IQ Level 3 Certificate in Principles of Glass Related Operations (QCF) Specification

Transcription

1 IQ Level 3 Certificate in Principles of Glass Related Operations (QCF) Specification Regulation No: 600/6953/3 Page 1 of 67 IQB/0.2/143 Version /02/2013 Author DM

2 Contents Page Industry Qualifications... 3 Introduction... 3 About this Qualification (Description, Objectives, Aims, Purpose)... 4 Structure (Credit, Rules of Combination, Guided Learning Hours)... 4 Delivery... 5 Assessment... 5 Age range and Geographical Coverage... 5 Learner entry requirements... 5 Tutor requirements... 5 Centre Requirements... 5 Unit 1: Know How to Contribute to Improving the Effectiveness of the Glass Related Organisation K/600/ Unit 1 Guidance on Delivery and Assessment Unit 2: Know How to Monitor and Check Quality Against Glass Related Specifications R/600/ Unit 2 Guidance on Delivery and Assessment Unit 3: Know How to Promote and Maintain Health and Safety in the Glass and Glass Related Working Environment T/600/ Unit 3 Guidance on Delivery and Assessment Unit 4: Know How to Receive, Handle, Position and Store Glass and Glass Related Products and Materials T/600/ Unit 4 Guidance on Delivery and Assessment Unit 5: Know How to Produce Specifications for Windows and Doors, or Conservatories and Evaluate their Effectiveness D/600/ Unit 5 Guidance on Delivery and Assessment Unit 6: Know how to Set-Up and Monitor Equipment in a Glass or Glass Related Environment L/600/ Unit 6 Guidance on Delivery and Assessment Unit 7: Knowledge of Glass Cutting With a Range of Glass Types F/600/ Unit 7 Guidance on Delivery and Assessment Unit 8: Knowledge of the Glass Container Manufacturing Process K/600/ Unit 8 Guidance on Delivery and Assessment Unit 9: Knowledge of Curtain Walling Systems Y/600/ Unit 9 Guidance on Delivery and Assessment Unit 10: Understanding the Building Regulations in the Fenestration Industry K/600/ Unit 10 Guidance on Delivery and Assessment Unit 11: Understanding Automotive Glazing Products L/600/ Unit 11 Guidance on Delivery and Assessment Unit 12: Employment Rights and Responsibilities in the Processing and Manufacturing Industries F/602/ Unit 12 Guidance on Delivery and Assessment Appendix A: The Proskills QCF Assessment Strategy Resources Page 2 of 67 IQB/0.2/143 Version /02/2013 Author DM

3 Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: Enquiries: Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number. Page 3 of 67 IQB/0.2/143 Version /02/2013 Author DM

4 About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 3 Certificate in Glass Related Operations is aimed at individuals wishing to gain knowledge of the requirements of working safely and effectively in a glass related working environment. Establishing underpinning knowledge and understanding relevant to the Glass Industry, this qualification is intended to be capable of delivery through both a taught programme of off the-job learning or through workplace assessment (for those with access to the real workplace). Along with a number of generic glass industry units the group of optional units ensures there is a specific unit to cover the individual occupational roles in the glass industry. Objectives include: to meet relevant programmes of learning, to support a role in the workplace. This qualification is the knowledge component of the Level 3 Advanced Apprenticeship in Glass Industry Occupations. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve this qualification learners must achieve a minimum of 22 credits in total; 19 credits from the 4 mandatory units and a minimum 3 credits from the optional units. In addition to the above requirements, Apprentices undertaking this qualification must also achieve the 3 credits within the Apprenticeship pathway unit to meet the requirements of the Apprenticeship Framework that includes this qualification. Page 4 of 67 Unit Credit Guided Learning Hours Mandatory Units 1 Know How to Contribute to Improving the Effectiveness of the Glass Related Organisation 2 Know How to Monitor and Check Quality Against Glass Related Specifications 3 Know How to Promote and Maintain Health and Safety in the Glass and Glass Related Working Environment 4 Know How to Receive, Handle, Position and Store Glass and Glass Related Products and Materials Optional Units 5 Know How to Produce Specifications for Windows and Doors, or Conservatories and Evaluate their Effectiveness 6 Know how to Set-Up and Monitor Equipment in a Glass or Glass Related Environment 7 Knowledge of Glass Cutting With a Range of Glass Types 8 Knowledge of the Glass Container Manufacturing Process Knowledge of Curtain Walling Systems Understanding the Building Regulations in the Fenestration Industry Understanding Automotive Glazing Products 5 14 Apprenticeship Pathway Unit 12 Employment Rights and Responsibilities in the Processing and Manufacturing Industries 3 26 IQB/0.2/143 Version /02/2013 Author DM

5 Delivery Guided learning hours are It is the responsibility of training centres to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment All the units in this qualification are knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record for this qualification, which includes the forms necessary to map and claim knowledge and understanding is available to download from the IQ website / on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes in this qualification (or relevant unit) must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other Assessment of this qualification must be carried out in accordance with the Proskills QCF Assessment Strategy (Appendix A- at the end of this document). All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; the evidence for each assessment criteria must be clearly mapped. This qualification is not graded, successful learners achieve a pass. Age range and Geographical Coverage This qualification is approved for learners 16 plus in England, Wales and Northern Ireland. Learner entry requirements There are no formal entry requirements. However, learners should be able to work at level 2 or above and be proficient in the use of English Language. For some units learners should be comfortable working outdoors and at heights. Progression Learners can progress to a variety of competence-based qualifications which also form components of the Level 3 Advanced Apprenticeship in Glass Industry Occupations. These include the Level 3 NVQ Certificate in Fabrication of Glass Supporting Structures (QCF), the Level 3 NVQ Diploma in Fenestration Installation the Level 3 NVQ Certificate in Fenestration Surveying and the Level 3 NVQ Diploma in Glass Processing. Tutor requirements All trainers/ tutors delivering this qualification must meet the requirements in the Proskills QCF Assessment Strategy (Appendix A - at the end of this document). Centre Requirements Centres must be approved by IQ in order to offer this qualification. Page 5 of 67 IQB/0.2/143 Version /02/2013 Author DM

6 Unit 1: Know How to Contribute to Improving the Effectiveness of the Glass Related Organisation K/600/8302 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know how to identify and confirm the specifications for the work to be done 2. Know how to identify and confirm the type, quantity and quality of the products and materials required for the work to be done 3. Know how to identify and confirm the availability of the correct equipment for the work to be done 4. Know why it is important to confirm that products, materials and equipment are available 5. Know how to minimise wastage of materials 6. Know how to carry out an investigation on the minimising of waste 1.1 Explain how to identify and confirm the specifications for the work to be done 2.1 Explain how to identify the correct type, quantity and quality of materials required for the work to be done 3.1 Explain how to identify and confirm the availability of the correct equipment for the work to be done 4.1 Explain why it is important, in regard to effective work practice, to confirm that products, materials, manpower and equipment are available before work commences Identifying/ confirming specifications for the work to be done: Consulting technical drawings, customer s specifications, surveyor s notes/ drawings, production schedules etc. Identifying the correct materials for the work to be done: Based upon: supplier s technical data sheets, product manuals and specifications; covering: type, quantity and quality. Identifying/ confirming the availability of the correct equipment for the work to be done: Including: examining equipment, technical data manuals, specifications and operating instructions. Importance of confirming products, materials, manpower and equipment are available before work: Including: meeting production schedules, installation targets, keeping aware of costs, breaking down to component parts, making orders etc. 5.1 List three types of material that can potentially be wasted Types of material that can be wasted: Covering: disparity between measurements of quantities used against calculated totals, glass cutting profile usage, screws, fixtures and fittings etc. 5.2 Describe what actions can be taken to minimise wastage of the materials listed 6.1 Explain how to carry out an investigation on the minimising of waste Actions taken to minimize wastage of materials: Including: checking of quality audit measurements of performance, checking against individual operators/ technicians, maintaining an inventory etc. How to carry out an investigation on the minimising of waste: Maintaining an audit trail of materials used against job specifications, evaluating evidence of investigative reports to find out point of wastage etc. Page 6 of 67 IQB/0.2/143 Version /02/2013 Author DM

7 7. Know how to obtain information and guidance on glass related operations 8. Know the purpose of having records and procedures 9. Know the importance of clarity and accuracy of records and procedures 6.2 State 3 areas of the glass related organisation that have the potential to cause waste Areas of the glass related organisation that could cause waste: Including: damage caused during transit, poor handling on location, inefficient/ unmaintained machines, sourcing inferior quality of products, inefficiency in cutting to measurements etc. 6.3 Suggest a way to minimise waste in the 3 examples given Ways to minimize waste: With reference to assessment criteria 6.2; covering: providing training sessions, manuals, recording the outcome of investigations etc. 7.1 List three sources of information on glass related operations Sources of information on glass related operations: E.g. specifications, production schedules, training manuals, customer drawings, surveyor notes and drawings and supply chain information. 7.2 List two sources of guidance on glass related operations Sources of guidance on glass related operations: E.g. trade federation technical information, guidelines, legislation, company handbooks, the website of the Health and Safety Executive (HSE) etc. 7.3 Explain how to obtain information and guidance Obtaining information and guidance: Including: internet searches, consulting supervisors/ managers, reading organisation s documents on location etc. 8.1 List three purposes of having records Purposes of having records: Ensuring the smooth running of the organisation, observing legal requirements, allowing colleagues to check over history etc. 8.2 List three benefits of having procedures Benefits of having procedures: Improving awareness/ consistency of approach methods used by employees, ease of checking the nature/ cause of problems, satisfying the legal requirement for procedures, reducing costs on the organisation etc. 9.1 Explain the importance of clarity and accuracy of records Importance of clarity/ accuracy of records: To monitor trend of business, spot problems, avoid differing interpretations of what has occurred, aid future decision-making; compliance with legal obligations (e.g. requirements of health and safety, Inland Revenue audits etc.). 9.2 Explain the importance of clarity and accuracy of procedures Importance of accurate procedures: Ensures consistency, quality and effective record-keeping; allows assessment of outputs; meets requirements of risk assessments and health and safety. Page 7 of 67 IQB/0.2/143 Version /02/2013 Author DM

