are associated with this type of work including checking for services within walls prior to fixing and how to ensure that these are not damaged in any way during the work. Learners will then measure spaces and identify the type of unit to be used, carry out checks before starting that all materials and components are available and undamaged and follow both verbal and writing instructions. They will need to assemble units and move into position carrying out any alterations to pipe work that is required, form joints correctly, check for both level and plumb of the units and then install securely into position. During these tasks they should have the opportunity to bend, joint and install pipework. Once this work has been carried out the units should be checked by the tutor to ensure that the standard of the work is acceptable. Photographic evidence should be collected both during preparatory work and assembly and of the completed items.

Unit 22 content

Learners must know and be able to identify the resources required for fitting

interiors including hand tools and equipment and the materials and components required for assembly.

Learners must be able to assemble and fit units, carrying out measurements and assembly in the correct position, bend pipes and make joints as required, level and plumb the unit and install securely.

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Unit 23 - Assemble Units for Interiors

Unit Title: Assemble Units for Interiors Unit Level: One Unit Credit Value: 1 GLH: 10

Unique Reference

Number: H/505/2269




1. Know how to interpret information. 1.1. Follow drawings and assembly instructions to complete assembly of interior units.

2. Know how to prepare and assemble components to specification.

2.1. Check the correct quality and quantity of components are available.

2.2. Check that resources are available and ready for use.

2.3. Carry out any specified preparatory work on components and materials correctly.

2.4. Lay out resources and components in a logical order for effective working.

2.5. Complete assembly in the correct sequence according to work specifications and specified quality.

3. Know how to finish and check the assembly.

3.1. Check assembly with relevant person to ensure quality standards.

3.2. Clean and clear work area ready for further work.

4. Understand the ways of working that ensure their own and other’s safety.

4.1. Maintain a safe working environment.

mailto:[email protected]

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1. Know how to interpret information. 2. Know how to prepare and assemble components to specification. 3. Know how to finish and check the assembly. 4. Understand the ways of working that ensure their own and other’s safety.


Delivering Unit 23 - Assemble Units for Interiors

The aim of this unit is to provide the learner with knowledge of the assembly of interior units. It will take them through the reading of instructions and drawings, the checking of materials, components and resources, preparatory works and the assembly of the units.

Working within a supervised training environment consisting of classroom based and workshop teaching learners will be instructed in how to follow drawings and assembly instructions for a range of interior units. This should include instructions on any preparatory works required and the tools, materials and components required. They should then use these instructions to check both quantities and quality of the supplied materials and components as well as other materials that they should be able to identify and select such as pipe work and fittings. In addition they should be able to identify and select the correct hand tools and other equipment required to carry out the assembly. Following manufacturer and tutor instructions they should be able to carry out preparatory works on both materials and components and lay all out in a logical order to ensure effective working. Once this work has been completed and agreed with tutor the learners should assemble the furniture in the correct sequence and according to work specifications ensuring that the completed item meets the specified standard.

Once the unit has been completed the item should be checked by the tutor to ensure that it meets the agreed standard including checking level and plumb of unit, tightness of all fixings and quality of finish. This work should be recorded photographically as part of the learners’ portfolio. Once work has been signed off by the tutor the learners should clean and clear the work area ready for further work. At all times the learners should ensure that they maintain a safe working environment for both themselves and others, using all tools and equipment correctly and being aware of hazards such as trip and falls and manual handling.

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Unit 23 content

Learners must know how to interpret drawings following both manufacture and tutor instructions.

Learners must be able to check that they have the correct quantities of components

and resources and that all are of a good quality. They should be able to carry out all preparatory works on the components prior to assembly and lay all tools and materials out in a logical order before completing the assembly in the correct sequence according to work specifications and to the specified quality.

Learners must be able to check with the relevant person that the work is to the

agreed standard and then clear and clean the work area.

Learners must be able to maintain a safe working environment for both themselves and others.

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Unit 24 - Prepare Resources and Materials for Creating Interiors

Unit Title: Prepare Resources and Materials for Creating

Interiors Unit Level: One Unit Credit Value: 1 GLH: 10

Unique Reference

Number: F/505/2246




1. Know how to make the assembly and placement area ready for work.

1.1. Prepare the work area correctly and safely ready to install furniture.

2. Know how to prepare furniture components and resources ready for assembly.

2.1. Check that the correct quality and quantity of components are available.

2.2. Make sure that resources are available and ready for use.





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1. Know how to make the assembly and placement area ready for work. 2. Know how to prepare furniture components and resources ready for assembly. 3. Understand the ways of working that ensure their own and other’s safety.


Delivering Unit 24 - Prepare Resources and Materials for Creating Interiors The aim of this unit is to provide the learner with an introduction to the preparation work required before they assemble interior units. It will take them through the preparation of the work area, checking of the required materials and resources, both ensuring quantity and quality and lay out in a logical order, while at all times maintaining a safe working environment.

Working within a supervised training environment consisting of classroom based and workshop teaching learners will be instructed in how to prepare the work area correctly, ensuring that all surfaces and floor coverings are protected and identifying potential hazards, such as services (gas, water, electric) buried in walls and actions they should take to minimise the risk. They should then be shown how to check the required components both for quality and quantities against the manufactures instructions, and they should be able to identify why this is important.

Learners must then check that they have the correct resources available such as hand tools and again be able to check these for safety prior to using. Once they have everything they need to carry out the task these should be laid out in the logical order to ensure effective working, and this should be checked and agreed by the tutor before work commences. Learners should be mindful of and work in such a way as to ensure that a safe working environment is maintained at all times, both for themselves and others.

Unit 24 content

Learners must know how to correctly and safely prepare an area so that it is ready for furniture installation.


and resources and that all are of a good quality. They should ensure that the correct resources are available for the task and lay out both materials and resources in a logical order for effective working.

Learners must be able to maintain a safe working environment for both themselves

and others.

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Unit 25 - Fitting Units for interiors

Unit Title: Fitting Units for interiors Unit Level: One Unit Credit Value: 1 GLH: 10

Unique Reference

Number: A/505/2245




1. Know how to interpret information 1.1. Follow drawings and verbal instructions to complete fitting of interior units

2. Know how to fix and fit furniture components in location

2.1. Select the correct units as specified for each location

2.2. Level up and secure the components in location

3. Know how to check the final fitting of an interior

3.1. Check interior for quality standards with relevant person

3.2. Clean and clear work area

4. Understand the ways of working that ensure their own and other’s safety

4.1. Maintain a safe working environment

http://register.ofqual.gov.uk/Unit/Details/M_600_3070

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1. Know how to interpret information. 2. Know how to fix and fit furniture components in location. 3. Know how to check the final fitting of an interior. 4. Understand the ways of working that ensure their own and other’s safety.


Delivering Unit 25 - Fitting Units for interiors

The aim of this unit is to provide the learner with information on how to fit interior units once they have been assembled. It will show them how to follow instructions and using these to select the correct units, level and plumb check the final fitting and explain how they will ensure health and safety at all times.

Working within a supervised classroom and workshop environment learners will firstly be instructed in how to follow drawings and verbal instructions to complete the fitting of previously assembled units. This should include all safety checks to the agreed area, the tools and resources required; which should include drills, screwdrivers and spirit levels, as well as identifying the types and positions of fixings. Using site plans the learners should be able to identify and select the correct unit for fitting and place in position before ensuring that it is both level and plumb. Once this has been confirmed learners will following instructions to fix the unit into position using the hand tools and other equipment and components safely and once completed ensure that there is no movement in the unit.

The learner should then be instructed in how to carry out a final check to ensure the unit meets quality standards and this must be agreed by the relevant person. Once this has all been agreed the work should be recorded photographically and the area cleared and cleaned. At all times learners must maintain a safe working environment both for themselves and others.

Unit 25 content

Learners must know how to correctly interpret drawings and verbal instruction to complete fitting.

Learners must be able to select the correct unit for the location, level and secure into position.

Learners must be able to check interior for quality standards and have this confirmed by the relevant person and clear and clean areas after work.

Learners must be able to maintain a safe working environment for both themselves and others.

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Unit 26 - Fix and Fit Work Surfaces

Unit Title: Fix and Fit Work Surfaces Unit Level: One Unit Credit Value: 1 GLH: 10

Unique Reference

Number: R/600/3076




1. Know how to interpret information 1.1. Follow drawings and verbal instructions to complete the fitting and fixing of a work surface

2. Know how to check the work area is ready for positioning the work surface/s

2.1. Check with an appropriate person that the work area is ready and that all preparations have been completed

2.2. Ensure the required tools and fixings are available to carry out the work required

2.3. Make sure the dimensions and alignments are to the required specification

3. Know how to secure work surface/s in position

3.1. Securely fit the work surface in location using the appropriate fixings

3.2. Finish the work surface using the appropriate method

3.3. Check with an appropriate person that the work surface/s have been fitted correctly

4. Understand the ways of working that ensure their own and other’s safety

4.1. Maintain a safe working environment


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1. Know how to interpret information. 2. Know how to check the work area is ready for positioning the work surface/s. 3. Know how to secure work surface/s in position. 4. Understand the ways of working that ensure their own and other’s safety.


Delivering Unit 26 - Fix and Fit Work Surfaces

The aim of this unit is to provide the learner with the techniques required to fix and fit work surfaces to previously assembled interior units. It will cover drawings and verbal instructions, checks to ensure that previous work has been completed correctly, the tools and fixings used, measuring and fitting as well as the finishing off of the work surfaces once installed.

Working within a supervised classroom and workshop environment learners will firstly be instructed in how to follow drawings and verbal instructions to complete the required works to a specified standard. Learners will then be shown how to check that previously assembled units are ready for work surfaces. This includes all required works on the unit and also to ensure that the units are securely fixed into position and are both level and plumb. It may be necessary for some part of the assembled units to be removed to enable surface fixing and learners should be shown how this would be carried out, using the correct tools and storing all materials and components safely for later reinstatement. The learner must check with the relevant person that everything is in order, they have the right tools and resources to hand and all components have been checked for quality and quantity. Once they have confirmed that they have all the necessary requirements to carry out the task they should accurately measure out and ensure that all dimensions are to the required specification.

The work surface should then be cut to the measurements and then securely fitted into position using the correct fixings and following all instructions. Once this has been completed the learners should be shown the various methods for finishing off the work, sealing along the backs and sides of the work surface in wet areas or adding end strips, either metal or laminate, to cover cut edges. Once the learners have carried out all checks their work should be assessed by the tutor that it has been carried out to the agreed standard and that the surfaces are securely fixed and finished off correctly. The work should be recorded photographically for the learners’ portfolio. At all times learners must maintain a safe working environment both for themselves and others.

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Unit 26 content

Learners must know how to correctly interpret and follow drawings and verbal instruction to complete fitting and fixing of the work surface.

Learners must check with the appropriate person that all previous work has been

completed, ensure that they have the right tools and resources required and that all dimensions and alignments are to the required specification.

Learners must securely fit the surface using the correct fixings and finish the work to

an appropriate standard. Once completed the learner must check with an appropriate person to ensure that the surface has been fitted and finished correctly.

Learners must be able to maintain a safe working environment for both themselves

and others.

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Unit 27 - Basic Tiling: Equipment and Materials

Unit Title: Basic Tiling: Equipment and Materials Unit Level: One Unit Credit Value: 1 GLH: 9

Unique Reference

Number: K/506/7940




1. Know about tools and equipment used for floor and wall tiling.

1.1. Identify appropriate tools for different tasks.

1.2. Identify appropriate equipment for different tasks.

2. Know about relevant materials used in tiling.

2.1. Identify types of adhesive for different tasks.

2.2. Identify types of tiles for different uses. 2.3. State factors to be considered when

deciding which tiles to use in a given situation.

3. Know about background surfaces. 3.1. Identify surfaces to which tiles are commonly fixed.

3.2. State a characteristic of each surface identified.

4. Know about the personal Protective Equipment (PPE) used for basic tiling.

4.1. Identify appropriate PPE for different tasks.

4.2. Outline why the PPE is needed.

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1. Know about tools and equipment used in floor and wall tiling. 2. Know about relevant materials used in tiling. 3. Know about background surfaces. 4. Know about the Personal Protective Equipment (PPE) used for basic tiling.


Delivering Unit 27 – Basic Tiling: Equipment and Materials The aim of this unit is to provide the learners with an understanding of the tools and equipment used in floor and wall tiling. It will introduce the learners to the tools and adhesives used as well as a variety of tiles and the backgrounds on which they can be fixed.

Working within a supervised classroom and workshop environment learners will be introduced to the various hand tools used in tiling and will be expected to identify and state the purpose of at least five of them. This should include tile cutters, both manual and powered, tile saws and nippers, adhesive trowel and grouting float as well as tape measures, spirit levels and tile gauges for setting out. They must also be instructed in the various types of tiles such as glazed and unglazed ceramic, quarry and terracotta, porcelain and natural stone as well as the appropriate adhesive required for each, and should be able to identify at least two tiles and adhesives. They should also learn about the different surfaces that tiles can be fixed to including brick, plaster, plasterboard, concrete and old tiles, and should be able to identify a characteristic for each such as preparatory works required before commencing tiling.

Learners should also be instructed on the use of the correct Personal Protective Equipment (PPE) while carrying out tasks, especially goggles.

Unit 27 content

Learners must be able to identify and state the use of a least five basic tiling tools and equipment.

Learners must be able to identify two types of adhesive and two types of tile.

Learners must be able to identify three surfaces on which they could tile and state

a characteristic of each.

Learners must be able to identify appropriate Personal Protective Equipment, and outline why it is needed.

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Unit 28 - Basic Tiling Skills

Unit Title: Basic Tiling Skills Unit Level: One Unit Credit Value: 2 GLH: 18

Unique Reference

Number: M/506/7941




1. Be able to plan for a tiling project. 1.1. Check any straight edges are plumb. 1.2. Use a simple gauge rod for even

distribution of tiles. 1.3. Use a simple gauge rod to minimise

cutting. 1.4. Clean and prepare the surface. 1.5. Position as directed:

a) tools b) equipment c) materials.