8 10. Know what information to share with colleagues and why this is important 11. Know how to share information with colleagues and how to overcome problems in communications 12. Know why it is important to respond promptly to requests from colleagues 13. Know how to respond promptly to requests from colleagues 10.1 Explain why sharing information with colleagues is important 10.2 Describe 3 types of information which needs to be shared with colleagues Importance of sharing information with colleagues: Saving time of colleagues, encouraging positive working relationships and maintaining a professional image; cost cutting and improved productivity. Three types of information to be shared: Including: job details, customer requirements, timely completion, health and safety updates, new company policies etc List 4 ways of sharing information with colleagues Methods of sharing work related information: Verbal communication/ written information; phone calls, , logs, record keeping, briefings, meetings, presentations etc Describe a situation when each of the ways of sharing information would be most suitable and why 11.3 Explain 3 problems in sharing information with colleagues and how to overcome them 12.1 Give 3 reasons why it is important to respond promptly to requests from colleagues 12.2 Give 3 examples of problems that could be caused by not responding promptly to requests 13.1 Explain how to promptly respond to requests from colleagues to include the provision of: Information Physical assistance Advice Situation when each method of information sharing would be most suitable and why: With reference to assessment criteria 11.1; covering: speed, accessibility, ease of understanding/ future reference, ability for recipient to disseminate to others and costs. Problems in sharing information with colleagues/ overcoming them: Including: misinterpretation, not listening properly, incorrect terminology; solutions: asking for feedback to ensure colleagues understand, removing distractions, speaking clearly and using correct/ simplified terminology. Importance of responding promptly to requests from colleagues: E.g. so they can solve problems promptly, to maintain positive working relationships, to reduce health and safety risks and prevent unnecessary costs being incurred on the organisation etc. Problems resulting from not responding promptly to requests: E.g. inefficiency/ waste of resources, accidents injuring people/ damaging equipment, arguments between employees, low self-esteem, resignations etc. Promptly responding to requests from colleagues in provision of: Information: By with attachments. Physical assistance: Communicating by phone and going to their location. Advice: Preferably fact-to-face or by phone/ and with appropriate timing. Page 8 of 67 IQB/0.2/143 Version /02/2013 Author DM

9 14. Know why good working relationships with colleagues are important 15. Know how to develop and maintain good working relationships with colleagues 14.1 State 3 benefits of having good working relationships with colleagues 15.1 Explain how to develop and maintain good working relationships with colleagues 15.2 Explain how to overcome problems in developing and maintaining good working relationships with colleagues 16. Know who customers are 16.1 Explain the difference between internal and external customers 17. Know why it is important to have good relationships with customers 18. Know how to develop and maintain good relationships with customers 19. Know the type of problems that can occur in relationships with customers and how these can be overcome 17.1 Explain 3 benefits of having good relationships with customers 18.1 Explain how to develop and maintain good relationships with customers 19.1 Describe 3 problems that can occur in relationships with customers 19.2 Explain a potential way to overcome each of the problems described in 19.1 Benefit of good working relationships with colleagues: Improves productivity, reduces errors and mistakes, provides opportunities to learn from one another, allows for a better working environment, improves communication etc. Developing/ maintaining good working relationships with colleagues: Speaking positively of others, providing support without being asked, collaborating with projects, showing appreciation/ gratitude, listening carefully and sharing information. Overcoming problems in developing/ maintaining good relationships with colleagues: Showing empathy towards others, using active listening, displaying friendly body language, valuing differences of opinion, offering praise, ensuring criticism is constructive/ necessary, being inclusive etc. Difference between internal and external customers: Internal customers are anyone who works or sells for the company e.g. colleagues mangers etc. External customers are people who have no connection to the company e.g. customers etc. Benefits of having good relationships with customers: E.g. encourages repeat business, improves reputation, attract new customers; customers more likely to show empathy is you experience problems and pay promptly. How to develop/ maintain good relationships with customers: Active listening, offering support/ advice, observing the service delivery promise, communicating clearly, asking for feedback, exceeding expectations, remembering previous customers etc. Problems that can occur in relationships with customers: Misunderstanding terminology/ body language, resentment caused by feeling neglected, linguistic barriers, frustration caused by inability to solve problems/ pushing own prejudices/ tastes upon customer etc. Overcoming problems in relationships with customers: With reference to assessment criteria 19.1; including: avoiding jargon, showing complete attention to customer, speaking clearly, respecting the customer opinions and deferring unresolvable problems to experienced colleagues etc. Page 9 of 67 IQB/0.2/143 Version /02/2013 Author DM

10 20. Know why it is important to contribute to improving the effectiveness of the glass or glass related organisation 20.1 Explain 3 reasons for contributing to improving the effectiveness of the glass or glass related organisation Reasons for contributing to improving the effectiveness of the organisation: E.g. improving future sustainability, cost effectiveness, increasing market share, strengthening brand reputation, promotion/ career development etc. Page 10 of 67 IQB/0.2/143 Version /02/2013 Author DM

11 Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of contributing to improving the effectiveness of the glass related organisation; covering specifications, products/ materials, equipment, minimising wastage, investigating wastage, obtaining information/ guidance, purpose and accuracy of records/ procedures, sharing information/ responding to colleagues, working relationships, relationships with customers and improving the effectiveness of the glass related organisation. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 11 of 67 IQB/0.2/143 Version /02/2013 Author DM

12 Unit 2: Know How to Monitor and Check Quality Against Glass Related Specifications R/600/8326 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know how to obtain and confirm the correct quality specifications 2. Know how to interpret the quality specifications to identify the correct measuring equipment 3. Know how to ensure that quality checking equipment is calibrated and functioning correctly 4. Know what action to take if quality checking instruments are not fit for purpose 1.1 Explain how to obtain and confirm the correct quality specifications 2.1 Explain how to interpret quality specifications and correctly identify the measuring equipment required 3.1 Explain how to ensure that quality checking equipment is calibrated and functioning correctly and why this is important 4.1 Describe possible actions to take if quality checking instruments are not fit for purpose 5. Know how to conduct a quality check 5.1 Explain how to interpret a specification to identify quality requirements 5.2 Describe the types of measuring equipment used in the organisation and the purpose of each piece of equipment Obtaining/ confirming correct quality specifications: By consulting product specifications, installation paperwork and company quality manuals. Interpreting quality specifications/ correctly identifying the measuring equipment required: By understanding the fundamentals of quality checks in terms of sample size and degrees of allowance/tolerance, knowing which instruments measure which aspects of quality etc. How to ensure quality checking equipment is calibrated/ functioning correctly: Checking the equipment against technical specifications prior to use, with the assistance of colleagues if necessary. Importance of this: Incorrectly set up equipment will lead to all measurements being incorrect, passing of products which should have been rejected, waste of resources and a financial loss to the organisation. Actions to take if quality checking instruments are not fit for purpose: E.g. making adjustments until it matches to specification, replacing equipment with new models, consulting quality control, seeking advice from colleagues/ supervisors etc. Interpreting a specification to identify quality requirements: Knowing what number/ measures are necessary, how to achieve these from accurate use of the equipment etc. Types of measuring equipment used in the organisation/ purpose of each: Including: name, method and purpose, referring to instructions/ manuals, how many measures are necessary, how large a sample to take and what the tolerances are. Page 12 of 67 IQB/0.2/143 Version /02/2013 Author DM

13 6. Know the importance of accuracy when conducting a quality check 7. Know how to establish how often quality should be checked 8. Know the products that need to be checked for quality and how the checks need to be conducted 9. Know what action to take if specified quality is not met 10. Know how to evaluate products not meeting quality specification, for suitability for salvage 11. Know what quality assurance records are kept 5.3 Explain how to ensure measuring equipment is functioning correctly How to ensure measuring equipment is functioning correctly: By carrying out manual/ visual checks in accordance with guidance in the technical manual. 5.4 Explain how to carry out a quality check Carrying out a quality check: Select an appropriate sample, conduct the relevant quality check, record results, identify if the level of tolerance is acceptable and take appropriate actions to rectify problems. 6.1 Explain the importance of accuracy when conducting a quality check and the implications if accuracy is not achieved and maintained 7.1 Explain how to establish how often quality checks need to be conducted 8.1 List six typical glass / glass related products and explain how these need to be checked for quality 9.1 Explain what action to take if specified quality is not met, e.g. who should be informed what should be recorded 10.1 Explain how to evaluate if products not meeting quality specifications can be salvaged Importance of accuracy when conducting a quality check and implication if accuracy is not achieved/ maintained: Because: tolerance levels are very precise, inaccurate measurements can lead to completed products which are not fit for purpose, inadequate products incur a cost on the organisation, lack of/ poor maintenance can cause problems to reoccur etc. How to establish how often quality checks need to be conducted: Including: working out the frequency of checks required on a particular action, considering the number of times the action is carried out and the cost/ consequences of the action being out of specification. Typical glass/ glass related products and explain how these need to be checked for quality: Covering: name and purpose; e.g. shatter tests for toughened glass, checking sealant in the sealed unit process to prevent collapse of the hermetically sealed unit, vent hinges could cause failure to open window in fire, faulty handles and locking mechanisms on doors could cause problems of access, desiccant, absorption qualities, butyl, bonding properties etc. What action to take if specified quality is not met: Including: immediately informing senior staff/ quality control department, notifying the supplier, recording all quality data covering when, where, quantities, name of the person who carried out the check etc. How to evaluate if products not meeting quality specifications can be salvaged: With reference to: whether the product is fit for purpose, observing the requirements of health and safety, consulting and reaching agreement with the customer, considering the degree of urgency and whether the costs/ time taken to salvage would be justified compared to replacement Describe the quality assurance records that are kept Quality assurance records that are kept: Covering: types of statistics/ information which need to be recorded, who has access to them, where they Page 13 of 67 IQB/0.2/143 Version /02/2013 Author DM