2. Be able to use setting out and fixing techniques.

2.1. Use a basic setting out technique. 2.2. Spread tile adhesive over a given area

appropriately. 2.3. Position and fix tiles to required standard. 2.4. Use tile spacers to ensure an even gap

between tiles. 2.5. Remove excess adhesive.

3. Be able to use tile cutting techniques. 3.1. Cut tiles to internal corners to ensure a neat finish.

3.2. Select appropriate tools and cut round fixed obstacles.

3.3. Use safe working practices.

4. Be able to use grouting techniques. 4.1. Mix the grout according to the instructions. 4.2. Apply grout to tiles to the required

standard. 4.3. Compact the joints removing any surplus. 4.4. Clean down the tiled area.

5. Be able to leave the work area and tools in a clean and safe state.

5.1. Clean and store tools in line with current requirements.

5.2. Leave the work area to specified safety standards.

5.3. Dispose of/recycle waste materials as appropriate.

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1. Be able to plan for a tiling project. 2. Be able to use setting out and fixing techniques. 3. Be able to use tile cutting techniques. 4. Be able to use grouting techniques. 5. Be able to leave the work area and tools in a clean and safe state.


Delivering Unit 28 – Basic Tiling Skills

The aim of this unit is to provide the learners with an understanding of wall and floor tiling. Through this unit learners will be shown how to plan and prepare a project, cut and fix tiles correctly and complete the project by grouting.

Working within a supervised classroom and workshop environment learners will be able to plan and prepare their own project. Firstly they need to be instructed and be able to demonstrate how they will check all straight edges in the area to be tiled such as doors and window frames, confirming that they are plumb. They should be shown and be able to use a gauge rod to ensure the correct distribution of the tiles and minimise cutting. They will need to identify the surface they are to be tiling to and carry out cleaning and preparation works required. Once this has been completed they should identify the tools, equipment and materials required and lay these out as instructed and for effective working.

Learners will then be shown and demonstrate how to set out an area ready for tiling, for example, by setting an appropriate datum line on the surface to be tiled and fixing a baton to work from. They should be shown how to spread adhesive and then demonstrate this by adding an even spread to the given area before positioning and fixing tiles, ensuring that they are level and secure and with tile spacers used to ensure an even space between tiles. Once the area has been completed learners must clean away any excess adhesive from the tile surfaces.

Next learners should be instructed on the correct and safe procedures to cut tiles using tile cutters, nippers and saws and must use the correct Personal Protective Equipment (PPE) while carrying out this task, especially goggles. They will be required to make straight cuts to tiles to fit into internal corners and then use the appropriate tools to cut tiles to fit around a fixed object such as a socket box or light switch. Safety with this work should be stressed and potential hazards identified and the risks mitigated by the use of correct protective equipment and guards.

Once the tiling of the area has been completed learners will be shown how to mix grout to the correct consistency and then demonstrate how they apply this to the area, ensuring that all joints are filled and removing any excess grout by compacting joints and cleaning

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off all surplus. Once completed the area should be cleaned down and then checked by the appropriate person that the work has been completed to specification and all works recorded. The area should be left in a safe condition and any waste disposed of correctly.

Unit 28 content

Learners must be able to plan and prepare a surface for tiling, check existing edges for plumb, use a gauge rod to ensure even distribution of tiles, clean and prepare the surface and position tools, equipment and materials as directed.

Learners must demonstrate the correct setting out and fixing techniques, evenly

spread tile adhesive and position and fix tiles securely and straight using tile spacers and cleaning excess adhesive from the tile surface.

Learners must be able to cut tiles correctly and safely using a range of tile cutting

tools and be able to fit cut tiles neatly into corners and around fixed objects while observing safe working practices.

Learners must be able to mix grout, and apply to surface ensuring all joints are

filled and compacted.

Learners must clean and store tools, leave the work area in a safe condition and dispose of any waste in line with current requirements.

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Unit 29 - Developing Plumbing Skills

Unit Title: Developing Plumbing Skills Unit Level: One Unit Credit Value: 4 GLH: 40

Unique Reference

Number: K/502/3694




1. Know the hand tools used in basic plumbing processes.

1.1. List and describe appropriate hand tools to be used in basic plumbing processes.

2. Know the materials and components used in basic plumbing processes.

2.1. List and describe appropriate materials to be used in basic plumbing processes.

2.2. List and describe appropriate components to be used in basic plumbing processes.

3. Know the Personal Protective Equipment (PPE) used in basic plumbing processes.

3.1. List and describe appropriate PPE to be used in basic plumbing processes.

4. Be able to apply safe working practices to perform plumbing operations.

4.1. Select and use hand tools safely to connect copper tubes.

4.2. Select and use hand tools safely to install a functioning sink.






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1. Know the hand tools used in basic plumbing processes. 2. Know the materials and components used in basic plumbing processes. 3. Know the Personal Protective Equipment (PPE) used in basic plumbing processes. 4. Be able to apply safe working practices to perform plumbing operations. 5. Be able to work responsibly with others. 6. Be able to seek and respond to guidance when working as part of a team.


Delivering Unit 29 - Developing Plumbing Skills

The aim of this unit is to provide the learners with an introduction to plumbing and the skills required to carry this out. It will introduce the learners to the basic tools, equipment, materials and components used within this area of work as well as the Personal Protective Equipment (PPE) that must be used at all times within the workshop environment. They will be shown how to carry out basic works safely and demonstrate their ability to communicate and work responsibly with others, seeking guidance when necessary.

Working within a supervised classroom and workshop environment learners will firstly be introduced to, and be able to list, the tools used for carrying out a plumbing task including pipe cutters and benders, grips wrenches and spanners, blowtorch and tape measure, and they should be able to describe how each is used safely. They will then look at the various materials used in plumbing including both copper and plastic pipe and Hep20, and the components including compression and solder ring, ‘T’ joints, isolating valves, bends and couplers as well as the specialised Hep20 fittings, and should be able to list and describe how each is used. Prior to moving in to the workshop they should also be instructed as to the correct PPE they will wear including boots, hard hat, goggles and gloves

Learners should be given time to practice with the various tools, materials and components once they move into the workshop so that they can gain an understanding of how pipes and components fit securely together and how to correctly cut and bend pipe. Once they can demonstrate these competences they will be set a task of installing a functioning sink, connecting both water supply and waste. The learners must be able to select and use the correct hand tools safely to prepare and connect copper tube to the taps in accordance with current regulations and be able to prepare and fit plastic pipe work for the waste. Once completed the installation must be checked by the tutor to ensure that there are no leaks, that the work has been carried out safely and correctly and meets installation requirements.

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During their time in the workshop they will be expected to demonstrate that they are able to work responsibly with others, maintaining a clean and tidy working environment, offering or asking for support when required and to communicate appropriately, as well as showing that they are able to follow instructions to complete the task. All work should be carried out with due regard to health and safety.

Unit 29 content

Learners must be able to list and describe basic plumbing hand tools.

Learners must be able to list and describe appropriate materials and components used in basic plumbing.

Learners must be able to list and describe the appropriate Personal Protective

Equipment (PPE) worn when carrying out basic plumbing.

Learners must be able to select and use safely hand tools for connecting copper tubes and be able to use hand tools to install a functioning sink.

Learners must be able to work responsibly with others and maintain a clean and

tidy working environment.

Learners must be able to follow instructions when working with others and communicate appropriately.

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Unit 30 - Valves, Taps and Cisterns in Domestic Plumbing

Unit Title: Valves, Taps and Cisterns in Domestic

Plumbing Unit Level: Two Unit Credit Value: 3 GLH: 24

Unique Reference

Number: Y/506/8761




1. Know about domestic taps. 1.1. Identify the components in different domestic taps.

1.2. Describe the function of each component. 1.3. Assess and repair common faults in

different domestic taps.

2. Know about float and isolation valves. 2.1. Identify the components in different float and isolation valves.

2.2. Describe the function of each component.

2.3. Assess and repair common faults in different float and isolation valves.

3. Know about domestic toilet cisterns. 3.1. Identify the components in two types of cisterns.

3.2. Describe the function of each component in the cisterns.

3.3. Assess and repair common faults in two types of domestic cistern.

4. Understand the need for water storage in a domestic system.

4.1. Describe why water needs to be stored in a domestic system.

4.2. Describe where this is done. 4.3. Describe why this is done.

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1. Know about domestic taps. 2. Know about float and isolation valves 3. Know about domestic toilet cisterns. 4. Understand the need for water storage in a domestic system.


Delivering Unit 30 - Valves, Taps and Cisterns in Domestic Plumbing

The aim of this unit is to provide the learners with an in depth understanding of how valves, taps and cisterns work and to diagnose and rectify common faults in each. They will look at each item and describe the components and functions, and common problems that can occur as well as being able to explain the reasons for storing water and how this is achieved.

Working within a supervised classroom and workshop environment learners will firstly look at domestic taps and should be able to identify, describe and explain the functions of the various components including the gland nut, ‘O’ ring, body washer, jumper valve and tap washer in a range of taps. With this knowledge the learners, within the workshop, should be given a range of common faults in different types of taps that can occur and they must be able to diagnose and rectify the fault correctly and safely. This could include constant dripping or a leaking ‘O’ ring and learners should write up the procedure once completed.

Next learners will look at the various float and isolation valves in use and again must be able to identify, describe and explain the function of their components including the isolation control, control spindle, non-return jumper, valve body, water outlet, valve pole and ball. Again they should use their knowledge to rectify faults in a range of valves such as leaking overflow, isolation control stuck or valve leaking, and learners should be able to write up what the fault was and the actions they took in rectifying.

Learners will then look at a domestic toilet cistern, identifying, describing and explaining the function of its components including flush arm, float arm, flapper valve, flapper seat and overflow tube. Once learners have an understanding of the various components they will then be given a range of faults which they should diagnose, rectify and write up. This could include a leaking or overflowing cistern and slow or no filling, in two types of cistern.

Lastly learners must understand the need for water storage in domestic systems and be able to explain why this is required and how it is achieved by, for example, explaining how gravity feed or pumped systems work and where they would be found.

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Unit 30 content

Learners must be able to identify and explain the function of components in a range of domestic water taps and diagnose and rectify common faults.

Learners must be able to identify and explain the function of components in a range

of float and isolation valves, and diagnose and rectify common faults in four types of valve.

Learners must be able to identify and explain the function of components in two

types of domestic toilet cistern and diagnose and rectify common faults in each.

Learners must be able to explain why domestic systems require water storage and how and where this is done.

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Unit 31 - Assembling and Fitting Units for Interiors

Unit Title: Assembling and Fitting Units for Interiors Unit Level: Two Unit Credit Value: 3 GLH: 30

Unique Reference

Number: L/505/2248




1. Know how to interpret information. 1.1. Interpret work specifications including drawings and assembly instructions.

2. Know how to prepare and assemble components to specification.

2.1. Make sure that the correct quality and quantity of components are available.




2.5. Complete assembly in the correct sequence in accordance with work specifications and specified quality.

3. Know how to finish and check the assembly against the specification/s.

3.1. Check assembly for quality standards. 3.2. Check and confirm that finished

assemblies meet specification requirements.


4. Know how to position and secure furniture and components in location.

4.1. Mark out the location for correct position of units.

4.2. Select the correct units as specified for each location.

4.3. Level up and secure the components in location.

5. Know how to finish and check the final fitting of an interior.

5.1. Check interior for quality standards. 5.2. Check and confirm that finished interior

meets specification requirements. 5.3. Clean and clear work area.



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1. Know how to interpret information. 2. Know how to prepare and assemble components to specification. 3. Know how to finish and check the assembly against the specification/s. 4. Know how to position and secure furniture and components in location. 5. Know how to finish and check the final fitting of an interior. 6. Understand the ways of working that ensure their own and other’s safety.


Delivering Unit 31 - Assembling and Fitting Units for Interiors The aim of this unit is to enable the learners to expand their skills in the assembling and fitting of interiors. They will both assemble and fit units to an agreed specification, selecting the required tools and using correctly, working methodically to complete the task and carrying out all checks to ensure quality of finish.

Working within a supervised training environment consisting of classroom based and workshop teaching learners demonstrate that they are able to interpret all work specifications including drawings and assembly instructions and from this identify and select the correct tools required for the task. They should then use these instructions to check both quantities and qualities of the supplied materials and components as well as other materials required and ensure that all are available before starting. Following manufacturers and tutor instructions they should be able to carry out preparatory works on both materials and components and lay all out in a logical order to ensure effective working. Learners will then assemble the furniture in the correct sequence and according to work specifications ensuring that the completed item meets the specified standard. Once the unit has been completed the item should be checked by the learners to ensure

that it does meet the agreed quality standard including checking level and plumb of unit, tightness of all fixings and quality of finish, this work should be recorded photographically as part of the learners portfolio. Learners should clean and clear the work area ready for further work.

Using work specifications the learners should next mark out the location for the unit to be fixed and carry out any preparatory works required and carrying out checks to ensure that the unit can be safely fixed to the given location. Again from the work specification the learners must be able to identify the correct unit, adjust to ensure that it is both level and plumb and secure into position using the correct fixings and hand tools. Once completed the learners should check that the completed task meets the quality standards and check that it meets the required specifications before clearing and cleaning the work area.

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Unit 31 content

Learners must know how to interpret work specifications including drawings and assembly instructions.


and resources and that all are of a good quality. They should be able to carry out all preparatory works on the components prior to assembly and lay all tools and materials out in a logical order before completing the assembly in the correct sequence according to work specifications and to the specified quality.

Learners must be able to check that the work is to the agreed quality standard and

that the finished assemblies meet specification requirements before clearing and cleaning the work area.

Learners must be able to identify and mark the correct position for units, select the

correct units from the work specification, level up and secure correctly.

Learners must know how to finish and be able to carry out final checks, ensuring that the completed tasks meets quality standards and conforms to specification requirements before clearing and cleaning the work area.

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Unit 32 - Domestic Plumbing Systems

Unit Title: Domestic Plumbing Systems

Unit Level: Two Unit Credit Value: 3

GLH: 24

Unique Reference R/506/8760

Number: This unit has 7 learning outcomes.



1. Understand the distribution of water to and around domestic properties.

1.1. Outline the role of local water authorities. 1.2. Describe the layout of:

a) Basic direct plumbing systems b) Basic indirect plumbing systems.