14 12. Know the type of problems that can occur in the monitoring and checking of quality and how these problems might be overcome 13. Know how to correctly complete inspection records 12.1 Describe three problems that can occur in the monitoring and checking of quality and explain how these might be overcome 13.1 Explain how to correctly complete inspection records are located etc. Problems that can occur in the monitoring/ checking of quality and overcoming them: E.g. faulty machinery out of specification can be repaired, adjusted or replaced, mistakes made by operatives can be reduced by organising further training, unexpected changes in product quality can be resolved by removing from the process and replacing etc. How to correctly complete inspection records: Including: dates and time, the number of observations, results with operative signatures etc. Page 14 of 67 IQB/0.2/143 Version /02/2013 Author DM

15 Unit 2 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to monitor and check quality against glass related specifications; covering correct quality specifications, measuring equipment and quality checking equipment, conducting quality checks, the importance of accuracy, frequency of quality checks, what products/ how to check them, actions to take if quality is not met, evaluating products, quality assurance records, problems with monitoring/ checking quality and overcoming them and how to complete inspection records. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 15 of 67 IQB/0.2/143 Version /02/2013 Author DM

16 Unit 3: Know How to Promote and Maintain Health and Safety in the Glass and Glass Related Working Environment T/600/8285 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know which, acts, regulations and guidelines apply to the glass related working environment and where this information can be obtained 2. Know how to obtain information and keep aware of changes in health and safety acts, regulations and guidelines that apply to the glass related working environment 1.1 State which acts, regulations and guidelines apply to the candidate s glass related working environment 1.2 Explain how these acts, regulations and guidelines apply to the candidate s glass related working environment Acts, regulations and guidelines which apply to the glass related: Relevant legislation and codes: e.g. Health and Safety at Work Act 1974, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), The Electricity at Work Regulations 1989 (EAW Regulations), Building regulations 2000 (Building Act 1984) etc.; covering working at heights, manual handling, asbestos, risk assessments, structures, safety glass etc. How these acts, regulations and guidelines apply to the candidate s glass related working environment: E.g. Health and Safety at Work Act specifies the responsibilities of employers & employees at the workplace, keeping glass safe etc.; RIDDOR: Dangerous occurrences that are reportable by all responsible persons; Electricity at work: To achieve compliance, demonstrable evidence is required to prove that electrical systems and equipment are safe; Building regulations act 2000: building regulations approval is required for most building work in the UK DTI: Photovoltaic s in buildings, PV safety; and how each of these applies to the candidates working environment etc. 1.3 Explain where the information can be obtained Where the information can be obtained: From the HSE, company health and safety manuals and the Glass and Glazing Federation. 2.1 Explain why it is important to obtain details of changes to Health and Safety information related to the glass related working environment. Give 3 reasons Importance of obtaining details of changes to health and safety information related to the glass related working environment: E.g. changes to building regulations can affect the method/ products used in installations, failure to obtain the information could lead to operating illegally, costs could be incurred if there are mistakes/ accidents when using the incorrect procedures etc. Page 16 of 67 IQB/0.2/143 Version /02/2013 Author DM

17 3. Know how to implement and monitor changes in Health and Safety practices of others to comply with legislation, regulations and organisational guidelines 4. Know how to evaluate the effect of changes introduced to Health and Safety practices in the glass related working environment 5. Know how to carry out a formal assessment of hazards and risks in the glass related working environment 6. Know how to evaluate the risks from potential hazards that can be found in the glass related working environment 7. Know how to adopt and promote safe working practices 2.2 Explain 3 ways to obtain information on changes in Health and Safety acts, regulations and guidelines 2.3 Describe 3 ways of obtaining explanations of Health and Safety updates or information 3.1 Explain how to introduce and implement changes in Health and Safety practices of others 3.2 Explain how to monitor the implementation of changes in Health and Safety working practices of others in the glass related working environment 4.1 Explain how to evaluate the effect of changes introduced in Health and Safety practices of others Ways to obtain information on changes in health and safety acts, regulations and guidelines: Including: the website of the HSE, regularly consulting the health and safety department of the company, signing up to up-dates from trade federations, checking the website of the national archives for all UK legislation etc. Ways of obtaining explanations of Health and Safety updates: With reference to assessment criteria 2.2; including: consulting specialists, asking HSE experts directly, organising network meetings etc. How to introduce/ implement changes in health and safety practices of others: Sharing information on recent updates, facts and figures, providing training/ support, measure effectiveness, identify shortfalls etc. How to monitor the implementation of changes in health and safety working practices of others: Including recording and comparing the number of accidents, incidents and near misses before and after implementation, collecting information on changes that have occurred in practical skills and health and safety attitudes etc. How to evaluate the effect of changes introduced in health and safety practices of others: Covering: measuring against time saved, wastage reworks and the costs. 4.2 Describe 3 benefits of evaluating this type of information Benefits of evaluating this type of information: Including: improving the turnover/ market share of the organisation, ensuring observance of legislation, maintaining competitiveness etc. 5.1 Describe the steps in carrying out a formal risk assessment 6.1 Explain how to evaluate the risks from potential hazards that can be found in the glass related working environment 7.1 Explain how to find and follow employer s and manufacturer s instructions on the safe use of equipment and materials Steps in carrying out a formal risk assessment: As stated by the HSE; covering: identifying the hazards, deciding who might be harmed/ how, evaluating the risks, deciding on precautions, recording/ implementing findings, reviewing assessments and updating as required. Evaluating the risks from potential hazards in the glass related working environment: Including: moving glass, cutting glass, processing glass, storage, installation of safety glass etc. Finding/ following employer s and manufacturer s instructions on the safe use of equipment/ materials: Including: manuals that come with equipment, information provided by the maintenance/ quality control Page 17 of 67 IQB/0.2/143 Version /02/2013 Author DM

18 8. Know how to ensure there is no unauthorised or unsafe access to the working areas and why this is important 9. Know what to do in the event of an emergency and how to evaluate the effectiveness of evacuation procedures 7.2 Explain how to correctly select and use personal protective equipment and materials required to carry out the work 7.3 Give 3 examples of ways that safe working procedures can be promoted to others in the glass related working environment 8.1 Explain how to establish if a person is authorised to enter the work area 8.2 Explain how to ensure that authorised people entering the work area are kept safe 8.3 Give 3 reasons that unauthorised or unsafe access to the work area should be prevented 9.1 Describe the correct procedure to follow in the case of an emergency or drill that requires evacuation 9.2 Explain how to evaluate the effectiveness of evacuation procedures following an emergency or drill departments, in vehicles etc. How to correctly select/ use personal protective equipment/ materials required to carry out the work: Observing instructions provided by manufacturers/ suppliers; including protection of eyes, hands, feet, ears, head etc. against impacts, heat, noise, discomfort etc. Ways that safe working procedures can be promoted to others in the glass related working environment: E.g. placing posters at key locations, distributing leaflets to all staff, holding regular meetings/ reviews with health and safety officers/ responsible persons, newsletters etc. How to establish if a person is authorised to enter the work area: Knowledge of organisation s policies and procedures for access/ checking and challenging individuals; knowing what ID (or other e.g. wearing of PPE) is required to access site, levels of access required etc. Authorised people entering the work area are kept safe: Knowledge of site requirements and specific requirements within areas of site; organisational procedures e.g. check points for people entering site, log or record for issuing PPE; ensuring correct PPE is issued and used correctly; risk assessments kept up to date etc. Reasons that unauthorised/ unsafe access to the work area should be prevented: E.g. limiting the risk of injury to self/ others, preventing interference with production, reducing possibility of distractions which lead to poor workmanship and costs to the organisation etc. Procedure to follow in the case of an emergency/ drill that requires evacuation: How to call appropriate emergency services and what information to give, knowing who the first aider is, location of first aid box, emergency exits and assembly points, how to clear the premises, conducting a register, observing procedures of organisation, records that must be kept e.g. accident book. How to evaluate the effectiveness of evacuation procedures following an emergency/ drill: E.g. conducting regular rehearsals, timing the process, checking/ addressing points of concern raised by staff, providing training, feeding back results etc. Page 18 of 67 IQB/0.2/143 Version /02/2013 Author DM

19 10. Know why it is important to clearly and accurately report and record information on accidents and incidents 11. Know how to investigate accidents to identify the cause and why this is important 10.1 Explain why it is important to clearly and accurately report and record information on accidents, emergencies and other Health and Safety related incidents 11.1 Explain how to investigate and identify the cause of an accident 11.2 State 3 benefits from carrying out investigations into the causes of accidents Importance of clearly and accurately reporting/ recording information on accidents, emergencies and health and safety incidents: Making it easier for others to view information in future, avoiding reoccurrence of incidents, highlighting trends/ particular areas of concern, providing specific targets etc. Investigating/ identifying the cause of an accident: Including: ensuring all accidents are recorded, starting investigations with the source of the accident proceeding sequentially, establishing the cause, clarifying whether a person is responsible/ unforeseeable machine/ resource problems etc. Benefits from carrying out investigations into the causes of accidents: E.g. identifying the cause, creating opportunities to rectify/ avoid future occurrences, reducing insurance costs, satisfying the HSE etc. Page 19 of 67 IQB/0.2/143 Version /02/2013 Author DM

20 Unit 3 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to promote and maintain health and safety in the glass and glass related working environment; including acts, regulations, guidelines, where to find them, changes to health and safety and complying, implementing and evaluating the effect of changes; assessing and evaluating hazards/ risks and promoting safe working practices; ensuring there is no unauthorised/ unsafe access, dealing with emergencies and evaluating evacuation procedures; reporting/ recording information on accidents/ incidents and how to investigate accidents to identify the cause. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 20 of 67 IQB/0.2/143 Version /02/2013 Author DM

21 Unit 4: Know How to Receive, Handle, Position and Store Glass and Glass Related Products and Materials T/600/8318 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know how to confirm that products and materials meet specifications on type, quality and quantity 2. Know how to handle products and materials correctly 1.1 Explain how to identify and confirm that products and materials meet specification on type, quality and quantity Identifying/ confirming that products and materials meet specification: Including type, quality and quantity; e.g. checking goods presented against delivery sheets/ customer orders, locating EN numbers on products, conducting quality checks etc. 1.2 Explain identification markings of materials and components Identification markings of materials/ components: Including: EN numbers, kite marks, manufacturer s markings, batch numbers etc.; covering: toughened glass, hermetically sealed units and a variety of products. 1.3 Explain how to locate products and materials Locating products/ materials: Observing policies and procedures of organisation. 1.4 Explain how to check that products and materials match their markings and specifications 1.5 Explain how to select the correct type, quality and quantity of products and materials 2.1 Explain the handling equipment and techniques used in the glass related operation How to check that products/ materials match their markings/ specifications: Checking against orders; covering size, shape, quality marks, quantities, weights etc. How to select the correct type, quality, and quantity of products/ materials: Knowing the requirements of the organisation/ customer, accurately counting out, checking against paperwork provided by the supplier etc. Handling equipment/ techniques used in the glass related operation: Including: power suckers, lifting cranes, fork lifts, automotive lifting hear, manual handling, lifting, moving, sliding etc. Page 21 of 67 IQB/0.2/143 Version /02/2013 Author DM

22 3. Know how to position materials and components correctly 4. Know how to overcome problems in the location, handling and positioning of products and materials 2.2 Explain how to handle 3 different products used in the glass related organisation safely including: Correct handling equipment Correct manual handling techniques Personal protective equipment 2.3 Describe the type of damage that can occur during the handling of products and materials and explain how to avoid this 3.1 Describe difficulties and hazards in positioning materials and components 3.2 Describe methods of overcoming difficulties and hazards in positioning materials, including: Handling equipment (give two examples) Handling methods Planning Personal protective equipment 4.1 Describe 3 problems that can occur in the location, handling and positioning of products and materials How to safely handle different products in the glass related organisation: E.g. moving sheet glass: using a forklift, packing securely, ensuring a clear passage way; windows/ doors: may require lifting gear; cutting glass: wearing goggles, safety gloves, wrist protectors etc. Damage that can occur during the handling of products/ materials and how to avoid this: E.g. scratches: cover the glass, use edge protectors, avoid wearing rings, do not store glass next to other glass, move it carefully, never overload, avoid over-reaching and carry out regular risk assessments to reduce the occurrence of slips, trips and falls. Difficulties/ hazards positioning materials/ components: E.g. accidents caused by transparent glass as it may be hard to see, unsecure stacking of glass, blocks to access etc. Methods of overcoming difficulties/ hazards in positioning materials, including handling equipment/ methods, planning and personal protective equipment: Including: conducting risk assessments, using power tools, maintaining correct posture, removing obstacles, checking before moving visually restrictive objects, ensuring sufficient ventilation when using grinding equipment, wearing the correct PPE (goggles, wrist protectors, gloves, hard hats, safety boots, ear protectors) etc. Problems that can occur in the location, handling and positioning of products/ materials: E.g. glass slippage due to inadequate stacking in transit can lead to products being jammed/ damaged, products being mixed up in transit due to poor loading/ organisation etc. 4.2 Give a potential solution to each of the problems described Potential solution to the problems: With reference to assessment criteria 4.1; including: ensuring all products are secure/ fastened to racks prior to transit, planning storage to allow ease of access, avoiding obstructing walkways, loading vehicles according to the order of installations to prevent the need for unnecessary offloading etc. Page 22 of 67 IQB/0.2/143 Version /02/2013 Author DM

23 5. Know how to store products and materials 6. Know how to record information correctly 5.1 Describe the storage requirements of 3 different glass related products and materials 5.2 Describe three types of problem in storing products and materials and explain how these might be overcome 6.1 Explain the organisations requirements for recording information on the location, handling, positioning and storage of glass related products and materials Storage requirements of different glass related products/ materials: E.g. timber requires a dry environment, glass generally requires a dust-free environment in racks, ironmongery/ hardware should be off the ground, avoiding damp conditions and covered/ wrapped etc. Types of problems in storing products/ materials and how to overcome them: E.g. ensuring sufficient storage space to avoid over-stacking which leads to damage, regularly moving products/ cleaning to lessen the collection of dust, maintaining accurate records to keep aware of locations/ when products will go out of date etc. Organisation s requirements for recording information on location, handling, positioning and storage of glass related products/ materials: E.g. signing for/ recording all good inwards, distribution, checking into appropriate locations, labeling products to identify details (times, product types, customer name etc.), updating storage plans, observing health and safety manual handling procedures, consulting manuals etc. Page 23 of 67 IQB/0.2/143 Version /02/2013 Author DM

24 Unit 4 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to receive, handle, position and store glass and glass related products and materials; including confirming products/ materials meet specifications, handling, positioning and storing products/ materials correctly, overcoming associated problems and recording information correctly. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 24 of 67 IQB/0.2/143 Version /02/2013 Author DM

25 Unit 5: Know How to Produce Specifications for Windows and Doors, or Conservatories and Evaluate their Effectiveness D/600/8460 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the ways to produce effective and clear specifications 2. Know the industry regulations affecting fenestration installation specification and where to obtain them 3. Know how to ensure that text-based technical information is accurate, clear, and complete and fit for purpose 1.1 Explain how to produce a specification that is clear and meaningful and why this is important 2.1 State the industry regulations affecting fenestration installation 2.2 State the key points of the industry regulations and how they affect the production of fenestration installation specification How to produce a specification that is clear/ meaningful Covering product specifications and range, using correct numbers, descriptions, sizes etc. Importance of this: Mistakes will cost money, waste resources, damage the reputation of the organisation and potentially cause a loss of business. Industry regulations affecting fenestration installation: Building Regulations 2000 (Building Act 1984), Health and Safety at Work Act 1974, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), Contracts (Applicable Law) Act 1990, Employment Rights Act 1996 etc. Key points of the regulations/ how they affect production of fenestration installation specifications: Covering: room ventilation requirements, fire exits/ egress, safety during/ following the installation process etc. 2.3 Explain where to obtain details of the regulation Where to obtain details of the regulation: Including: company manuals, websites of trading bodies, manufacturer guides, instructions etc. 3.1 Explain how to clearly identify the requirements for the text-based technical information, e.g. reports notes correspondence 3.2 Describe the correct format for presenting text-based technical information How to identify requirements for text-based technical information: Including: checking current company reports for comparison, product specifications/ drawings, reports (introduction, annex and conclusion) identifying action taken/ recommendations, presentations, face-to-face discussions etc. Correct format for presenting text-based technical information: Covering: executive summary first, list of contents, introduction, main body of text in point paragraphs, summary/conclusion, possible recommendations and annexes with further details. Page 25 of 67 IQB/0.2/143 Version /02/2013 Author DM

26 4. Know how to ensure that graphical technical information is accurate, clear, complete and fit for purpose 5. Know how to evaluate the effectiveness of specifications produced 6. Know how to record findings on the evaluations carried out 3.3 Explain how to ensure that the content of the text-based technical information is accurate, clear and complete 4.1 Explain how to clearly identify the requirements for the graphical technical information, to include: sketches / drawings cutting list / electronic specifications 4.2 Explain the correct format for presenting graphical technical information 4.3 Explain how to ensure that the content of the graphical technical information is accurate, clear and complete 5.1 Explain how to evaluate the effectiveness of specifications produced, to include a rationale for deciding: when to carry out an evaluation number of specifications to be evaluated number of Surveyors to be included in the evaluation time period evaluation to cover issues to be covered during the evaluation 6.1 Explain how to record the information and why recording is important 6.2 Explain who needs to be made aware of the findings and why How to ensure the content of the text-based technical information is accurate, clear and complete: Reviewing/ checking content, requesting for a colleague to proof read and consulting with an expert in the field. How to clearly identify the requirements for the graphical technical information: With reference to sketches, drawings, cutting lists or electronic specifications; diagrams to illustrate points, using statistical information to back up comments etc. Correct format for presenting graphical technical information: Including: referring to the diagram in the main text, inserting short descriptions of what is being represented, details of the source of the information, dates etc. Ensuring the content of the graphical technical information is accurate, clear and complete: Checking that documents are the latest versions, removing errors, requesting a colleague to proof read it etc. How to evaluate the effectiveness of specifications produced: Including: when to evaluate, how many, number of surveyors included in evaluation, time period/ issues to cover; covering: reasons for specification production (e.g. new product process, currently out of date), assessing appropriate time to cover all requirements of assessment, selecting a suitable sample size using statistical analysis, deciding how long the evaluation should last to ensure all aspects are covered, highlighting areas of concern/ critical areas that must be covered completely etc. How to record the information: Including: correct time, date, location, what happened etc. Importance: Accurate records allow for ease of future reference and to review purposes. Who needs to be aware of the findings: All operatives involved in the process/ activity, supervisors and quality control. Why they need to be aware: To allow for streamlining, maintenance and because any further actions will require the consent of the appropriate level of authority. Page 26 of 67 IQB/0.2/143 Version /02/2013 Author DM

27 7. Know how to investigate and identify the possible causes of problems with specifications, and evaluate the findings to identify potential solutions to reduce problems 8. Know how to recommend and monitor improvements to specification production practices 9. Know the problems that can occur when recommending improvements to specification production practices 6.3 Explain how to give the relevant information to the people requiring it 7.1 Explain how to investigate the possible causes of problems with specifications Giving the relevant information to the people requiring it: E.g. fact-to-face discussions (to ensure clarification, understanding and opportunity for questions), providing written reports (to be detailed and accessible later on) etc. How to investigate the possible causes of problems with specifications: Checking/ consulting with: the technical department, relevant suppliers, operatives in own organisation etc. 7.2 Explain how to identify the likely cause of the problem How to identify the likely cause of the problem: E.g. not knowing how the process works, not having first-hand experience in the area etc. 7.3 Explain how to identify potential solutions to the problems identified and 3 things to consider when identifying potential solutions How to identify potential solutions to the problems identified and considerations when identifying solutions: E.g. levels of training, familiarisation of the products/ process, having discussions with operative prior to writing the specification etc. 8.1 Describe 3 ways to recommend improvements Ways to recommend improvements: E.g. via written reports, delivering presentations during meetings, s etc. 8.2 Describe how to monitor the effectiveness of the implemented improvements, to include a rationale for deciding: number of specifications to be evaluated number of Surveyors to be included in the evaluation time period evaluation to cover issues to be covered during the evaluation 9.1 Explain 3 problems when recommending improvements to specification production practices and a potential solution to each How to monitor the effectiveness of the implemented improvements: By regular checks at controlled intervals accurately recorded with key points highlighted. Problems when recommending improvements to specification production practices and solutions: E.g. checking whether machinery is out of date, training operatives who lack skills at the standard required, having discussions with current operatives in the case of limited first-hand experience etc. Page 27 of 67 IQB/0.2/143 Version /02/2013 Author DM