2. Understand the layout and design of domestic drainage systems.

2.1. Describe the major differences between: a) Drainage soakaways b) Septic tanks c) Local authority drainage system.

3. Be able to plan the positioning of plumbing hardware in a domestic property.

3.1. Produce a plan for a domestic system of:

taps

stoptaps

service valves

gate valves

ball valves

siphons.

3.2. State the reasons for the positioning of plumbing.

4. Be able to plan appropriate pipework, storage and insulation systems for domestic property.

4.1. For a specific design for a domestic plumbing system, select: a) Pipework b) Storage tank c) Insulation systems.

4.2. Give reasons for choices made.

5. Understand the main types of domestic hot water systems.

5.1. Describe the major differences between: a) Direct and indirect hot water systems b) Oil, gas and solid fuel hot water

systems.

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6. Understand how to install major domestic appliances and facilities.

6.1. Describe the usual location and methods of installation of:

garden tap

washing machine

dishwasher

water heater

bathroom suite

shower unit.

7. Understand the relative merits of common domestic central heating options.

7.1. Describe the main differences between oil, gas and solid fuel central heating systems.

7.2. Describe the most common problem in each system.

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There are seven learning outcomes:

1. Understand the distribution of water to and around domestic properties. 2. Understand the layout and design of domestic drainage systems. 3. Be able to plan the positioning of plumbing hardware in a domestic property. 4. Be able to plan appropriate pipework, storage and insulation systems for domestic

property. 5. Understand the main types of domestic hot water systems. 6. Understand how to install major domestic appliances and facilities. 7. Understand the relative merits of common domestic central heating options.


Delivering Unit 32 - Domestic Plumbing Systems

The aim of this unit is to provide the learners with a knowledge of domestic plumbing systems, looking at the role of local water authorities and how plumbing systems get water to and around domestic properties as well as how drainage is handled both within the property and by the local water authority. Learners will plan a domestic plumbing system, identifying components and hardware and justifying their selection and positioning. They will also look at the main types of hot water systems and the various domestic appliances as well as a range of central heating systems.

Working within a supervised training environment and with solo project work learners will investigate and outline the role played by the local water authorities in the distribution of water supplies, how this work is carried out, the facilities they own and their legal responsibilities. They will be required to understand and describe how water is distributed to and around domestic properties as well as describing the basic direct and indirect plumbing systems. They also need to be able to identify and describe the main differences between systems for handing drainage and these should include drainage soakaways, septic tanks and local authority drainage systems.

Learners will be required to produce a plan for a domestic plumbing system incorporating taps, stoptaps, service valves, gate valves, ball valves, siphons and storage tank and they must be able to explain why they choose the positions each. They will also need to show all pipework and explain and justify sizes selected as well as where and what type on insulation will be required and why.

Following this, learners will look at the main types of domestic hot water systems and be able to describe the differences between direct and indirect hot water systems as well as between oil, gas and solid fuel hot water systems, describing how each works, their merits and why they would be selected for various domestic property types and locations.

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Learners will consider the various types of domestic appliances and facilities and these should include washing machines, dish washers and water heaters, describing where they would usually be installed and what work they would need to carry out both prior to and at installation. They will next look at the facilities including bathroom suites and shower units as well as garden taps. Again learners will be expected to describe the work required to both get water to and waste away.

Finally the learner should understand the merits of the various domestic central heating systems and should be able to describe the differences between oil, gas and solid fuel systems, explaining why one would be chosen over another depending on property type and location. As well as merits learners need to understand and identify common problems with each, why these occur and what actions can be taken to mitigate the issues.

Unit 32 content

Learners must understand the role of local water authorities, how water is distributed to and around domestic properties and describe the layout of basic direct and indirect plumbing systems.

Learners must understand the layout and designs of domestic drainage systems

and describe major differences between drainage soakaways, septic tanks and local authority systems.

Learners must be able to plan the positioning of plumbing hardware in a domestic

property including taps, stoptaps, service valves, gate valves, ball valves and siphons.

Learners must be able to select the correct pipework for an installation as well as

storage tanks and insulation systems for a specific design and explain their choices.

Learners must understand the main types of domestic hot water systems including

gas, oil and solid fuel and be able to describe the differences between each.

Learners must understand and describe how to install major domestic appliances and facilities including washing machine, dish washer, water heater, bathroom suite shower unit and garden tap including locations and methods used.

Learners must understand the merits of common central heating systems and

describe the differences between gas oil and solid fuel systems as well as identifying common problems with each.

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Unit 33 - Developing Construction Painting Skills

Unit Title: Developing Construction Painting Skills Unit Level: One Unit Credit Value: 4 GLH: 40

Unique Reference

Number: R/502/3690




1. Know the hand tools and equipment used in basic painting tasks.

1.1. List and describe appropriate hand tools and equipment to be used in the painting process.

2. Know the materials used in basic painting tasks.

2.1. List and describe appropriate materials to be used in the painting process.

3. Know the Personal Protective Equipment (PPE) used in basic painting tasks.

3.1. List and describe appropriate Personal Protective Equipment to be used when painting.

4. Be able to apply safe working practices to paint a flat wall area.

4.1. Select and use hand tools safely to paint a flat wall area of 2m2.






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1. Know the hand tools and equipment used in basic painting tasks. 2. Know the materials used in basic painting tasks. 3. Know the Personal Protective Equipment (PPE) used in basic painting tasks. 4. Be able to apply safe working practices to paint a flat wall area. 5. Be able to work responsibly with others. 6. Be able to seek and respond to guidance when working as part of a team.


Delivering Unit 33 - Developing Construction Painting Skills

The aim of this unit is to give the learner an introduction to the techniques required to develop construction painting skills. It will cover an introduction to tools and materials, Personal Protective Equipment (PPE), working responsibly and communicating with others, maintaining a clean working environment and being able to follow instructions.

Working within a supervised training environment consisting of classroom and workshop based teaching, the learners must gain an understanding of the tools used in construction painting including brushes and rollers as well as the equipment that helps to complete the tasks; access equipment, trays and kettles. They should be instructed on the safe use of each of tools and items of equipment, including potential hazards, and the Personal Protective Equipment (PPE) that must be used. Learners must be introduced to the materials they will be using to complete tasks including various types of paint, matt, gloss and specialist, as well as undercoat. They must be able to list and describe these materials including where different paints would be used and their properties. By the end of the unit, learners should be able to list and describe the hand tools, equipment, materials and PPE required for a given task.

Learners will require time in a supervised workshop environment to carry out the practical task once they are confident in the types and safe use of the tools and equipment. They will be given a 2M² flat surface and will be expected to select the correct tools, materials and equipment, including Personal Protective Equipment (PPE) which will be worn at all times in the workshop, to carry out the task. They should complete the given task to an acceptable standard while also demonstrating their ability to maintain a clean and tidy work area, and be able to work co-operatively and responsibly with others. By completing the task they will show that they are able to follow instructions, both written and verbal, and can seek and act on guidance throughout the task by communicating with others.

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Unit content

Learners must be able to list and describe appropriate hand tools and equipment used in the painting process.

Learners must be able to describe appropriate materials used in painting.

Learners must be able to list and describe appropriate Personal Protective

Equipment (PPE).

Learners must be able to select and use the correct hand tools safely and paint a 2M² flat wall.

Learners must maintain a clean and tidy work environment and demonstrate their

ability to work responsibly with others in a workshop setting.

Learners must be able to seek and respond to guidance, following instructions and communicating appropriately.

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Unit 34 – Preparation of surfaces for decoration

Unit Title: Preparation of Surfaces for Decoration Unit Level: One Unit Credit Value: 3 GLH: 30

Unique Reference

Number: Y/507/2731




1. Be able to prepare a range of bare and previously painted and decorated surfaces to receive coatings/covering systems.

1.1. Select tools, equipment, resources and materials needed for the specified preparation process.

1.2. Protect the work area correctly prior to starting the work.

1.3. Prepare bare and previously painted substrates to the given specification.

1.4. Remove existing wall coverings by hand correctly.

1.5. Clean area and dispose of all waste in accordance with environmental and health and safety legislation, manufacturers and organisational guidance.

1.6. Carry out all work to current environmental and relevant health and safety regulations.

2. Be able to correct defects in surfaces and surface coatings.

2.1. Identify different defects to surfaces and surface coatings.

2.2. Select the tools, equipment, resources and materials needed to repair defects to the given specification.


2.4. Carry out repairs to defects on surfaces and surface coatings to given specification.


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3. Be able to repair and make good surfaces. 3.1. Select the tools, equipment, resources and materials needed for making good processes to the given specification.

3.2. Protect the work area correctly prior to starting work.

3.3. Prepare defective areas ready for making good processes to the given specification.

3.4. Prepare appropriate materials for the required making good process.

3.5. Apply and finish materials to make good surfaces to the given specification.

3.6. Apply appropriate primers to a range of substrates to the given specification.

3.7. Clean area and dispose of all waste in accordance with environmental and health and safety regulations, manufacturers and organisational guidance.

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1. Be able to prepare a range of bare and previously painted and decorated surfaces to receive coatings/covering systems.

2. Be able to correct defects in surfaces and surface coatings. 3. Be able to repair and make good surfaces.


Delivering Unit – Preparation of surfaces for decoration The aim of this unit is to give learners an introduction to the techniques required to be able to prepare surfaces for decoration with either paint or wall coverings. It will enable learners to identify, select and safely use the range of tools, equipment and materials required to carry out corrective work and repairs to defective surfaces and prepare them to receive coatings or coverings.

Working within a supervised training environment consisting of classroom and workshop based teaching learners will demonstrate their ability to select the correct tools, equipment, resources and materials to carry out the surface preparation. This should include scrapers, air guns, steamers, filling knives, sandpaper, access equipment and a range of fillers and sealants. They should then protect the work area, including removing fixtures and fittings or covering correctly and protect surfaces as required. Learners will then demonstrate how to prepare bare and previously painted substrates, sealing and filling as required, and removing old or flacking paint and wall coverings by hand. All work must be carried out to current environmental and health and safety regulations. At the end of the task learners must clean and reinstate the area, disposing of all waste in accordance with environmental and health and safety legislation and manufacturers and organisational guidance.

Learners must be able to correct defects in surfaces and coatings, identifying different defects to surfaces and surface coatings and selecting the correct tools, equipment, resources and materials to rectify. They should protect the work area, including removing fixtures and fittings or covering correctly and protecting surfaces as required safely. Learners will then demonstrate how to complete repairs to defects in surfaces and surface coatings, ensuring all work is carried out to current environmental and health and safety regulations. At the end of the task learners must clean and reinstate the area, disposing of all waste in accordance with environmental and health and safety legislation and manufacturers and organisational guidance.

Learners must be able to repair and make good surfaces, selecting the correct tools, equipment, resources and materials required. They should protect the work area, including removing fixtures and fittings or covering correctly and protecting surfaces as required safely. Learners will then demonstrate how to prepare the defective areas, removing loose materials and damaged coverings, and prepare the appropriate materials

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to be used in the repair such as plaster, fillers and primers. They should have the opportunity to apply and finish materials to make good surfaces and apply appropriate primers as required to a range of substrates to the given specification. At the end of the task learners must clean and reinstate the area, disposing of all waste in accordance with environmental and health and safety legislation and manufacturers and organisational guidance.

Unit content

Learners must be able to protect a work area prior to starting, select the correct tools, equipment and materials, prepare surfaces, removing old paint and wall coverings, clear the work area upon completion and ensure that all work conforms to current health, safety and environmental regulations.

Learners must be able to identify and take corrective action to prepare defects in

surfaces and surface coatings, protecting the work area, selecting and using safely the correct tools, equipment and materials to complete work and ensure that all work conforms to current health, safety and environmental regulations.

Learners must be able repair and make good surfaces. They must protect the

work area, select and use safely the correct tools, equipment and materials, prepare defective areas, prepare and apply the materials to make good and finish to a given specification, applying the appropriate primers to a range of substrates. All work must conform to current health, safety and environmental regulations.

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Unit 35 - Apply paint systems with brush and roller

Unit Title: Apply paint systems with brush and roller Unit Level: One Unit Credit Value: 6 GLH: 60

Unique Reference

Number: H/507/2750




1. Be able to prepare the work and surrounding area.

1.1. Clear, clean and prepare the work correctly in accordance with organisational requirements.

1.2. Protect the surrounding area and surfaces ready for painting.

1.3. Use suitable methods to remove or protect door and window furniture.

1.4. Apply current environmental and relevant health and safety regulations when preparing and protecting the work and surrounding areas.

2. Be able to prepare for the application of water-borne and solvent-borne coatings by brush and roller.

2.1. Use application tools and equipment appropriate to the work.

2.2. Prepare surface coverings to the given specification, work instructions and manufacturer’s guidance.

3. Be able to apply water-borne and solvent- borne coatings by brush and roller.

3.1. Apply surface coatings in the correct sequence to specified areas.

3.2. Apply water-borne and solvent-borne coatings without any visible defects to the given specification.

3.3. Use brush to cut in angles and obstructions correctly and accurately.

3.4. Apply current environmental and relevant health and safety regulations when applying paint by brush and roller.


https://www.nocn.org.uk/customers/nocn-centres/

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4. Be able to clean, maintain and store brushes and rollers.

4.1. Clean water-borne and solvent-borne coatings from synthetic and natural bristle and roller sleeves.

4.2. Store synthetic filament and natural bristle brushes and rollers in accordance with manufacturer’s and organisational guidance.

4.3. Dispose of contaminated solvent rags correctly and in accordance with official guidance.

4.4. Apply current environmental and relevant health and safety regulations when cleaning, maintaining and storing brushes and rollers.

5. Be able to store paint materials. 5.1. Reclaim materials not used securely and in accordance with manufacturers and organisational guidance.

5.2. Store materials correctly in accordance with manufacturers and organisational guidance.

5.3. Apply current environmental and relevant health and safety regulations when storing paint materials.

6. Be able to reinstate area and dispose of waste after applying water-based and solvent-based coatings.

6.1. Clean the work and surrounding areas and replace fixtures, fittings and furniture.

6.2. Dispose of waste in accordance with environmental legislation, health and safety regulations and manufacturer's and organisational guidance.

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1. Be able to prepare the work area and protect the surrounding area. 2. Be able to prepare for the application of water-borne and solvent-borne coatings by

brush and roller. 3. Be able to apply water-borne and solvent-borne coatings by brush and roller. 4. Be able to clean, maintain and store brushes and rollers. 5. Be able to store paint materials. 6. Be able to reinstate area and dispose of waste after applying water-based and

solvent-based coatings. All the criteria must be met if the outcome is to be achieved.

Delivering Unit - Apply paint systems with brush and roller The aim of this unit is to allow learners to demonstrate their painting skills using a range of tools and materials. Through this unit they will show how they go about preparing areas for decoration both in setting up the work area and ensuring surfaces are ready for decoration. They will demonstrate their ability to apply both water-borne and solvent- borne paints with brush and roller, how they will clean, maintain and store all tools correctly after use, and how they will reclaim and store materials; all with regards to current environmental and health and safety regulations.

Working within a supervised training environment consisting of some classroom but mainly workshop based teaching, learners will firstly demonstrate how they will prepare an area for decoration, clear, clean and prepare the area to organisational requirements, select the correct materials, tools and equipment such as; dust sheets, tape and hand tools for removing door or window furniture. They should then apply the materials correctly and safely to ensure that all surfaces, furniture and fittings not being decorated are protected including door and window furniture if this cannot be removed. All this work must be carried out as instructed and with learners bearing in mind relevant current environmental and health and safety regulations.

Once the area is prepared and this has been confirmed by the tutor, learners will carry out practical work, selecting the correct tools and equipment for the tasks, preparing the surfaces to a given specification so that they are ready for decorating. Learners must demonstrate their ability to apply surface coats in the correct sequence to a specified area, and then apply both water-borne and solvent-borne coatings as instructed without any visible defects using both brush and roller. They must be able to demonstrate how they cut in by brush to both angles and around obstructions and ensure that this work is accurately carried out. All work must be to current environmental and health and safety regulations. Once an area has been completed and signed off, the process should be repeated on other areas to allow the learners to demonstrate their skills in a range of environments and surfaces, and each should be recorded with photographic evidence both during the process and of the completed task.

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At the end of each session, learners must show how they clean both water-borne and solvent-borne coatings from filament and natural bristle brushes and rollers sleeves and how they will store these once clean in the correct and specified conditions. Contaminated solvent rags should be disposed of in accordance with environmental legislation and organisational guidance. Learners should demonstrate how they reclaim any materials not used for future application in line with manufacturers and organisational guidance. Again all work should be carried out in line with environmental, health and safety guidelines including the correct disposal of any contaminated solvent rags that have been used.

Once the task is completed learners should reinstate the work and surrounding area, replacing all fixtures, fittings and furniture and dispose of all waste in accordance with environmental legislation and organisational guidance.

Unit content

Learners must be able to clear, clean and prepare a work area, select the correct tools, equipment and materials for protecting the surrounding area, furniture and fittings, protect or remove door and window furniture and work to current environmental and health and safety regulations.

Learners must be able to select and use safely the tools and equipment required to

prepare surfaces to given specification.

Learners must apply surface coatings, both water and solvent-borne, without visible defects to a specified area using brush and roller. They must be able to correctly and accurately cut in to angles and around fixed objects and work to current environmental and health and safety regulations.

Learners must be able to clean natural bristle and roller sleeves after use of both

water and solvent-borne coatings, store all in the specified conditions and work to current environmental and health and safety regulations including disposing of solvent contaminated rags.

Learners must be able to reclaim unused materials and secure containers, store

these materials correctly and in accordance with organisational procedures and work to current environmental and health and safety regulations.

Learners must reinstate the work and surrounding area, cleaning and replacing all

fixtures, fittings and furniture and disposing of all waste in accordance with environmental legislation and organisational guidance.

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Unit 36 - Wallpapering Skills

Unit Title: Wallpapering Skills Unit Level: One Unit Credit Value: 3 GLH: 27

Unique Reference

Number: R/505/4115




1. Be able to select tools and materials for wallpapering.

1.1. Indicate suitable tools and materials for the task.

2. Be able to plan and prepare for the wallpapering task.

2.1. Identify obvious defects in the surface to be papered.

2.2. State an approximate number of complete drops needed to cover the surface area.

2.3. Set up a workstation in a given position. 2.4. Mix adhesive as instructed.

2.5. Measure straight drops, making an allowance for trimming, and cut paper.

2.6. Mark a plumb line from a given starting point.

3. Be able to wallpaper. 3.1. Apply adhesive to the paper, ensuring even and complete coverage.

3.2. Fold paper before applying to wall. 3.3. Apply first drop to the plumb line and

ensure subsequent drops are butted. 3.4. Smooth paper to minimise creases and

bubbles.

3.5. Ensure internal angles are correctly finished.

3.6. Ensure external angles are correctly finished.

3.7. Trim excess paper and remove any excess paste.

4. Be able to maintain tools and the working area.

4.1. Clean all tools. 4.2. Reinstate the working area.

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1. Be able to select tools and materials for wallpapering. 2. Be able to plan and prepare for the wallpapering task. 3. Be able to wallpaper. 4. Be able to maintain tools and the working area.


Delivering Unit 36 - Wallpapering Skills The aim of this unit is allow the learner to develop papering skills and will enable them to identify the tools and other resources for surface preparation and how to use them safely and correctly to prepare a surface for wall coverings. It will then allow them to practice the skills required for applying decorative wallpaper and how to reinstate the area upon completion.

Working within a supervised training environment consisting of classroom and workshop based teaching the learners will firstly be introduced to the tools and materials for wallpapering. This will include tools for removing existing wall covering, such as scrapers and steamers as well as the tools for filling and smoothing defects. They should be instructed in the safe use, and made aware of the risks related to each and what they can do to mitigate them, including the use of Personal Protective Equipment (PPE). Learners should be able to indicate which tools and materials are suitable for different tasks.

Learners should be instructed in how to plan and prepare the area to be wallpapered. This will include identifying defects in surfaces, stating the number of drops required for each task, setting up their work station and marking a plumb line from a given starting point. They should be able to mix adhesives as instructed and to manufacturer’s guidance, measure straight drops, allowing for trimming, and cut the paper correctly.

Learners will need to apply paste evenly and completely to paper and fold it for moving. They should be able to apply the first drop to the plumb line and butt subsequent drops from there. They should smooth each drop after application ensuring that all internal and external angles are correctly finished before trimming excess paper and removing excess paste.

Finally learners should be able to clear their area upon completion with due regard to current environmental, health and safety guidelines, removing, cleaning and storing all resources as instructed and reinstating the area. Photographic evidence should be collected throughout the work and of the finished area to demonstrate the learner’s ability.

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Unit 36 content

Learners must be able to identify suitable tools and materials including paper and paste brushes, seam rollers, scissors, pasting tables, Personal Protective Equipment (PPE), access equipment and resources for protecting the work area.

Learners must be able to plan and prepare a surface and work area, identifying

surface defects, calculating drops, setting up work station, mixing adhesive, measure and cutting paper and marking a plumb line.

Learners must be able to apply paste and fold paper, apply first drop to plumb line

and butt subsequent drops, smooth paper and finish angles before trimming excess paper and removing excess paste.

Learners must be able to clean all tools and equipment and reinstate the work

area.

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Unit 37 - Exploring Painting and Decorating

Unit Title: Exploring Painting and Decorating Unit Level: Two Unit Credit Value: 5 GLH: 30

Unique Reference

Number: J/600/0076




1. Know the hand tools, materials and access equipment used by decorators to perform specified tasks.

1.1. Identify hand tools and access equipment used to perform painting and decorating tasks.

1.2. Select hand tools and access equipment used to perform painting and decorating tasks.

1.3. Identify the materials used to perform painting and decorating tasks.

1.4. Select the materials used to perform painting and decorating tasks.

2. Understand safe working practices to prepare new and previously painted surfaces for painting.

2.1. Identify the PPE and safe working practices used to perform painting and decorating tasks.

2.2. Explain the selection of PPE and safe working practices used to perform painting and decorating tasks.

3. Be able to apply safe working practices in the application of paints to prepared surfaces.

3.1. Follow manufacturer’s guidelines when preparing materials for use.

3.2. Perform painting and decorating activities using hand tools.

3.3. Demonstrate the safe use of materials when performing painting and decorating tasks.

3.4. Demonstrate the safe use of low level access equipment when performing painting and decorating tasks.

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1. Know the hand tools, materials and access equipment used by decorators to perform specified tasks.

2. Understand safe working practices to prepare new and previously painted surfaces for painting.

3. Be able to apply safe working practices in the application of paints to prepared surfaces.


Delivering Unit 37 - Exploring Painting and Decorating The aim of this unit is to give the learners the opportunity to expand their knowledge of painting and decorating and further develop their skills. It will cover hand tools, equipment and materials used as well as practical activities to demonstrate their skills as well as showing how they are able work safely at all times.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will be able to identify hand tools and materials used in painting and decorating as well as access equipment and for which they should know the safe way of erecting and working from. They must then be able to select the correct hand tools, materials and access equipment to carry out a given tasks and should be able to explain their selections. Learners will also be expected to be able to identify safe working practices that are associated with the given task, highlighting potentials risks and explain what actions they will take to minimise risk including identifying and selecting the correct personal protective equipment required for the tasks, again explaining their selection.

Learners will carry out a range of practical tasks to demonstrate their skills and must be able to follow manufactures guidelines when preparing materials, explain what these guidelines are and how they will carry them out. They will then perform painting and decorating activities using a range of hand tools to apply both water-based and solvent- based paints to different surfaces, carrying out any preparatory works to ensure a good finish. Throughout these practical tasks, learners must demonstrate how they use materials safely, ensuring that they are following manufactures guidelines and in both application and cleaning. Learners will also demonstrate how they will work safely from low level access equipment when carrying out painting and decorating tasks and this should include stepladders, podium steps and hop-ups, explain the risks involved in using each and what actions the learners will take to minimise such risks.

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Unit 37 content

Learners must be able to identify and select appropriate of hand tools, access equipment and materials for a range of tasks.

Learners must be able to identify personal protective equipment and safe working

practice and explain their selection for each of the given tasks.

Learners must be able to follow manufactures guidelines, perform a range of painting and decorating tasks and demonstrate the safe use of both materials and low level access equipment while carrying out the tasks.

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Unit 38 - Problem Solving in the Workplace

Unit Title: Problem Solving in the Workplace

Level: One

Credit Value: 2 GLH: 18

Unique Reference No: Y/505/0454 This unit has 3 learning outcomes.



1. Be able to identify problems that occur in the workplace.

1.1. Outline three problems that can occur in the workplace.

1.2. Give reasons why the identified problems may arise.

2. Be able to identify methods for solving problems in the workplace.

2.1. Outline methods for solving three specified problems.

2.2. Give examples of factors which may influence the choice of problem solving method.

2.3. Identify sources of information or support available for the methods described.

3. Know how to select a problem solving method.

3.1. Outline two sequences of action which could be taken to solve a specified problem.

3.2. State which is your preferred solution and why.

3.3. Identify the advantages and disadvantages of the preferred solution.

http://register.ofqual.gov.uk/Unit/Details/M_600_3067

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1. Be able to identify problems that occur in the workplace. 2. Be able to identify methods for solving problems in the workplace. 3. Know how to select a problem solving method.


Delivering Unit 38 - Problem Solving in the Workplace The aim of this unit is to introduce the learner to problem solving in the workplace, getting them to consider what can cause a problem and how problems can be resolved. It will get the learners to identify ways of solving a problem, how they can work with others to find a solution and how to reflect on problem solving methods, identifying how effective they were.

Working within a supervised training environment, consisting of classroom based teaching, the learners, through guided discussions with other group members and the tutor, will identify and be able to state at least three types of problems that can occur in the workplace and give reasons why they may arise. These problems could include clash of personality and other personal issues, problems with tools, materials or equipment, issues with other organisations such as; suppliers or shops, relationships within an organisation or group, or areas where the problem is very much out of their hands such as weather.

Learners will look at how to identify ways of solving problems by selecting at least three specific issues, outlining methods to solve them, including factors which may influence their choice of method, and identify where they can get support or information to help resolve the issue.

The groups of learners could be broken down into smaller groups with each assigned a particular problem to look at and then, as a group, discuss how they would work collaboratively to solve a problem. They could look at how they were able to communicate within the group on the issues and how they were able to come up with a potential solution that they all agreed with. This could be by breaking the problem down and each looking at a specific part, thinking about what could be done differently and feeding back to their group for agreement. Alternatively it could be by group members taking different roles within their group and looking at the problem from their perspective. It may be possible for each small group to be given the same problem and then at the end all feed into the group as a whole noting similarities and differences.

From these group discussions learners must outline two sequences of action which can be taken to resolve a specified problem, state what their preferred solution would be and why, and identify potential advantages and disadvantages of their preferred solution.

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Unit 38 content

Learners must be able to recognise a range of problems that can occur within the workplace and state at least three of these, giving reasons why they may arise.

Learners must be able to outline methods for solving three specified problems,

outlining influencing factors relating to the method chosen to resolve and identifying sources of additional information and support.

Learners must outline two sequences of actions that could be taken to resolve a

specified problem, state which their preferred solution is, giving reasons why and identify advantages and disadvantages of the chosen solution.

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Unit 39 - Understanding and Using 2D shapes

Unit Title: Understanding and Using 2D Shapes Unit Level: One Unit Credit Value: 1 GLH: 9

Unique Reference

Number: H/503/3169




1. Understand the properties of 2D shapes. 1.1. Use vocabulary related to shape. 1.2. Identify a right angle. 1.3. Identify two right angles. 1.4. Identify four right angles. 1.5. Identify the properties of the sides and

angles of 2D shapes. 1.6. Identify a line of symmetry.

2. Be able to use the properties of 2D shapes to solve problems.

2.1. Identify which regular shapes tessellate. 2.2. Plan a tiling pattern. 2.3. Produce 2D shapes in different

orientations using grids.