28 Unit 5 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to produce specifications for windows and doors, or conservatories and evaluate their effectiveness; including producing specifications, industry regulations and obtaining them, ensuring the accuracy of text-based/ graphical technical information, evaluating the effectiveness of specifications produced and recording the findings, investigating/ identifying the causes of problems with specifications, evaluating findings, identifying solutions, recommending/ monitoring improvements and the problems that can occur when recommending improvements to specification production practices. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 28 of 67 IQB/0.2/143 Version /02/2013 Author DM

29 Unit 6: Know how to Set-Up and Monitor Equipment in a Glass or Glass Related Environment L/600/8454 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the types of equipment used in the glass or glass related process 2. Know how to prepare for setting up equipment for operations 3. Know how to determine the correct settings for the equipment and why this is important 4. Know the types of adjustment that can be made to equipment and when it should be made 1.1 List the equipment used in the glass or glass related process Equipment used in the glass/ glass related process: E.g. glass cutters, glass processing equipment, drills, silicone guns, lifting devices; including technical names as appropriate. 1.2 Explain the purpose of each type of equipment listed above Purpose of each type of equipment: With reference to assessment criteria 1.1; covering primary roles, effectiveness, methods, how many operative/ training required etc. 2.1 Explain how to obtain and confirm schedules, specifications and manufacturer s instructions for operations 2.2 Give 3 reasons why it is important to follow organisational and manufacturer s guidelines on the set up of equipment 3.1 Explain how to determine the correct settings required to carry out the work to comply with the job specification How to obtain/ confirm schedules, specifications and manufacturer s instructions for operations: By consulting specifications as provided by product suppliers. Why it is important to follow organisation/ manufacturer s guidelines on the set up of equipment: E.g. observing health and safety requirements, maximising efficient operation of equipment, reducing downtime and costs, avoiding rejected products/ wastage etc. Determining the correct settings required to carry out the work to comply with job specification: Including: checking the specification of equipment, setting to meet the required product specification and tolerances etc. 3.2 Explain why it is important to determine the correct settings Importance of determining the correct settings: To avoid wasting time, money and resources, complaints etc. 4.1 Explain 3 adjustments that can be made to equipment Adjustments that can be made to equipment: E.g. tightening, loosening, widening, sharpening etc. 4.2 Explain how to make the adjustments described How to make adjustments: With reference to assessment criteria 4.1; dependent upon the type of equipment used. Page 29 of 67 IQB/0.2/143 Version /02/2013 Author DM

30 5. Know how to monitor the equipment used 6. Know how to evaluate the operational efficiency of the equipment 7. Know how to investigate the cause of variation in the product following the use of equipment 8. Know when and how to obtain outside assistance to help identify or rectify problems with equipment 4.3 Explain why adjustments may be necessary and when they should be 4.4 Explain how to evaluate the effectiveness of adjustments made 5.1 Explain how to monitor 3 different pieces of equipment to ensure operational efficiency 5.2 Describe 3 variations that could occur when monitoring equipment 6.1 Explain how to evaluate the operational efficiency of the equipment 6.2 Explain 3 benefits of evaluating the operational efficiency of equipment 7.1 Explain how to carry out an investigation of the causes of variation 7.2 Explain who to inform of the outcome of the investigation and why they need to be informed 7.3 Explain how to inform the necessary people and why this important 8.1 Explain at what stage to obtain outside assistance and what implications this could have for the organisation and customer Purpose adjustments: To ensure that work is completed within timeframes, to specification and that it is fir for purpose. How to evaluate the effectiveness of adjustments made: Covering: measuring speed, monitoring the accuracy of the work etc. How to monitor different equipment to ensure operational efficiency: E.g. regular checks of finished work, comparing results graphically over a set period of time; methods of monitoring will depend upon the type/ purpose of the equipment. Variations that could occur when monitoring equipment: E.g. amount of material used, number of replacement parts needed, the quality of the result generated. How to evaluate the operational efficiency of equipment: Measuring output regularly against pre-determined criteria, comparing results etc. Benefits of evaluating the operational efficiency of equipment: Saving time/ money, maintaining high standards, ensuring customer satisfaction, repeat and expanded business etc. Carrying out an investigation of the causes of variation: Checking what has caused the variation, identifying the cause, measuring the activity over a period of time and analysing the statistics generated etc. Who to inform of the outcome of the investigation and why: Supervisors/ managers immediately responsible and relevant operatives; ensures that informed decision can be reached and appropriate actions taken. How to inform necessary people and importance of this: By a written technical report and face-to-face discussion, to aid with clarification, opportunities for questions and accessing information later on. What stage to obtain outside assistance: When the technical expertise is not available from within the organisation. Implications this could have for the organisation/ customer: E.g. adding time to the process of rectification; causing delays to production schedules, missing deadlines etc. 8.2 Explain how and where to obtain outside assistance How/ where to obtain outside assistance: Depending on what area of Page 30 of 67 IQB/0.2/143 Version /02/2013 Author DM

31 9. Know how to evaluate the effectiveness of outside assistance in the identification of and rectification of equipment 9.1 Explain how to evaluate the effectiveness of outside assistance 9.2 Explain how the organisation could reduce the need for outside assistance and give 3 reasons why this may be beneficial 9.3 Explain how to evaluate if the initiatives introduced to reduce the need for outside assistance have been effective expertise is required normally the equipment supplier would be called in. How to evaluate the effectiveness of outside assistance: Including: measuring the time/cost taken; costs to production to have outside assistance compared to putting it right in-house. How the organisation could reduce the need for outside assistance: Regular maintenance/ quality checks to identify variances at an early stage and for ease adjustments. Reasons this may be beneficial: Saving money for the organisation over time, ensuring high quality standards to satisfy needs of customers etc. Evaluating if the initiatives introduced to reduce the need for outside assistance have been effective: By checking whether the occurrence of problems has been reduced, recording the occasions when outside assistance was required and checking over a period of time. Page 31 of 67 IQB/0.2/143 Version /02/2013 Author DM

32 Unit 6 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of how to set-up and monitor equipment in a glass or glass related environment; covering types of equipment, preparation and determining their correct settings, types of adjustments and when to make them, monitoring the equipment used, evaluating operational efficiency, investigating the cause of variation in the product following the use of equipment, obtaining outside assistance to identify/ rectify problems with equipment and how to evaluate the effectiveness of this. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 32 of 67 IQB/0.2/143 Version /02/2013 Author DM

33 Unit 7: Knowledge of Glass Cutting With a Range of Glass Types F/600/8449 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the properties of typical types of glass that require cutting,the processes to be followed and the equipment required 2. Know how to identify a safe and suitable location for cutting the glass. 3. Know the types of problems that can occur in the cutting of different types of glass and how these problems might be overcome 4. Know how to ensure the glass is cut to specification, minimising waste 1.1 Explain the properties of the following types of glass: Laminated Georgian wired Float glass Mirrors 1.2 Explain the process for cutting each of the types of glass, to include: Equipment/tools required Personal Protective Equipment 2.1 Explain 3 things to consider when choosing a location for cutting the glass 3.1 Describe one problem that can occur in cutting for 3 different types of glass Properties of glass: Including: laminated, Georgian wired glass, Float glass and mirrors; covering: layering, bonding, annealing etc. Process for cutting each type of glass: Equipment/ tools: glass cutting machines and standard equipment for each glass type (with reference to assessment criteria 1.1); personal protective equipment: gloves, wrist protectors, goggles etc. Considerations when choosing a location for cutting the glass: Whether it is dust free, clear from obstructions, includes a firm cutting bench surface etc. A problem that can occur in cutting for 3 types of glass: Covering: scratches, chips, shattering, rough edges and other problems associated with the type of glass. 3.2 Explain how each problem identified could be overcome How each problem can be overcome: With reference to assessment criteria 3.1; including using the appropriate equipment, discussing the problem with colleagues/ supervisors etc. 4.1 Explain how to ensure the glass is to the required specification Ensuring the glass is to the required specification: Checking the glass against the order specification and drawings. 4.2 Explain how to minimise waste How to minimise waste: Including: planning cutting before placing the sheet on the table, optimising the cutting pattern from cad drawings/ prior calculations etc. Page 33 of 67 IQB/0.2/143 Version /02/2013 Author DM

34 5. Know how to cut radii into the different types of glass 6. Know how to cut holes in different types of glass, the types of problems that can occur and how they might be overcome 7. Know how to investigate problems in cutting different types of glass and identify likely causes and solutions 8. Know how to record the findings of the investigation and evaluation 5.1 Explain how to cut external radius: How to cut external radii: Using specialist knowledge acquired from drawings/ guidelines available. 5.2 Explain how to cut internal radii How to cut internal radii: Using specialist knowledge acquired from drawings/ guidelines available. 6.1 Explain how to cut holes in the following types of glass: Laminated Georgian wired Float glass 6.2 Describe a problem that can occur when cutting holes in each type of glass and how the problems might be overcome 7.1 Explain how to investigate the problems in cutting different glass types to include a rationale for deciding: when to carry out an investigation types of glass types of tools and equipment number of people to be included in the evaluation time period investigation is to cover environmental issues to be considered How to cut holes in laminated, Georgian wired and Floating glass: As identified from guidelines, organisation manuals and based upon own experience. Problems that can occur when cutting holes in each type of glass: With reference to assessment criteria 6.1; including: scratches, uneven edges, splitting. Overcome by: Using the appropriate equipment, discussing the problem with colleagues/ supervisors etc. How to investigate the problems in cutting different glass types: Covering: checking the thickness of glass to be cut, identifying the correct cutting method (based upon availability of machinery tools and skill level of operatives), deciding a suitable time period for assessment from statistical analysis of the sample size/ time period, clarifying the location required to complete the process etc. 7.2 Explain how to identify the likely cause of the problem How to identify the likely cause of the problem: E.g. machine errors (needs to be reset/ parts replaced), low quality of glass, human error (fatigue, indifference, inadequate training) etc. 7.3 Explain how to identify potential solutions to the problems identified and 3 things to consider when identifying potential solutions 8.1 Explain how to record the information and why recording is important How to identify solutions to the problems and considerations when doing so: With reference to assessment criteria 7.2; e.g. ensuring adequate maintenance of machine parts, providing motivation/ further training etc. How to record the information: Covering: dates, times, location, name of operation and operatives involved. Importance of recording information: To avoid mistakes/ disagreement over what occurred, for ease of reference etc. Page 34 of 67 IQB/0.2/143 Version /02/2013 Author DM

35 9. Know how to recommend and monitor improvements to glass cutting practices 10. Know the problems that can occur when recommending improvements to glass cutting practices 8.2 Explain who needs to be made aware of the findings and why 8.3 Explain how to give the relevant information to the people requiring it Who needs to be made aware of the findings: Quality control maintenance operatives, supervisors/ direct line managers, quality control and health and safety. Why they need to be aware: So that the well-informed decision/ actions can be taken by the appropriate level of authority. How to give the relevant information to those requiring it: By a written report and face-to-face discussions, to aid with clarification, opportunities for questions and accessing information later on. 9.1 Describe 3 ways to recommend improvements Ways to recommend improvements: E.g. via written reports, delivering presentations during meetings, s etc. 9.2 Describe how to monitor the effectiveness of the implemented improvements, to include a rationale for deciding: when to monitor the recommended improvements types of glass types of tools and equipment number of people to be included in the evaluation time period investigation is to cover environmental issues to be considered 10.1 Explain 3 problems when recommending improvements to glass cutting practices and a potential solution to each How to monitor the effectiveness of the implemented improvements: By regular checks at controlled intervals accurately recorded with key points highlighted. Problems when recommending improvements to glass cutting practices and solutions: E.g. disinterested management can by persuaded by sufficient supporting data; provision of interesting training can motivate operatives etc. Page 35 of 67 IQB/0.2/143 Version /02/2013 Author DM

36 Unit 7 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of glass cutting with a range of glass types; including properties of typical glass, processes, equipment, identifying locations for cutting, problems that can occur and overcoming them, cutting to specification, minimising waste, cutting radii/ holes, investigating problems in cutting, likely causes/ solutions and recording the findings recommending/ monitoring improvements to practices and the problems that can occur when doing so. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 36 of 67 IQB/0.2/143 Version /02/2013 Author DM

37 Unit 8: Knowledge of the Glass Container Manufacturing Process K/600/7960 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the constituent components of the raw materials or batch 2. Know the major components of a batch plant 3. Know how a furnace converts the batch mix into molten glass and recognise environmental impact 4. Know the purpose of the fore-hearth and feeder in the glass manufacturing 1.1 Describe the composition of the batch mix required to produce white (flint) amber (brown) and green glass 1.2 Describe the properties of the constituent components that make up each different batch mix 1.3 Describe the benefits of utilising recycled glass in the batch mix 2.1 Describe the composite parts that make up a typical batch plant 2.2 Describe the systems and procedures necessary to prevent batch contamination Composition of the batch mix required to produce white, amber and green glass: Including: names, quantities, order etc.; basic information from hot end production. Properties of the constituent components that make up each different batch mix: As available with the chemical specification for batch content. Benefits of utilising recycled glass in the batch mix: E.g. glass can be recycled repeatedly, separating/ recycling glass can significantly reduce waste management costs, furnaces require lower temperatures which can reduce costs etc. Composite parts that make up a typical batch plant: Including: names, quantities, order etc.; with reference to basic information from batch plant. Systems/ procedures necessary to prevent batch contamination: Including: quality checks, chemical analysis, computerised batch sampling techniques etc. 3.1 Describe the various parts of the furnace Various parts of the furnace: With reference to knowledge specific to the site. 3.2 Describe the batch melting process The batch melting process: With reference to knowledge specific to own role/ the organisation. 3.3 Explain how to monitor the key performance indicators for the furnace How to monitor the KPIs for the furnace: Being aware of what the KPIs are, having regular/ timely checks; covering: heating, batch, flow etc. 4.1 Describe the purpose of the fore-hearth Purpose of the fore-hearth: A narrow set of channels, taking the glass from the conditioning chamber to the forming machines. Page 37 of 67 IQB/0.2/143 Version /02/2013 Author DM

38 process 4.2 Describe the purpose of the feeder Purpose of the feeder: Delivering colour from the weigh system to the interior of the fore-hearth, where it is dropped onto the glass surface. 5. Know the major components in the gob delivery system from when the glass is extruded from the feeder 6. Know the problems associated with the gob delivery system 7. Know the different processes used to manufacture containers 8. Know the process of transferring formed containers into the annealing stage including any inspection or treatment and the types of problems that can occur 9. Know the principles of annealing glass 4.3 Describe what adjustments are possible in the feeder and plunger to produce gobs to specification. Give 3 examples Adjustments possible in the feeder/ plunger to produce gobs to specification: E.g. covering speed, heat, lubricant, clean etc. 5.1 Describe a typical glass delivery system Typical glass delivery system: Covering: gobs, moulds, conveyor, lehr, coating, packaging etc. 5.2 Describe typical coatings that are applied to delivery equipment 6.1 Describe 3 problems that can originate from the delivery system, and offer a solution for each of the problems given 7.1 Describe the Press & Blow system of glass container manufacture 7.2 Describe the Narrow Neck Press & Blow system of glass container manufacture 7.3 Describe the Blow & Blow system of glass container manufacture 8.1 Describe the transfer operations from the dead plate to the annealing lehr 8.2 Give 3 problems that can occur at each stage and offer a potential solution for each Typical coatings applied to delivery equipment: E.g. traditional epoxy/ pigment products, additional lubricating oil, resin, graphite etc. Problems that can originate from the delivery system and solutions: E.g. blockages can be cleaned away, removing quality failure test and rectifying accordingly etc. The Press & Bow system: The glass gob enters the mould, the mould is closed and the gob takes the shape of the mould by blowing from the sides/ above etc. The Narrow Neck Press & Blow system: For producing glass containers; the plunger forms the internal cavity during the blank forming stage rather than an air bubble. The Blow & Blow system: The molten gobs of glass are poured into a mould, the neck is formed and the rest of the parison is formed by blowing the liquid to the edges of the mould. This is then removed and put into another mould to be blown into the finished shape as with the Press & Blow method. Transfer operations from the dead plate to the annealing lehr: With reference to technical knowledge. Problems that can occur at each stage and solutions: E.g. if bottles come into contact with each other, moving too quickly - reduce speed of line etc. 9.1 Describe the annealing process The annealing process: The controlled cooling of hot glass in a controlled furnace. 9.2 Explain why it is necessary to anneal formed glass containers Why it is necessary to anneal formed glass containers: To avoid out of Page 38 of 67 IQB/0.2/143 Version /02/2013 Author DM

39 10. Know the importance of applying and monitoring hot and cold end coatings 11. Know the processes carried out at the Cold End Operation and their purpose 12. Know the container packaging process 9.3 State typical temperatures at the start and end of the annealing process 10.1 Explain how hot and cold end coating is applied to the container and why 10.2 Explain the checks required to ensure the coatings are effective specification products, too brittle low pressure tests etc. Typical temperatures at start/ end of annealing process: With reference to technical knowledge; covering: stress-relief point, strain point and room temperature. Hot-end coating: Applied prior to annealing; e.g. a thin layer of tin oxide is applied using a safe organic compound/ inorganic stannic chloride; this is done to make the surface more adhesive to the cold-end coating. Cold-end coating: Applied after annealing; e.g. a layer of polyethylene wax is applied with a water-based emulsion; this is done to me the surface slippery, reducing scratching/ glass sticking together. Checks required to ensure coatings are effective: Covering: quality control tests, samples in labs, electronic eyes etc Describe the cold end operations Cold end operations: Including: sorting, packing, stacking, storing, loading, labeling and painting Describe the purpose of cold end operations Purpose of cold end operations: To ensure the product meets customer specification and goes to correct place at the correct time Describe the types of inspection that take place. Give 3 examples of each of the following: Manual Automated 11.4 Describe auditing procedures for two different types of cold end inspection equipment Types of inspection that take place: E.g. pressure tests to test strength is appropriate for intended use, swinging baffle to check evenness of the base, Birefringence visual checks to identify correct cooling process, electronic eyes etc. Auditing procedures for different types of cold end inspection equipment: E.g. Regularly testing against the template model to check it is still in specification Describe a typical glass palletiser Typical glass palletiser: Automatic machines; arrange/ stack containers separated by layer sheets; used to load bulk pallets Describe the differences that can occur between packaging specifications Difference that can occur between packaging specifications: Depending upon customer requirements Describe the methods used to package glass containers Methods used to package glass containers: E.g. patted only, box/ special containers Describe a typical shrink system and/or band strapper Typical shrink system: Covers a product with clear plastic which shrinks Page 39 of 67 IQB/0.2/143 Version /02/2013 Author DM