3. Be able to read and record angles in degrees.

3.1. Read and record angles using the symbol for degrees.

4. Be able to measure and record angles in degrees.

4.1. Measure and record a variety of angles using a protractor.

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1. Understand the properties of 2D shapes. 2. Be able to use the properties of 2D shapes to solve problems. 3. Be able to read and record angles in degrees. 4. Be able to measure and record angles in degrees.


Delivering Unit 39 - Understanding and Using 2D shapes This unit will develop the learners understanding of 2D shapes and how to use them, both for reading of and designing plans and to introduce them to some of the tools to carry out this work such as set squares, rulers and protractors. They will be able to identify regular 2D shapes using the right vocabulary and measure and record angles using the correct tools, identify symmetry and recognise shapes that tessellate.

Working within a supervised training environment consisting of classroom based teaching the learners will be introduced to the vocabulary used when describing shapes including angles, symmetry, tessellation and length so that they are able to correctly read instructions regarding the use of 2D shapes as well as describe them. They will be introduced to the right angle and will be able to explain its properties before identifying the right angles in a number of shapes. From this they will be able to describe the properties of the sides of shapes in relation to angles and lengths as well as indicating lines on symmetry.

Learners should then consider various shapes and identify those that tessellate such as triangle, squares or hexagons and use this knowledge to draw up a tiling plan that can consist of just one shape or a combination of different shapes that all join together neatly, also combining hexagons, squares and triangles at different orientations which can be drawn up on a grid. Using both paper based and physical examples the learners can then practice reading and recording angles using the correct symbol (º), and after instruction be able use a protractor and practice measuring and recording various angles on everyday objects; they may be able to demonstrate this knowledge by describing shapes to a peer who cannot see it using just lengths and angles so that the other is able to draw it.

Unit 39 content

Learners must be able to use the correct vocabulary when describing shapes, be able to identify one, two and four right angles within shapes as well as describing shapes properties and identify lines of symmetry.

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Learners must be able to identify shapes that tessellate and use this knowledge to draw up a tiling plan and produce shapes at different orientations.

Learners must be able to read and record angles using the correct symbol.

Learners must be able to measure and record a variety of angles using a

protractor.

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Unit 40 - Group and Teamwork Communication Skills

Unit Title: Group and Teamwork Communication Skills Unit Level: One Unit Credit Value: 2 GLH: 18

Unique Reference

Number: J/505/0451




1. Understand methods of group and team communication.

1.1. Describe two methods of group and team communication.

1.2. Give examples of how and when the two methods can be used.

2. Understand how to use communication to maintain good working relationships with group and team members.

2.1. Identify two ways of ensuring group and team communication is as effective as possible.

2.2. Give two examples of why poor group and team communication sometimes occurs.

3. Understand roles within the team. 3.1. State why it is important to know own and others’ roles within the team.

3.2. Identify how to respond to requests from team leader.

3.3. State why team leaders need to use praise and constructive criticism in communication with their teams.

4. Be able to complete a task as part of a team.

4.1. Act on instructions given to team by team leader.

4.2. Agree with team members how to work together to carry out a task.

4.3. Work with team members to complete a task.

5. Be able to review a task as part of a team. 5.1. Agree with team members on aspects of the task which were performed well.

5.2. Agree with team members on aspects of the task which could have been improved.

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1. Understand methods of group and team communication. 2. Understand how to use communication to maintain good working relationships with

group and team members. 3. Understand roles within the team. 4. Be able to complete a task as part of a team. 5. Be able to review a task as part of a team.


Delivering Unit 40 - Group and Teamwork Communication Skills The aim of this unit is to provide the learner with an understanding of how to work successfully within a group or team. It explores the skills required to interact with others and allows the opportunity to practice and demonstrate these, raise awareness of the roles within a group and their functions and recognise the importance of cooperation.

Working within a supervised training environment consisting of classroom based teaching there should be plenty of opportunity for group working while also allowing time for self- reflection. To start the learner should be introduced to the various roles within a group and investigate the ways that groups interact through practical group work and role play. The use of a diary or reflective logs can be used to capture these and over time will show evidence of the learners’ progression. Groups should be arranged that cover both practical tasks as well as theoretical, and learners should have the opportunity to experience all of the various roles such as team leader; taking overall responsibility of ensuring that the groups aims are achieved, task leader; where they will be able to demonstrate their ability to liaise with other group member (where a group is carrying out a number of smaller tasks that feed into the final aim), as well as lay member; carrying out instructions as requested.

From this work they learners should be able to describe at least two methods of communication within a group or team and give examples of when these methods have been used. They should also be able to say how they can ensure that the communication methods are effective and give examples of when poor communication has occurred and its impact.

Learners should understand the roles within a team, stating why it is important to be aware of both their own and others roles. They must be able to identify how to respond to requests from the team leader as well as why it important that the team leaders uses praise and constructive criticism when communicating.

Finally the learner will be able to complete a task, working with other team members, and demonstrating that they are able to reach agreement on how the task will be completed,

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act on instructions and work as a team. To finish they should review the task as a team, identifying what went well, and what could be improved.

Unit 40 content

Learners must be able to identify and give examples of methods of communication.

Learners must be able to identify ways of ensuring effective communication.

Learners must be able to understand the various roles that make up a group.

Learners must be able to identify how to respond to requests from the team leader and state why leaders need to use praise and constructive criticism with their teams

Learners must be able to work as a team to complete a given task, acting on

instruction from the team leader, and agreeing how to work together to complete the task. They must be able to review a task, agreeing on what went well, and what could be improved.

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Unit 41 - Introduction to Self Employment: Level 2

Unit Title: Introduction to Self Employment: Level 2 Unit Level: Two Unit Credit Value: 2 GLH: 10

Unique Reference

Number: H/501/5786




1. Identify self-employment opportunities. 1.1. Describe own skills, abilities and achievements that might be useful in self- employment.

1.2. Describe possible self employment opportunities.

2. Produce a simple business plan. 2.1. Identify required resources. 2.2. Estimate costs and potential income. 2.3. Prepare a simple business plan.

3. Understand the legal and practical aspects of being self employed.

3.1. Describe barriers to and aspects of self- employment.

3.2. Identify sources of help. 3.3. Describe main legal aspects of self

employment.

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1. Identify self-employment opportunities. 2. Produce a simple business plan. 3. Understand the legal and practical aspects of being self employed.


Delivering Unit 41 - Introduction to Self Employment: Level 2

The aim of this unit is to introduce learners to the skills, knowledge and resources required to work self-employed. It will look at the learners existing attributes and examine how this could be of use if self-employed as well as the opportunities that self- employment can present. They will also identify the resources required, possible costs and produce a business plan before looking at the barriers, sources of help and legal aspects to self-employment.

Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research; learners will firstly identify their own skills and examine how these may be of use if they were working as self-employed. This could include identifying the work that they were confident in taking on to ensure that produced work is to an expected standard to help develop a good reputation and reduce their costs due to snagging. They will need good mathematical skills to be able to prepare quotes for work that were both competitive and allowed them to earn a good salary, as well as budgeting for an expansion in their work and to calculate tax and national insurance contributions, learners should be aware that they could employ an accountant but take into account the additional costs this would involve. Other skills that they may consider are those such as patience, attention to detail, a confident approach with people and good presentation and communication skills. For each of these and others the learners should explain how they have developed and use these skills providing evidence for each and describing how they will be of benefit to self-employment.

Learners should be able to describe the possible opportunities that self-employment can present such as being able to set their own work patterns, being able to grow a business and the long-term impacts that this can have on later life, employing others and going for larger contracts, gaining a good reputation with larger contractors and becoming part of their supply chain as well as developing their skills as both a trades and business person. They must also be able to identify the required resources to first start out as self- employed, having the right tools and equipment as well as the knowledge on how to use them safely and correctly, transportation that is fit for purpose, a space to prepare quotes, invoices and tax returns and the equipment and IT skills necessary to do this correctly. Learners should, through research, be able to estimate their initial start up and running costs and identify potential income through competitive pricing of work, the availability of that work and investigating potential trade discounts that they could get on tools,

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equipment and materials through wholesalers. Using this information the learners must prepare a basic business plan that should include:

Company name

Business description

Staff, with their experience, knowledge and skills

Services they can provide

Premises and resources

Financial information, start up and operating costs, anticipated income

Risk analysis

Market research.

Learners must also describe the possible barriers to working as self-employed, possible slow start while they build a reputation, competitors, down turn in the markets, rising costs of materials and resources and the impact that these could have. They must also be able to identify potential sources of help that could include local chambers of commerce, business start-up support organisations, networking groups and possible local and national government support and advice and be able to explain how these would be accessed. Finally learners need to consider the legal aspects of being self-employed and describe how they will ensure that they adhere to these and should include insurances, public and employee liability, registering for tax and self-employed national insurance and registering the business with Companies House, as well as any specific requirements relating to their area of work, membership of a trade association etc.

Unit 41 content

Learners must be able to describe their own skills, abilities and achievements that would be useful in self-employment and describe possible opportunities.

Learners must be able to identify resources, estimate costs and potential income and

prepare a simple business plan.

Learners must be able to describe the barriers to and aspects of self-employment, identify sources of help and describe the main legal aspects of self-employment.

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Unit 42 - Preparing for Work

Unit Title: Preparing for Work Unit Level: One Unit Credit Value: 3 GLH: 27

Unique Reference

Number: T/505/4107




1. Be able to identify career or job options. 1.1. Using at least two information sources, record career or job options.

1.2. Choose one option of career or job to meet own requirements.

2. Understand the requirements for a work or training opportunity.

2.1. Identify the employer or training organisation requirements for successful applications.

2.2. Identify own skills, experience and qualities that match the requirements.

3. Be able to complete applications for work or training.

3.1. Complete two application forms legibly, providing the information requested.

3.2. Check the form for accurate spelling and grammar, making amendments as required.

3.3. Produce a simple CV which includes essential information.

4. Be able to present themselves at an interview.

4.1. Arrive in good time for an interview. 4.2. Use body language to indicate positive

interest in the position available. 4.3. Give responses that provide the

information requested in interview questions.

5. Be able to plan for future work or training. 5.1. Produce an action plan for future work or training, listing necessary short term actions.

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1. Be able to identify career or job options. 2. Understand the requirements for a work or training opportunity. 3. Be able to complete applications for work or training. 4. Be able to present themselves at an interview. 5. Be able to plan for future work or training.


Delivering Unit 42 - Preparing for Work The aim of this unit is to provide the learner with an introduction to the knowledge and skills required for moving into employment. This will take the learner from the initial stage of identifying a career option and how to access opportunities through the application process and onto the interview stage before developing a plan for future work and training.

Working within a supervised training environment consisting of classroom based teaching, solo and group working and with role play to demonstrate and practice interview skills, learners will first be able to identify a career or job option. They should be able to outline the sources of career information available to make a decision, and use this to identify a career or job that meets their own requirements.

Next they should look at employers or training organisations requirements for successful applications and identify how their own skills that match these requirements. Learners should have the opportunity to practice completing application forms to an acceptable standard, checking that all information is correct in regards to spelling and grammar, and should be able to produce two fully and correctly completed applications. In addition the learner will produce a simple CV that includes contact details, work, education and training history, as well as stressing their strengths and skills.

The learner will be given the opportunity to work within a group to identify the skills required when being interviewed and be able to practice these through role play and to show evidence of their ability to work effectively and responsibly with others. They will be able to explain how to prepare in advance, include appropriate dress, travel planning, employer research and techniques for answering questions, as well as being able to demonstrate positive body language during mock interviews. Where possible they should have the opportunity to practice this with a real or organised mock interview where there will be a requirement for them to arrive on time and suitably dressed, use positive body language and give responses that contain suitable information.

Finally learners must produce an action plan for their future career or training activities, listing the short-term steps actions necessary to support their aims.

149


Unit 42 content

Learners must provide at least two sources of information on career options such

as the National Apprenticeship Service, Prospects etc. and have identified a career or job that matches their own requirements.

Learners must identify what employers are looking for in new recruits and to be

able to match their own skills to these requirements.

Learners must produce at least two fully completed application forms that are legible and contain all the requested information. The forms should have been checked for spelling and grammar with amendments as required. They should also produce a simple CV that contains all the expected information including, contact details, personal profile, skills and strengths and education, training and employment history.

Learners must be able to explain how to prepare for an interview including

appropriate dress and why it is important to arrive in good time at an interview. Demonstrate positive body language and give appropriate answers to questions in an interview situation.

Learners must produce an action plan that details future work or training aims

listing all necessary short term actions.

150


6. Appendix 1 - Resource Suggestions Centres can use a variety of engaging assessment activities to capture evidence of learners’ understanding. Activities such as:

Case studies

Group discussion recorded on flip chart

Written and oral questioning

Presentations

Multiple choice questionnaires

Role play

Simulations Note: this is not an exhaustive list

The forms provided in the Appendices for gathering learner evidence against the individual assessment criteria are optional forms. Centres can use their own paperwork provided they can ensure that the work is ordered and portfolio references provided as required.

151


7. Appendix 2 - Assessment Documentation

Learner Evidence Record Unit 1 NOCN Level 1 Diploma in Construction Crafts

Unit Title: Health and Safety and Welfare in Construction

Ofqual Unit Reference Number: D/502/3692

Learning Outcome 1: Know the causes of accidents in construction.

Assessment Criteria Evidence Portfolio Ref

1.1. Describe the causes of accidents in construction.

Learning Outcome 2: Know about the hazards and safety signs in a construction environment.


2.1. Identify potential hazards in a construction environment.

2.2. Identify the safety signs used in a construction environment.

Learning Outcome 3: Know how to minimise the risk of hazards.


3.1. Identify and select methods used to minimise the risks of hazards.

3.2. Describe ways to reduce risks.

152


Evidence Record continued NOCN Level 1 Diploma in Construction Crafts

Unit Title: Health and Safety and Welfare in Construction


Learning Outcome 4: Know about the different types of fire extinguishers and when to use them.


4.1. List different types of fire extinguishers.

4.2. Describe when different types of fire extinguishers should be used.

Learning Outcome 5: Know about the legislation HASAWA and COSHH.