40 12.5 Describe 3 problems that can occur in transporting packaged glass containers and offer a potential solution for each when heated to fit tightly around shape of product. Band strapper: Binding items together for handling/ shipment, can be horizontal/ vertical bands etc. Problems that can occur in transporting packaged glass containers and potential solutions: E.g. spillage from fork lifts/ tipping during sorting solved by checking the fork lift is being operated correctly etc. Page 40 of 67 IQB/0.2/143 Version /02/2013 Author DM

41 Unit 8 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of the glass container manufacturing process; including constituent components of the raw materials/ batch, major components of a batch plant, workings and environmental impact of a furnace, major components of the gob delivery system and associated problems, processes used to manufacture containers, transferring to annealing stage, inspections/ treatment and associated problems, principles of annealing, applying/ monitoring hot and cold end coatings, processes at the cold end operation and the packaging process. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 41 of 67 IQB/0.2/143 Version /02/2013 Author DM

42 Unit 9: Knowledge of Curtain Walling Systems Y/600/6660 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the purposes and functions of a generic Curtain wall / Façade system 2. Understand the major components of a Curtain Wall system 1.1 Describe the purposes of a curtain wall system in terms of aesthetics, functionality and compliance with the relevant Building Regulations 1.2 Describe 2 methods of Draining & Ventilating a Curtain Wall system 2.1 Describe 2 major structural components of a standard curtain wall system 2.2 Describe the components for joining structural components of a standard curtain wall system Purpose of curtain wall systems: An era of rapid change in relation to aesthetics, functionality and compliance with building regulations; e.g. the use of the external glass box is phasing out for environmental reasons, increasingly active role of curtain walling systems in the structure of the building in addition to weatherproofing and external aesthetics. 2 methods of draining and ventilating a curtain wall system: Drained rain screen and glazing frames have drainage holes at the bottom of each cavity to allow water out. Holes may also be provided at the top of the cavity to provide ventilation of the cavity. This allows air to pass through the cavity or frame to remove excess water vapour. Holes for ventilation may be smaller than drainage holes. They are normally made the same size as drainage holes and placed in symmetrical positions so that transoms cannot be installed upside down. If transoms have holes for only one glazing rebate it should be assumed that they are drainage holes. The transom should be placed with the drainage holes uppermost so that they are at the lowest point of the glazing rebate they drain. 2 major structural components of standard curtain wall system: Including glass, doors, aluminium etc. Components for joining structural components of standard curtain wall system: Including: type, method, benefits, appropriateness for type of structural component etc. Page 42 of 67 IQB/0.2/143 Version /02/2013 Author DM

43 3. Understand how to fix a curtain wall to a structure 4. Understand how to glaze into a curtain wall system. 2.3 Describe the functions of the components required to weatherproof the system Functions of the components required to weatherproof the system, including: Sheet waterproofing membranes: They can be bonded or partially bonded to the structure during construction, most suitable for waterproofing new structures when there is sufficient access during the below ground construction phase. Liquid applied membranes: There are many different types of liquid applied membranes including polymer modified bitumen (such as Remmers Profitight), to very high performance 2-component polyurethanes and other complex polymer waterproofing resins. 3.1 Describe the various fixing methods Fixing methods: Use of large non-standard brackets, steel beams have to be site drilled, brackets interfere with the beam s fire protection, the loads from the fixings can affect the torsional stability of the beams etc. 3.2 Name 3 different materials the structure may be made of and explain the implications for the fixings 3 different materials the structure may be made from and implications for fixings: Concrete: Concrete frames and floor slabs, which has allowed the curtain walling to be fixed using traditional expanding anchors or cast in fixing channels in the face of the concrete. Steel frame: This form of construction increases the speed of erection and very often incorporates trapezoidal steel permanent formwork to support the concrete floor slabs while curing. Aluminium: The aluminium frame is typically filled with glass, which provides an architecturally pleasing building. 4.1 Describe how to glaze a window and door into a wall How to glaze a window/ door into a wall: Option one: In the modelling lab, place curtain grids to break the panel to match the size for the door, switch to 3D view, hover over edge of curtain wall panel, use the key to cycle through the options, select the preferred panel to change to a window/ door; use the element drop down menu to change the panel to the appropriate loaded curtain wall door family, adjusting grids to correct size and applying mullions as appropriate. Option two: Change the panel to a wall type, place window/ door as a normal wall. 4.2 Describe how to temporary glaze glass / panel into a curtain wall How to temporary glaze glass/ panel into a curtain wall: Use temporary glass support and temporary fasteners and avoid sealant. Page 43 of 67 IQB/0.2/143 Version /02/2013 Author DM

44 5. Understand how to utilise edge details to seal the curtain wall to adjacent structures 4.3 Describe how to permanently glaze glass / panel into a curtain wall 5.1 Describe a typical side edge detail and how it is weatherproofed 5.2 Describe a typical floor detail and how it is weatherproofed 5.3 Describe a typical head detail and how it is weatherproofed How to permanently glaze glass/ panel into a curtain wall: Describe in accordance with company operating instructions and training manual. Typical side edge detail and how it is weatherproofed: Describe in accordance with company operating instructions and training manual. Typical floor detail and how it is weatherproofed: Describe in accordance with company operating instructions and training manual. Typical head detail and how it is weatherproofed: Describe in accordance with company operating instructions and training manual. Page 44 of 67 IQB/0.2/143 Version /02/2013 Author DM

45 Unit 9 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of working curtain walling systems, including their purpose and functions, major components, methods for fixing to structures, glazing into them and utilising edge details to seal them to adjacent structures. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 45 of 67 IQB/0.2/143 Version /02/2013 Author DM

46 Unit 10: Understanding the Building Regulations in the Fenestration Industry K/600/8445 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand why Building Regulations exist, and where they apply 2. Know the main parts of Building Regulations that affect the Fenestration Industry 1.1 Explain the main purpose of the Building Regulations Main purpose of the Building Regulations: With reference to most up to date legislation (available from the website of the National Archives); covers securing the health and safety of people in buildings. 1.2 State which Countries the Building Regulations apply to Countries the regulations apply to: With reference to the regulations in assessment criteria 1.1; they apply to England and Wales. 1.3 State which of the following the building regulations apply to i) Replacing the whole of a window frame ii) Replacing broken glass or fogged double glazing units iii) Replacing some opening parts in a main window frame 2.1 Name the 5 main parts of the Building Regulations that affect the Fenestration Industry and which part they affect The building regulations: Apply to replacement of windows / doors only; replacing glass/ opening parts are classed as repair and compliance. Main parts of the Building Regulations that affect fenestration industry: Including: thermal insulation, safety glazing, means of escape, structural safety and ventilation. 3. Know who can carry out inspection of work covered by the Building Regulations and who is responsible for ensuring the inspection takes place 3.1 Identify 2 bodies that can carry out inspection of work covered by Building Regulations and when each should be involved Bodies that can carry out inspection of work covered by Building Regulations Local Authority Building Control: For all domestic new builds, extensions, all contractors who are not a CPS member, all commercial builds etc. Competent Person Scheme: For CPS members, all domestic replacement double glazing windows, doors to 4 walled dwellings etc. 3.2 Explain how to decide who should arrange the inspection Deciding who should arrange the inspection: If it is a Competent Person Scheme member the CPS; for anything else - the Local Authority. Page 46 of 67 IQB/0.2/143 Version /02/2013 Author DM

47 4. Know the implications of a failed inspection 5. Understand the aims of part L(Conservation of Fuel and Power) of the Building Regulations regarding U value requirements for Fenestration installation 6. Know the name and range of the UK's national system used for rating the energy efficiency of windows and the minimum energy rating band acceptable in the Building Regulations 7. Know the optimum space for heat retention between 2 panes of glass in a double glazed unit 8. Know the types of glazing units other than traditional double glazed units that can help meet the requirements of Part L of the Building Regulations and the benefits of the different types 9. Know the advantages of using types of glazing that minimise heat loss 4.1 Name 4 possible consequences of a failed inspection Consequences of a failed inspection: E.g. unsafe installation, the required certification cannot be issued to the homeowner, remedial works become necessary and the cost of remedial works to be covered by the installing company. 5.1 Explain the maximum acceptable U value across the whole of a window 5.2 Explain the maximum acceptable U value when a glazed panel within a door is equal to or greater than 50% of the entire door area 6.1 Identify the name and range of the UK's national system for rating the energy efficiency of windows 6.2 State the minimum energy rating band acceptable in the Building Regulations 7.1 State the optimum space for heat retention between 2 panes of glass in a double glazed unit 8.1 Name 2 types of glazing unit other than traditional double glazed units that can help meet the requirements of Part L of the Building Regulations Maximum acceptable U value across the whole of a window: U Value is the Measure amount of heat retained in building/ efficiency of system to retain heat; the maximum is the highest possible U value achievable from a combination of the glass sealed units, bead gaskets and the frame; the minimum acceptable U Value is 1.6w/m2k. Maximum acceptable U value when glazed panel within door is equal/ greater than 50% of entire door area: Acceptable U value to replacement door to existing dwelling is the same 1.8 w/m2k irrespective of less or more than 50% glazing. Identifying the name/ range of the UK s national system for rating energy efficiency of windows: There are three national systems for Bands A G WER (Window Energy Ratings): BFRC, BSI and TRR. Minimum energy rating band: Band C. Optimum space for heat retention between two panes of glass in double glazed unit: 16MM spacer Bar. Types of glazing unit that meet requirements of Part L of the Building Regulations: Including: soft coat/ hard coat; tripled glazed / gas filled sealed units etc. 8.2 Describe a benefit of each of the 2 types named Benefits of each glazing type: With reference to assessment criteria 8.1; including: gas filled glazing provides a more efficient barrier to heat loss, soft coat glazing provides a higher performance rating etc. 9.1 Give 5 advantages of using types of glazing that minimise heat loss Advantages of using types of glazing that minimise heat loss: E.g.: regulating room temperature, minimising heat from the Sun, more economical household energy bill, allowing better control of room temperatures, being cost effective and meeting requirements of building regulations. Page 47 of 67 IQB/0.2/143 Version /02/2013 Author DM