5.1. Describe the purpose of HASAWA.

5.2. Describe the purpose of COSHH.

153



Unit Title: Starting Work in Construction

Ofqual Unit Reference Number: M/502/3695

Learning Outcome 1: Know about different types of career opportunities available in construction.


1.1. Describe different types of career opportunities in construction.

Learning Outcome 2: Know about different types of organisation offering career opportunities in

construction.


2.1. Describe different types of organisation that offer career opportunities in construction in terms of their size and the nature of the work they undertake.

Learning Outcome 3: Understand how career choices can impact upon an individual’s lifestyle.


3.1. Explain how an individual’s lifestyle may be influenced by the career choices they make.

Learning Outcome 4: Be able to make informed career choices.


4.1. Make realistic career choices based upon information provided.

154



Unit Title: Starting Work in Construction


Learning Outcome 5: Be able to work responsibly with others.


5.1. Demonstrate good team working skills by working responsibly and co- operatively.

Learning Outcome 6: Be able to seek and respond to guidance when working as part of a team.




155



Unit Title: Introduction to Environmental Sustainability

Ofqual Unit Reference Number: J/503/0118

Learning Outcome 1: Know why it is important to support a sustainable environment.


1.1. List three reasons why sustainability is important.

Learning Outcome 2: Know the three R’s of sustainability and how they can be applied in

construction.


2.1. State one material that can be recycled in construction.

2.2. State one construction material that could be reused.

2.3. State how the level of waste material could be reduced in the construction process.

Learning Outcome 3: Understand why it is important to correctly dispose of waste.


3.1. List three hazards that could be caused by construction waste not being disposed of correctly.

156



Unit Title: Developing Plastering Skills

Ofqual Unit Reference Number: A/506/8834

Learning Outcome 1: Be able to recognise the resources required to apply plaster.


1.1. Identify the plastering

Hand tools

Resources.

Learning Outcome 2: Be able to prepare a background surface.


2.1. Use safe working practices to

Clean background surface

Apply corner beads

Learning Outcome 3: Be able to apply plaster coats.



Mix plaster

Apply background plaster coat

Apply setting coat

Apply finish coat

Learning Outcome 4: Be able to clean up on completion.


4.1. Use safe working practices to clean

Tools

Equipment

Work area

157



Unit Title: Plastering Techniques


Learning Outcome 1: Know about tools and equipment used in plastering.


1.1. Identify and state the purpose of hand tools/items of equipment used in plastering.

Learning Outcome 2: Know about materials used in plastering.


2.1. Identify and state the purpose of materials used in plastering.

2.2. Outline the process involved in mixing two types of plaster.

2.3. Mix two types of plaster.

158





Learning Outcome 3: Know about backgrounds that receive plaster.


3.1. Indicate backgrounds that commonly receive plaster.

3.2. Identify a given background and state one of its characteristics in relation to plastering.

Learning Outcome 4: Be able to plan and prepare for plastering.


4.1. State checks required before starting to plaster.

4.2. State and demonstrate the process for checking the suction of a wall.

4.3. Outline and demonstrate one basic method for setting out a wall.

4.4. Outline and demonstrate the process for fixing angle-beads.

159





Learning Outcome 5: Know about floating techniques.


5.1. Outline the procedure for floating a wall using either plumb and dot or broad screed methods.

Learning Outcome 6: Be able to plaster.


6.1. Pick up plaster from a spot board and a hawk.

6.2. Apply a plaster coat onto a sample section of wall.

6.3. Scratch the base coat.

6.4. Lay a second coat of plaster onto the wall.

6.5. Smooth surface with a float.

160


Learner Evidence Record Unit 6

NOCN Level 1 Diploma in Construction Crafts Unit Title: Apply plaster materials to internal backgrounds


Learning Outcome 1: Be able to prepare to apply plaster materials to internal backgrounds.


1.1. Interpret information from drawings of plans and elevations relating to the positioning of board and plaster coating.

1.2. Interpret information from specifications relating to the positioning of board and plaster coatings.

1.3. Interpret information from schedules and manufacturers information relating to plasterboard fixing.

1.4. Check conformity of information sources relating to plasterboard fixing and backgrounds.

1.5. Select the correct plaster, plasterboard and components from the given specification.

1.6. Calculate quantities of specified materials relating to plasterboard, fixing and amounts of plaster required.

1.7. Select the correct tools and equipments relating to plasterboard fixing and plastering to carry out the work.

1.8. Select the correct ancillary equipment relating to plasterboard fixing and plastering.

161





Learning Outcome 2: Be able to apply materials to internal backgrounds.


2.1. Comply with the given specification relating to the application of plasterboard and plaster coatings to brick and blockwork.

2.2. Comply with written and oral instructions relating to plasterboard fixing and plastering.

2.3. Carry out the installation of sheet plasterboard and skim beads in accordance with the given specification.

2.4. Carry out corrective actions if appropriate relating to applying materials to internal backgrounds.

162





Learning Outcome 3: Be able to apply plaster to internal brick or block backgrounds.


3.1. Install expanded metal lathing (EML) to background surfaces in narrow strips in accordance with the given specification.

3.2. Use the correct materials to apply one and two coat plaster to brick or block backgrounds in accordance with the given specification.

3.3. Carry out the application and finish of one and two coat plaster to brick or block backgrounds using a range of hand tools in accordance with the given specification.

163





Learning Outcome 1: Know how to interpret information related to the application of plaster materials to internal surfaces.


1.1. Describe the purpose of information systems relating to internal plasterwork.

1.2. Describe how to interpret working drawings and specifications correctly for internal applications.

1.3. Describe the organisational procedures for reporting discrepancies with information provided for the given task.

164





Learning Outcome 2: Know how to select and prepare materials for the application of plaster materials to internal surfaces.


2.1. Describe the correct method for storing plasters and the reason for storing in-date order.

2.2. Describe the issues that can arise from the use of out-of-date plaster materials

2.3. Describe how to test backgrounds to receive plaster materials.

2.4. Describe the reasons for ensuring the compatibility of backgrounds and finish plaster.

2.5. Describe the limitations of the different materials required for internal plasterwork.

2.6. Describe the purpose and use of narrow width expanded metal lath.

2.7. Describe the purpose and use of metal trims for internal work.

165





Learning Outcome 3: Know how to apply plaster materials to internal backgrounds.


3.1. Describe how to prepare the work area prior to commencing an internal plastering task.

3.2. Describe the method used to prepare background surfaces to receive plaster materials.

3.3. Describe the correct sequence of operations for mixing plaster materials.

3.4. Describe the correct methods used to apply one- and two-coat plaster to brick, block and plasterboard internal backgrounds.

3.5. Describe how to form internal and external angles correctly.

3.6. Describe why expanded metal lath is fixed to cover wall plates and internal work.

166



Unit Title: Developing Joinery Skills

Ofqual Unit Reference Number: H/502/3693

Learning Outcome 1: Know the hand tools used in the basic joinery processes.


1.1. List and describe appropriate hand tools to be used in basic joinery processes.

Learning Outcome 2: Know the materials and fixings used in the basic joinery processes.


2.1. List and describe appropriate materials and fixings to be used in basic joinery processes.

Learning Outcome 3: Know the Personal Protective Equipment (PPE) used in basic joinery

processes.


3.1. List and describe appropriate Personal Protective Equipment (PPE) to be used in basic joinery processes.

Learning Outcome 4: Be able to apply safe working practices to produce a joinery product.


4.1. Select and use hand tools safely to produce a stool in an acceptable time.

167



Unit Title: Developing Joinery Skills




5.1. Maintain a clean and tidy work environment.






168




Ofqual Unit Reference Number: F/507/1038

Learning Outcome 1: Know how to select and use hand tools to produce basic woodworking joints.


1.1. State the uses of a range of woodworking hand tools used to produce basic woodworking joints.

1.2. State the methods of holding and supporting the work.

1.3. State how to identify faults to woodworking hand tools.

169





Learning Outcome 2: Know how to select and store materials used to produce basic woodworking joints.


2.1. State the methods for timber conversion of materials.

2.2. State the methods of seasoning materials.

2.3. State the importance of storing materials correctly and securely.

2.4. Outline the importance and necessity of using the correct materials for the work.

2.5. State the properties of a range of different woods.

170





Learning Outcome 3: Know how to mark out to produce basic woodworking joints.


3.1. State why working drawings are important when marking out.

3.2. List the tools used to mark out timber to produce woodworking joints.

3.3. State the different checks that can be used to ensure the accuracy of marking out tools.

Learning Outcome 4: Know how to form basic woodworking joints.


4.1. List a range of different woodworking joints.

4.2. State a range of different uses for woodworking joints.

4.3. State the properties of a range of adhesives used when forming basic woodworking joints.

4.4. List the common defects found in timber.

171



Unit Title: Produce basic woodworking joints


Learning Outcome 1: Be able to select and use woodworking hand tools to produce basic woodworking joints.


1.1. Use a range of woodworking hand tools to produce basic woodworking joints to the given specification.

1.2. Use holding devices to secure timber while working.

Learning Outcome 2: Be able to select and store materials used to produce basic woodworking

joints.


2.1. Use materials in accordance with the given specification to produce basic woodworking joints.

2.2. Store materials correctly and securely during and after use.

172



Unit Title: Produce basic woodworking joints


Learning Outcome 3: Be able to mark out to produce basic woodworking joints.


3.1. Use basic line drawings when marking out to produce basic woodworking joints.

3.2. Produce full size drawings of products being developed in accordance with the given specification.

3.3. Use the appropriate marking out tools correctly.

3.4. Perform checks on marking out tools to ensure they are accurate prior to use.

3.5. Use tape measure and rules to mark out materials correctly.

Learning Outcome 4: Be able to form basic woodworking joints.


4.1. Use appropriate hand tools to form basic frames using a range of woodworking joints to the given specification.

173





Learning Outcome 1: Know how to maintain and store carpentry and joinery hand tools.


1.1. State the Personal Protective Equipment (PPE) that should be used when sharpening tools and tooling.

1.2. State the legislation which governs the use of grinding wheels.

1.3. Identify the different types of sharpening stones.

1.4. State the correct procedure to sharpen tools using a grinder and oilstone.

1.5. State the correct method for sharpening hand-held drills.

1.6. State why it is important to store hand tools correctly.

174





Learning Outcome 2: Know how to use carpentry and joinery handsaws.


2.1. Identify the different types of carpentry and joinery handsaws.

2.2. State the purposes of different types of handsaw.

2.3. State why the shape and size of saw teeth are different for different uses.

2.4. State the correct method of using a carpentry and joinery handsaw.

2.5. Identify the potential hazards associated with using a carpentry and joinery handsaw incorrectly.

2.6 State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery handsaws.

175





Learning Outcome 3: Know to use carpentry and joinery hand-held planes.


3.1. State the different types and uses of carpentry and joinery planes.

3.2. State how to plane timber correctly to form a face side and a face edge.

3.3. State how to plane timber to size correctly using a block, jack/ smoothing or try plane.

3.4. State how to form a rebate or groove correctly using shoulder, bullnose, rebate or combination planes.

3.5. State how to plane a curved surface correctly using a compass plane or spokeshave.

3.6. State why carpentry and joinery planes are available in different lengths.

3.7. Identify the potential hazards associated with using carpentry and joinery hand-held planes incorrectly.

3.8. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery hand- held planes.

176





Learning Outcome 4: Know how to use carpentry and joinery hand-held drills.


4.1. State how to use a range of hand- held drills.

4.2. Identify the different types of bits used to drill holes in timber and manmade products.

4.3. State how timber can be damaged by the incorrect use of hand-held drills.

4.4. State the correct and most appropriate method for drilling through timber and manmade products.

4.5. State the different holding devices available to use when drilling timber.

4.6 Identify the potential hazards associated with using carpentry and joinery hand-held drills incorrectly.

4.7. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery hand- held planes.

177





Learning Outcome 5: Know how to use carpentry and joinery chisels.


5.1. State the different types of carpentry and joinery chisels and associated tools.

5.2. State how to correctly form grooves and mortices using carpentry and joinery chisels.

5.3. State the correct and safest method for carrying carpentry and joinery chisels.

5.4. List the common uses of carpentry and joinery chisels.

5.5. Identify the potential hazards associated with using carpentry and joinery chisels incorrectly.

5.6. State the Personal Protective Equipment (PPE) that should be used when using carpentry and joinery chisels.

178





Learning Outcome 1: Be able to maintain and store carpentry and joinery portable power tools.


1.1. Check tools and cables for damage and ensure tools have a valid test certificate, reporting any issues in accordance with organisational procedures.

1.2. Prepare different types of power sources correctly to operate portable power tools.

1.3. Charge batteries correctly and in accordance with the manufacturers’ instructions.

1.4. Change tooling on portable power tools in accordance with manufacturers’ instructions and organisational safe operating procedures.

1.5. Check tooling for damage or incorrect installation reporting any issues in accordance with organisational procedures.

1.6. Store portable power tools securely, safely and in accordance with manufacturers’ instructions.

179





Learning Outcome 2: Be able to use carpentry and joinery portable power tools to cut, shape and finish.


2.1. Use the appropriate Personal Protective Equipment (PPE) correctly to carry out the work.

2.2. Carry out cutting, shaping and sanding of materials to the given specification.

2.3. Use appropriate holding devices to secure materials correctly.

2.4. Use correct tooling for the materials being cut, shaped and finished.

180





Learning Outcome 3: Be able to use carpentry and joinery portable power tools to drill and insert fixings and fastenings.


3.1. Use suitable fixings and/or fastenings for different materials in accordance with given specification.

3.2. Drill holes to the given specification using portable power tools.

3.3. Use portable power tools to secure fixings and/or fastenings to different surfaces using to the given specification.

181




Unit Title: Performing Joinery Operations


Learning Outcome 1: Know the hand tools and materials commonly used to perform joinery

tasks.


1.1. Identify the hand tools used to perform joinery tasks.

1.2. Select the hand tools required to perform given joinery tasks.

1.3. Identify the materials used to perform joinery tasks.

1.4. Select the materials required to perform given joinery tasks.




1.8. Set out and cut joints in timber.

1.9. Use a range of joints to produce a panel door or a casement window to a given specification.

182



Unit Title: Performing Joinery Operations


Learning Outcome 2: Understand the important health, safety and welfare issues associated with joinery tasks.




Learning Outcome 3: Be able to apply safe working practices to mark out and form joints for a

timber product.



3.2 Set out and cut joints in timber.

3.3 Use a range of joints to produce a timber product to a given specification.

183



Unit Title: Exploring Carpentry and Joinery


Learning Outcome 1: Know the hand tools and materials commonly used to perform carpentry and joinery tasks.


1.1. Identify the hand tools used to perform carpentry and joinery tasks.

1.2. Select the hand tools required to perform given carpentry and joinery tasks.

1.3. Identify the materials used to perform carpentry and joinery tasks.

1.4. Select the materials required to perform given carpentry and joinery tasks.

Learning Outcome 2: Understand the important health, safety and welfare issues associated with carpentry and joinery tasks.


2.1. Identify the PPE and safe working practices used to perform carpentry and joinery tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given carpentry and joinery tasks.

184



Unit Title: Exploring carpentry and joinery


Learning Outcome 3: Be able to apply safe working practices to mark out and form joints for a timber frame to a given specification.



3.2. Set out and cut joints in timber.

3.3. Use a range of joints to produce a timber frame to a given specification.

185



Unit Title: Developing Brickwork Skills


Learning Outcome 1: Be able to recognise the resources required to lay bricks and blocks.


1.1. Identify bricklaying hand tools

1.2. Identify bricklaying resources

Learning Outcome 2: Be able to joint brick and block work.


2.1. Use safe working practices to lay bed joints.

2.2. Use safe working practices to lay perp joints.

186



Unit Title Developing Brickwork Skills


Learning Outcome 3: Be able to lay bricks and blocks.



measure

gauge

level

plumb

range

build square

cut

install damp proof courses

install ventilation

install insulation

install wall tiles

form stopped ends

lay to building line

joint.

Learning Outcome 4: Be able to clean up on completion.


4.1. Use safe working practices to clean tools

4.1. Use safe working practices to clean equipment.

4.1. Use safe working practices to clean work area.

187



NOCN Level 1 Diploma in Construction Crafts Unit Title: Know how to carry out basic blocklaying


Learning Outcome 1: Know how to prepare to build block walling.


1.1. Identify a range of relevant information sources associated with blocklaying.

1.2. Identify common hazards associated with blocklaying activities.

1.3. State the information that can be interpreted from drawings related to blocklaying activities.

1.4. State the different scales commonly applied to drawings used in blocklaying.


1.6. Identify the resources required for building block walling and forming joint finishes.

Learning Outcome 2: Know how to set out the work area to build block walling.


2.1. State how to identify the correct location to position blocks, mortar and components ready for use.

188



Unit Title: Know how to carry out basic blocklaying


Learning Outcome 3: Know how to build block walling using dense concrete and lightweight insulation blocks.


3.1. State how to select and use hand tools and equipment correctly when building block walling.

3.2. State the methods used to maintain industrial standards when building block walling.


3.4. State the method of establishing bonds for block walling.

3.5. State the sequence of work and recommended walling heights built at any one time.

3.6. State the relevant safe working practices when building block walling at height.


189



Unit Title: Carry out basic blocklaying

Ofqual Unit Reference Number: L/507/2743

Learning Outcome 1: Be able prepare to build block walling to the given instruction and specification.



1.2. Identify drawings related to own work to be carried out



1.5. Produce a checklist of the resources required to carry out block walling and form joint to the required specification.

1.6. Use the correct method of laying block walling to the required specification.

1.7. Use given specification to calculate quantities of resources required for building block walling to the given specification.

1.8. Carry out checks to ensure that resources are suitable for constructing block walling.

190



Unit Title: Carry out basic blocklaying


Learning Outcome 2: Be able to set out for block walling to the given specification.


2.1. Position blocks, mortar and components in a safe manner.

2.2. Carry out manual handling when handling and lifting blocks within recommended safety limits and in accordance with legislation and official guidance.

2.3. Set out to build straight block walls and return corners in accordance with the work specification.

Learning Outcome 3: Be able to build block walling using dense concrete and lightweight insulation blocks to the given specification.


3.1. Prepare and cut blocks and components by hand in a safe and correct manner.

3.2. Build straight block walls and return corners using dense concrete and lightweight insulation blocks to the given specification.

3.3. Produce joint finishes to block walling to meet the given specification.

3.4. Conduct checks on completed work to ensure that it meets the given specification.

191




Unit Title: Know how to carry out basic bricklaying


Learning Outcome 1: Know how to prepare to build brick walling.


1.1. Identify a range of relevant information sources associated with bricklaying.

1.1. Interpret drawings related to bricklaying activities.

1.2. Identify common hazards associated with bricklaying.

1.3. State the information that can be interpreted from drawing relating to bricklaying.

1.4. State the different scales commonly applied to drawings used in bricklaying.

1.5. State the methods for reporting inaccuracies in information.

1.6. Identify the resources required for erecting brick walling and forming joint.

192





Learning Outcome 2: Know how to build straight brick walling and return corners in half brick stretcher bond.


2.1. State how to select and use hand tools and equipment correctly when building half brick walling.





193





Learning Outcome 3: Know how to build straight brick walling and return corners in one brick walling.


3.1. State how to select and use hand tools and equipment correctly when building one brick walling.





194



Unit Title: Carry out basic bricklaying

Ofqual Unit Reference Number: K/507/2748

Learning Outcome 1: Be able to prepare to build brick walling to the given instruction and specification.



1.2. Use drawings related to the bricklaying activities.



1.5. Produce a checklist of the resources required to carry out brick walling and form joint.

1.6. Use the correct method of laying brick walling to the required specification

1.7. Use given specification to calculate quantities of resources required for building brick walling.

1.8. Carry out checks on the suitability of resources for brick walling.

195





Learning Outcome 2: Be able to set out for brick walling to the given specification.


2.1. Position bricks, mortar and components in a safe manner.

2.2. Carry out manual handling to handle and lift bricks within recommended safety limits and in accordance with legislation and official guidance.

2.3. Set out to build straight brick walls, return corners and junctions in accordance with the work specification.

196





Learning Outcome 3: Be able to build straight brick walling and return corners in half brick stretcher bond.



3.2. Set out and build straight brick walls, lining in straight lengths, and return corners in half brick stretcher bond to the given specification.



197





Learning Outcome 4: Be able to build straight brick walling and return corners in one brick walling.



4.2. Set out and build straight brick walls (English and Flemish bond) and return corners in one brick walling to the given specification.


4.4. Conduct checks in completed work to ensure that it meets the given specification.

198





Learning Outcome 5: Be able to form junctions in brick and block walling.



5.2. Form junctions in brick and block walls to the given specification.

5.3. Produce joint finishes to walling to meet the given specification.


199



Unit Title: Perfoming Brickwork Operations


Learning Outcome 1: Know the hand tools and materials commonly used to perform brickwork tasks.


1.1. Identify the hand tools used to perform brickwork tasks.

1.2. Select the hand tools required to perform given brickwork tasks.

1.3. Identify the materials used to perform brickwork tasks.

1.4. Select the materials required to perform given brickwork tasks.

Learning Outcome 2: Understand the important health, safety and welfare issues associated with

brickwork tasks.


2.1. Identify the PPE and safe working practices used to perform brickwork tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given brickwork tasks.

200



Unit Title: Perfoming Brickwork Operations


Learning Outcome 3: Be able to apply safe working practices to the setting out and construction

of complex brickwork to given specifications.


3.1. Identify the correct bonding arrangements to be used in the construction of complex brickwork.

3.2. Set out complex brickwork to given dimensions with some guidance and supervision.

3.3. Produce complex brickwork to given specifications.

201





Learning Outcome 1: Understand the principles and purpose of brickwork bonding.


1.1. Define the purpose of bonding.

1.2. Define the rules of bonding.

1.3. Describe types of bond and where they would be used.

Learning Outcome 2: Be able to construct brick walls with the appropriate skills.


2.1. Use appropriate skills to prepare and construct:

A one brick thick wall in English

Bond

A one brick thick wall in Flemish

Bond

A right angle quoin in English Bond

A straight wall with one quoin and one stopped end in Flemish Bond

202





Learning Outcome 3: Build brick on edge (BOE) coping to solid one brick walls.


3.1. Finish top of wall using a BOE.

3.2. Ensure all cross-joints are full.

3.3. Ensure BOE is level in length and across the wall.

3.4. Point the BOE to a tooled finish.

203



Unit Title: Developing Skills in Fitted Interiors


Learning Outcome 1: Be able to recognise the resources required to fit interiors.


1.1. Identify hand tools.

1.2. Identify materials.

Learning Outcome 2: Be able to fit interiors.



Measure

Assemble

Position

Bend pipes

Form joints

Level

Plumb

Install.

204



Unit Title: Assemble Units for Interiors


Learning Outcome 1: Know how to interpret information.


1.1. Follow drawings and assembly instructions to complete assembly of interior units.

Learning Outcome 2: Know how to prepare and assemble components to specification.


2.1. Check the correct quality and quantity of components are available.

2.2. Check that resources are available and ready for use.



2.5. Complete assembly in the correct sequence according to work specifications and specified quality.

205



Unit Title: Assemble Units for Interiors


Learning Outcome 3: Know how to finish and check the assembly.


3.1. Check assembly with relevant person to ensure quality standards.


Learning Outcome 4: Understand the ways of working that ensure their own and others safety.



206



Unit Title: Prepare Resources and Materials for Creating Interiors


Learning Outcome 1: Know how to make the assembly and placement area ready for work.


1.1. Prepare the work area correctly and safely ready to install funiture.

Learning Outcome 2: Know how to prepare furniture components and resources ready for

assembly.


2.1. Check that the correct quality and quantity of components are available.






207



Unit Title: Fitting Units for interiors




1.1. Follow drawings and verbal instructions to complete fitting of interior units.

Learning Outcome 2: Know how to fix and fit furniture components in location.




Learning Outcome 3: Know how to check the final fitting of an interior.


3.1. Check interior for quality standards with relevant person.

3.2. Clean and clear work area.




208



Unit Title: Fix and Fit Work Surfaces

Ofqual Unit Reference Number: R/600/3076



1.1. Follow drawings and verbal instructions to complete fitting and fixing of a work surface.

Learning Outcome 2: Know how to check the work area is ready for positioning the work surface/s.


2.1. Check with an appropriate person that the work area is ready and that all preparations have been completed.

2.2. Ensure the required tools and fixings are available to carry out the work required.

2.3. Make sure the dimensions and alignments are to the required specification.

209



Unit Title: Fix and Fit Work Surfaces


Learning Outcome 3: Know how to secure work surface/s in position.


3.1. Securely fit the work surface in location using the appropriate fixings.

3.2. Finish the work surface using the appropriate method.

3.3. Check with an appropriate person that the work surface/s have been fitted correctly.




210



Unit Title: Basic Tiling: Equipment and Materials


Learning Outcome 1: Know about tools and equipment used for floor and wall tiling.


1.1. Identify appropriate tools for different tasks

1.2. Identify appropriate equipment for different tasks

Learning Outcome 2: Know about relevant materials used in tiling.


2.1. Identify types of adhesive for different tasks.

2.2. Identify types of tiles for different uses.

2.3. State factors to be considered when deciding which tiles to use in a given situation.

211



Unit Title: Using Floor and Wall Tiling Techniques


Learning Outcome 3: Know about background surfaces.


3.1. Identify surfaces to which tiles are commonly fixed.

3.2 State a characteristic of each surface identified

Learning Outcome 4: Know about the Personal Protective Equipment (PPE) used for basic tiling.


4.1. Identify appropriate PPE for different tasks.

4.2 Outline why the PPE is needed

212



Unit Title: Basic Tiling Skills


Learning Outcome 1: Be able to plan for a tiling project.


1.1. Check any straight edges are plumb.

1.2. Use a simple gauge rod for even distribution of tiles.

1.3. Use a simple gauge rod to minimise cutting

1.4. Clean and prepare the surface.

1.5. Position as directed: a) tools b) equipment c) materials.

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Learning Outcome 2: Be able to use setting out and fixing techniques.


2.1. Use a basic setting out technique.

2.2. Spread tile adhesive over a given area appropriately.

2.3. Position and fix tiles to required standard

2.4. Use tile spacers to ensure an even gap between tiles.

2.5. Remove excess adhesive.

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Learning Outcome 3: Be able to use tile cutting techniques.


3.1. Cut tiles into internal corners to ensure a neat finish.

3.2. Select appropriate tools and cut round fixed obstacles.

3.3. Use safe working practice.

Learning Outcome 4: Be able to use grouting techniques.


4.1. Mix the grout according to the instructions.

4.2. Apply grout to tiles to the required standard.

4.3. Compact the joints removing any surplus.

4.4. Clean down the tiled area.

215



Unit Title: Developing Plumbing Skills


Learning Outcome 1: Know the hand tools used in basic plumbing processes.


1.1. List and describe appropriate hand tools to be used in basic plumbing processes.

Learning Outcome 2: Know the materials and components used in basic plumbing processes.


2.1. List and describe appropriate materials to be used in basic plumbing processes.

2.2. List and describe appropriate components to be used in basic plumbing processes.

Learning Outcome 3: Know the Personal Protective Equipment (PPE) used in basic plumbing

processes.


3.1. List and describe appropriate PPE to be used in basic plumbing processes.

216



Unit Title: Developing Plumbing Skills


Learning Outcome 4: Be able to apply safe working practices to perform plumbing processes.


4.1. Select and use hand tools safely to connect copper tubes.

4.2. Select and use hand tools safely to install a functioning sink.









217



Unit Title: Valves, Taps and Cisterns in Domestic Plumbing

Ofqual Unit Reference Number: Y/506/8761

Learning Outcome 1: Know about domestic taps.


1.1. Identify the components in different domestic taps.


1.3. Assess and repair common faults in different domestic taps.

Learning Outcome 2: Know about float and isolation valves.


2.1. Identify the components in different float and isolation valves.


2.3. Assess and repair common faults in different float and isolation valves.

218



Unit Title: Valves, Taps and Cisterns in Domestic Plumbing


Learning Outcome 3: Know about domestic toilet cisterns.


3.1. Identify components in two types of cisterns.

3.2. Describe the function of each component in the cisterns.

3.2. Assess and repair common faults in two types of domestic cistern.

Learning Outcome 4: Understand the need for water storage in a domestic cistern.


4.1. Describe why water needs to be stored in a domestic system.

4.2. Explain where this is done.

4.3. Explain why this is done.

219



Unit Title: Assembling and Fitting Units for Interiors




1.1. Interpret work specifications including drawings and assembly instructions.

Learning Outcome 2: Know how to prepare and assemble components to specification.


2.1. Make sure that the correct quality and quantity of components are available.




2.5. Complete assembly in the correct sequence in accordance with work specifications and specified quality.

220





Learning Outcome 3: Know how to finish and check the assembly against the specification/s.


3.1. Check assembly for quality standards.

3.2. Check and confirm that finished assemblies meet specification requirements.


Learning Outcome 4: Know how to position and secure furniture and components in location.


4.1. Mark out the location for correct position of units.



221





Learning Outcome 5: Know how to finish and check the final fitting of an interior.


5.1. Check interior for quality standards.

5.2. Check and confirm that finished interior meets specification requirements.

5.3. Clean and clear work area.

Learning Outcome 6: Understand the ways of working that ensure their own and other’s safety.



222



Unit Title: Domestic Plumbing Systems


Learning Outcome 1: Understand the distribution of water to and around domestic properties.


1.1. Outline the role of local water authorities.

1.2. Describe the layout of: a) basic direct plumbing systems. b) basic indirect plumbing systems.

Learning Outcome 2: Understand the layout and design of domestic drainage systems.


2.1. Describe the major differences between:

a) Drainage soakaways b) Septic tanks c) Local authority drainage systems.

Learning Outcome 3: Plan the positioning of plumbing hardware in a domestic property.


3.1. Produce a plan for a domestic system of:

taps,

stoptaps

service valves

gate valves

ball valves

siphons.

3.2. State the reasons for the positioning of plumbing.

223



Unit Title: Understanding Domestic Plumbing Systems


Learning Outcome 4: Plan appropriate pipework, storage and insulation systems for domestic property.


4.1. For a specific design for a domestic plumbing system, select:

a) Pipework b) Storage tank c) Insulation systems.

4.2. Give reasons for choices made.

Learning Outcome 5: Understand the main types of domestic hot water systems.


5.1. Describe the major differences between:

a) Direct and indirect hot water systems b) Oil, gas and solid fuel hot water systems.

Learning Outcome 6: Understand how to install major domestic appliances and facilities.


6.1. Describe the usual location and methods of installation of:

garden tap

washing machine

dishwasher

water heater

bathroom suite

shower unit.

224



Unit Title: Understanding Domestic Plumbing Systems


Learning Outcome 7: Understand the relative merits of common domestic central heating options.


7.1. Describe the main differences between oil, gas and solid fuel central heating systems.

7.2. Describe the most common problem in each system.

225



Unit Title: Developing Construction Painting Skills


Learning Outcome 1: Know the hand tools and equipment used in basic painting tasks.


1.1. List and describe appropriate hand tools and equipment to be used in the painting process.

Learning Outcome 2: Know the materials used in basic painting tasks.


2.1. List and describe appropriate materials to be used in the painting process.

Learning Outcome 3: Know the Personal Protective Equipment (PPE) used in basic painting

tasks.


3.1. List and describe appropriate Personal Protective Equipment to be used when painting.

Learning Outcome 4: Be able to apply safe working practices to paint a flat wall area.


4.1. Select and use hand tools safely to paint a flat wall area of 2m2.

226



Unit Title: Developing Construction Painting Skills










227



Unit Title: Preparation of surfaces for decoration


Learning Outcome 1: Be able to prepare a range of bare and previously painted and decorated surfaces to receive coatings/covering systems.


1.1. Select tools, equipment, resources and materials needed for the specified preparation process.


1.3. Prepare bare and previously painted substrates and correct defects to the given specification.

1.4. Remove existing wall coverings by hand correctly.

1.5.Clean area and dispose of all waste in accordance with environmental and health and safety legislation, manufacturers and organisational guidance.

1.6. Carry out all work to current environmental and relevant health and safety regulations.

228





Learning Outcome 2: Be able to correct defects in surfaces and surface coatings.


2.1. Identify different defects to surfaces and surface coatings.

2.2. Select the tools, equipment, resources and materials needed to repair defects to the given specification.


2.4. Carry out repairs to defects on surfaces and surface coatings to given specification.


229





Learning Outcome 3: Be able to repair and make good surfaces.


3.1. Select the tools, equipment, resources and materials needed for making good processes to the given specification.

3.2. Protect the work area correctly prior to starting work.

3.3. Prepare defective areas ready for making good processes to the given specification.

3.4. Prepare appropriate materials for the required making good process.

3.5. Apply and finish materials to make good surfaces to the given specification.

3.6. Apply appropriate primers to a range of substrates to the given specification.

3.7. Clean area and dispose of all waste in accordance with environmental and health and safety regulations, manufacturers and organisational guidance.

230



Unit Title: Apply paint systems with brush and roller


Learning Outcome 1: Be able to prepare the work area and protect the surrounding area.


1.1. Clear, clean and prepare the work correctly in accordance with organisational requirements.

1.2. Protect the surrounding area and surfaces ready for painting.

1.3. Use suitable methods to remove or protect door and window furniture.

1.4. Apply current environmental and relevant health and safety regulations when preparing and protecting the work areas.

Learning Outcome 2: Be able to prepare for the application of water-borne and solvent-borne

coatings by brush and roller.


2.1. Select application tools and equipment appropriate to the work.

2.2. Prepare surface coverings to the given specification, work instructions and manufacturers guidance.

231





Learning Outcome 3: Be able to apply water-borne and solvent-borne coatings by brush and roller.


3.1. Apply surface coatings in the correct sequence to specified areas.

3.2. Apply water-borne and solvent- borne coatings without any visible defects to the given specification.

3.3. Use brush to cut in angles and obstructions correctly and accurately.

3.4. Apply current environmental and relevant health and safety regulations when applying paint by brush and roller.

Learning Outcome 4: Be able to clean, maintain and store brushes and rollers.


4.1. Clean wet water-borne and solvent-borne coatings from synthetic and natural bristle and roller sleeves.

4.2. Store synthetic filament and natural bristle brushes and rollers in accordance with the manufacturer’s and organisational guidance.

4.3. Dispose of contaminated solvent rags correctly and in accordance with official guidance.

4.4. Apply current environmental and relevant health and safety regulations when cleaning, maintaining and storing brushes and rollers.

232





Learning Outcome 5: Be able to store paint materials.


5.1. Reclaim materials not used securely and in accordance with manufacturers and organisational guidance.

5.2. Store materials correctly in accordance with manufacturers and organisational guidance.

5.3. Apply current environmental and relevant health and safety regulations when storing paint materials.

Learning Outcome 6: Be able to reinstate area and dispose of waste after applying water-based

and solvent-based coatings.


6.1. Clean the work and surrounding areas and replace fixtures, fittings and furniture.

6.2. Dispose of waste in accordance with environmental legislation, health and safety legislation, health and safety regulations and manufacturer’s and organisational guidance.

233



Unit Title: Wallpapering Skills


Learning Outcome 1: Be able to select tools and materials for wallpapering.


1.1. Indicate suitable tools and materials for the task.

Learning Outcome 2: Be able to plan and prepare for the wallpapering task.


2.1. Identify obvious defects in the surface to be papered.

2.2. State an approximate number of complete drops needed to cover the surface area.

2.3. Set up a workstation in a given position.

2.4. Mix adhesive as instructed.

2.5. Measure straight drops, making an allowance for trimming, and cut paper.

2.6. Mark a plumb line from a given starting point.

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Unit Title: Wallpapering Skills


Learning Outcome 3: Be able to wallpaper.


3.1. Apply adhesive to the paper, ensuring even and complete coverage.

3.2. Fold paper before applying to wall.

3.3. Apply first drop to the plumb line and ensure subsequent drops are butted.

3.4. Smooth paper to minimise creases and bubbles.

3.5. Ensure internal angles are correctly finished.

3.6. Ensure external angles are correctly finished.

3.7. Trim excess paper and remove any excess paste.

Learning Outcome 4: Be able to maintain tools and the working area.


3.1. Clean all tools.

3.2. Reinstate the working area.

235



Unit Title: Exploring Painting and Decorating


Learning Outcome 1: Know the hand tools, materials and access equipment used by decorators to perform specified tasks.


1.1. Identify hand tools and access equipment used to perform painting and decorating tasks.

1.2. Select hand tools and access equipment used to perform painting and decorating tasks.

1.3. Identify the materials used to perform painting and decorating tasks.

1.4. Select the materials used to perform painting and decorating tasks.

Learning Outcome 2: Understand safe working practices to prepare new and previously painted surfaces for painting.


2.1. Identify the PPE and safe working practices used to perform painting and decorating tasks.

2.2. Explain the selection of PPE and safe working practices used to perform painting and decorating tasks.

236



Unit Title: Exploring Painting and Decorating


Learning Outcome 3: Be able to apply safe working practices in the application of paints to prepared surfaces.


3.1. Follow manufacturer’s guidelines when preparing materials for use.

3.2. Perform painting and decorating activities using hand tools.

3.3. Demonstrate the safe use of materials when performing painting and decorating tasks.

3.4. Demonstrate the safe use of low level access equipment when performing painting and decorating tasks.

237




Ofqual Unit Reference Number: T/602/1358

Learning Outcome 1: Recognise a range of problems that occur in the workplace.


1.1. State four problems that can occur in the workplace.

1.2. Identify two problems that you have encountered in the workplace.

Learning Outcome 2: Identify ways to solve problems in the workplace.


2.1. Identify the nature of the problems.

2.2. Identify an appropriate sequence of action to be taken and possible effect of this action.

2.3. List the sequence of action to the problems.

238





Learning Outcome 3: Identify ways to work collaboratively in problem solving.


3.1. State the ways in which you communicated the issues.

3.2. State ways in which you came up with a potential solution in a group.

3.3. State some strategies for solving problems.

Learning Outcome 4: Reflect on the effectiveness of the solution to the problem.


4.1. State what went well and not so well and what might have been done differently.

239



Unit Title: Understanding and Using 2D Shapes


Learning Outcome 1: Understand the properties of 2D shapes.


1.1. Use vocabulary related to shape.

1.2. Identify a right angle.

1.3. Identify two right angles.

1.4. Identify four right angles.

1.5. Identify the properties of the sides and angles of 2D shapes.

1.6. Identify a line of symmetry.

240



Unit Title: Understanding and Using 2D Shapes


Learning Outcome 2: Be able to use the properties of 2D shapes to solve problems.


2.1. Identify which regular shapes tessellate.

2.2. Plan a tiling pattern.

2.3. Produce 2D shapes in different orientations using grids.

Learning Outcome 3: Be able to read and record angles in degrees.


3.1. Read and record angles using the symbol for degrees.

Learning Outcome 4: Be able to measure and record angles in degrees.


4.1. Measure and record a variety of angles using a protractor.

241



Unit Title: Develop Group and Teamwork Communication Skills


Learning Outcome 1: Understand the roles and responsibilities associated with working in a group.


1.1. Identify different roles for group members when completing specific group tasks.

Learning Outcome 2: Interact successfully with group members and staff in a range of contexts.


2.1. Communicate appropriately to others in a range of structured situations.

Learning Outcome 3: Demonstrate listening and conversational skills for social interaction.


3.1. Select information being communicated orally and respond appropriately, showing that the information has been understood.

Learning Outcome 4: Be aware of others’ rights to communicate within a group situation.


4.1. Allow others to express their view/responses without interrupting on a number of occasions in different group situations.

4.2. Discuss why this is important.

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Unit Title: Develop Group and Teamwork Communication Skills


Learning Outcome 5: Recognise the importance of co-operation when working in group situations.


5.1. Identify a number of situations when co-operation is necessary to achieve a group task.

Learning Outcome 6: Accept and respond to praise and criticism in a variety of context.


6.1. Identify the appropriate response to praise and constructive criticism from group members in different structured contexts.

Learning Outcome 7: Be aware of the role of those in authority and their relationship with them.


7.1. Identify their relationship with those in authority.

243



Unit Title: Introduction to Self Employment: Level 2

Ofqual Unit reference Number: H/501/5786

Learning Outcome 1: Identify self-employment opportunities.


1.1. Describe own skills, abilities and achievements that might be useful in self-employment.

1.2. Describe possible self - employment opportunities.

Learning Outcome 2: Produce a simple business plan.


2.1. Identify required resources.

2.2. Estimate costs and potential income.

2.3. Prepare a simple business plan.

244



Unit Title: Introduction to Self Employment: Level 2

Ofqual Unit reference Number: H/501/5786

Learning Outcome 3: Understand the legal and practical aspects of being self employed.


3.1. Describe barriers to and aspects of self-employment.

3.2. Identify sources of help.

3.3. Describe main legal aspects of self- employment.

245



Unit Title: Preparing for Work


Learning Outcome 1: Be able to identify career or work options.


1.1. Using at least two information sources, record career or job options.

1.2. Choose one option of career or job to meet his/her requirements.

Learning Outcome 2: Understand the requirements for a work or training opportunity.


2.1. Identify the employer or training organisation requirements for successful applications.

2.2. Identify own skills, experience and qualities that match the requirements.

246





Learning Outcome 3: Be able to complete applications for work or training.


3.1. Complete two application forms legibly, providing the information requested.

3.2. Check the form for accurate spelling and grammar, making amendments as required.

3.3. Produce a simple CV which includes essential information.

Learning Outcome 4: Be able to present him/herself at an interview.


4.1. Arrive in good time for an interview.

4.2. Use body language to indicate positive interest in the position available.

4.3. Give responses that provide the information requested in interview questions.

247





Learning Outcome 5: Be able to plan for future work or training.


5.1. Produce an action plan for future work or training, listing necessary short term actions.

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8. Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign: Tutor/assessor sign:

Learner sign: Learner sign:

nocn level 1 diploma in construction crafts · 2019-04-29 · nocn level 1 diploma in construction...

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