48 10. Understand what is meant by safety glazing 11. Understand when safety glazing must be used 12. Know the exceptions to the use of safety glazing and the minimum thickness acceptable for the exceptions 13. Know the requirements for visible glass markings 10.1 Explain the function of safety glazing and the types of glass used in safety glazing Function of safety glazing/ types of glass used in safety glazing: To provide protection against impacts; e.g. wire mesh, laminated glass, toughened glass etc Define Critical Safety Area Locations Critical Safety Area Locations: Areas in which it is a requirement for people to have protection against impact with glass Explain when safety glazing must be used regarding: Height from the finished floor level Side panel distance from either edge of a door Explain what is meant by finished floor level Which dimension to use if the ground level varies inside and outside 11.3 Explain the finished floor level in a bathroom area where the window is adjacent to the bath/shower When safety glazing must be used: Height from the finished floor level: Is below 800MM / Door below 1500MM. Side panel distance from either edge of a door: When either edge of door is 300MM. Finished floor level: The height of the floor after the floor material is added. Dimensions to use if the ground level varies inside and outside: This will vary; based upon the inside dimension. Finished floor level in a bathroom area where window is adjacent to bath/ shower: Inside bath/ inside shower tray (point of upstanding person) Explain where the drop on a stairway is measured from Where the drop on a stairway is measured from: The tread of the stair (where you place foot) directly below the window Explain exceptions to the use of safety glazing regarding dimensions 12.2 State the minimum thickness for glass in traditional leaded lights and copper lights Exceptions to the use of safety glazing: When the glazing pane is less than 250MM and does not exceed 0.5m². Minimum thickness for glass in traditional leaded lights/ copper lights: 4MM State the minimum thickness for all other exceptions Minimum thickness or all other exceptions: 6MM Explain 3 pieces of information that must be clearly and indelibly present on safety glass Pieces of information that must be clearly/ indelibly present on safety glass: Including: British Standard Number (different for laminated and toughened glass), trademark/ manufacturer and classification relating to impact test behaviour. Page 48 of 67 IQB/0.2/143 Version /02/2013 Author DM

49 14. Know the common problems that can occur when taking delivery of glass and how to minimise the impact of these problems 15. Know the types of windows and doors that part A (Structure) of the Building Regulations applies to 16. Understand when Lintels should be used 17. Understand the process to be followed with Bay Window replacement 14.1 List reasons for some common problems that can occur, to include 1 reason for each of the following: Incorrect type of glass being delivered Incorrect dimensions of glass being delivered No safety markings on glass Safety mark not clear 14.2 Explain ways the impact of each point raised above can be minimised 15.1 Name the types of windows and doors that part A (Structure) of the Building Regulations applies to 16.1 Explain who makes the decision when a Lintel must be fitted and what this decision is based on Reasons for some common problems that can occur: E.g. surveyor, order or manufacturer error, unable to fit, failure to comply with the Building Regulations, glass not safety glass etc. Ways the impact of each problem can be minimised: With reference to assessment criteria 14.1; ensuring all persons involved in process check before starting the next stage, surveyors placing the orders and checking upon delivery from supplier. Type of windows/ doors that part A of the Building Regulations applies to: Including: bay windows, use changed from window to door. Who makes decision when a Lintel must be fitted/ what this decision is based on: The Local Authority, if the aperture is being made wider; the installing company for all other cases Explain the 3 stages involved in Bay Window replacement Stages involved in Bay Window replacement: Including support structure with steel props, removing the window, installing a new window etc Explain the types of temporary support to be used and when they should be introduced 17.3 State the surrounding areas that may need support and protection prior to window removal 17.4 Explain the use and positioning of support equipment to protect internal ceiling and floor finishes 17.5 Explain the sequence of removal of the windows in a 2 storey bay and the importance of support of the structure Types of temporary support used/ when they should be introduced: E.g. Jack Poles, Acrow props for before the Bay window is removed etc. Surrounding areas that may need support/ protection prior to window removal: E.g. the head, ceiling, roof etc. Use/ positioning of support equipment to protect internal ceiling/ floor finishes: Covering Acrow props (top and bottom) with wooden batons, covering the floor with dust sheets etc. Sequence of removal of the windows in a 2 storey bay: Ensuring the roof is supported, removing windows on second storey and then the first storey. Importance of support of the structure: This ensures that the building remains safe. Page 49 of 67 IQB/0.2/143 Version /02/2013 Author DM

50 18. Understand when and why to ensure any defects in the structure should be addressed before the installation commences 19. Know what bearing plates are and when they should be used 20. Understand the problems that can occur in bay window removal and replacement and how to overcome them 17.6 Explain the correct and safe way to complete the removal of mullions 17.7 Explain the use of load bearing supports and when and where they should be used 17.8 Explain how to determine the bay window assembly process 17.9 Explain how weather and or site conditions can determine if the bay is assembled prior to installation or assembled on site 18.1 Explain why defects should be addressed before installation commences Correct/ safe way to complete removal of mullions: Ensuring Acrow props are in place to take weight bearing lintels, cutting across the centre, removing the upper section and then removing the lower section. The use of load bearing supports and when/ where to use them: Taking the weight of the load bearing member being removed from lintel bay window, structural mullions etc. Determining the bay window assembly process: By an on-site investigation of the ground floor first using Acrow props and if necessary the first floor. How weather/ site conditions can determine if the bay is assembled prior to installation/ on site: The bay is usually assembled on site in coupling reinforced sections; it might need slight adjustments on site. Why defects should be addressed before installation commences: Ensuring there is no breach of the Building Regulations, reducing costs in time/money and avoiding inconveniencing the customer Explain the make-up of bearing plates Make-up of bearing plates: Including: made of steel, usually round and capable spreading the weight over a greater area to avoid damage Explain the purpose of bearing plates and when and how they should be used 19.3 Give an example of a situation where bearing plates are not required 20.1 Explain 3 problems that can occur when removing bay windows and how to overcome them 20.2 Explain 3 problems that can occur with the installation of bay windows and how to overcome them Bearing plates: Purpose: To evenly spread weight / load When to use: Windows are carrying a load How to use: By fixing bearing plates to a cavity brick wall (dwarf wall) Situation where bearing plates are not required: E.g. when windows are not carrying a load. Problems that can occur removing bay windows and overcoming them: E.g. the roof drops, the bay windows drop, cracks appear in the brickwork etc.; overcome by adequately supporting the load bearing window before removal. Problems that can occur installing bay windows and overcoming them: The same as assessment criteria Page 50 of 67 IQB/0.2/143 Version /02/2013 Author DM

51 21. Understand the requirements of Part B (Fire Safety) 22. Understand the requirements for purge ventilation 23. Understand the requirements for and background ventilation 21.1 Explain the requirements for windows provided for emergency egress purposes to include: Minimum openable area Minimum height and width Maximum height from floor to the bottom of the openable area 21.2 Explain which rooms on the ground floor require egress windows to be installed 21.3 Explain 2 factors that govern if Part B applies to upper floors Requirements for windows provided for emergency egress purposes: Minimum openable area: New build 450MM Minimum height/ width: 733MM x 450MM Maximum height from floor to bottom of openable area: 1100MM Which rooms on ground floor require egress windows to be installed: Egress stays are necessary for each room without an outside door exit. Factors that govern if Part B applies to upper floors: Covering; fire exits, balconies etc Explain 2 purposes of purge ventilation Purposes of purge ventilation: Meeting the requirements for sufficiently ventilating a room; including: diluting pollutants, reducing water vapour etc Explain the required % of area of opening windows to floor area where the hinged or pivot window open 30 degrees or more 22.3 Describe the difference when the hinged or pivot window opens less than 30 degrees Required % of area: The area of the opening sash should be at least 1/20 th / 5% of the floor area of the room. Difference when hinged/ pivot window opens less than 30 degrees: E.g. the pivot window is a vertical opening, hinged is horizontal Explain how to measure the area of a sash window How to measure the area of a sash window: Measuring the full height and width of the frame, remove profile thickness and halve Explain the area of habitable rooms that require trickle ventilation 23.2 Explain the area of kitchens, bathrooms and other wet areas that require trickle ventilation 23.3 Explain acceptable alternatives when installing a replacement window that had a trickle ventilator in the original window 23.4 List 2 options for ventilation to make the customer aware of when no ventilation is provided in the windows removed Area of habitable rooms that require trickle ventilation: With reference to knowledge of the building regulations e.g. Part F and Part L. Area of kitchens, bathrooms and wet areas that require trickle ventilation: As per regulations in assessment criteria Alternatives when installing a replacement window that had trickle ventilator in the original window: Should be replaced with the same or with a least the same ventilation; it could have a permanent ventilator installed in glass. Options for ventilation to make the customer aware of when no ventilation is provided in the windows removed: E.g. Vent Axia, glazing vent etc. Page 51 of 67 IQB/0.2/143 Version /02/2013 Author DM

52 Unit 10 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of the Building Regulations in the Fenestration Industry; including why they exist and where they apply, the main parts, who carries out/ ensures there are inspections and implications of failure, Part L of the Building Regulations, energy efficiency, heat retention in double-glazed units, types of glazing, their benefits and how they comply with Part L, safety glazing, when it must be use and exceptions, visible glass markings, problems when taking delivering of glass and minimising their impact, which windows/ doors Part A of the Building Regulations apply to, the use of Lintels, bay window replacement, when/ why to address defects prior to installation, bearing plates and when to use them, problems in bay window removal/ replacement and overcoming them, requirements of Part B of the Building Regulations, purge ventilation and background ventilation. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 52 of 67 IQB/0.2/143 Version /02/2013 Author DM

53 Unit 11: Understanding Automotive Glazing Products L/600/7451 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the difference in construction between laminated and toughened glass and how they behave on impact and how the different types of glass can be processed after manufacture 2. Know why the use of laminated glass in side and rear windows is minimal 3. Know the properties of Polyvinyl Butyral (PVB) interlayers used in automotive glass manufacture 1.1 Explain the typical make up of laminated glass Typical make up of laminated glass: Two sheets of glass with 0.76mm PVB interlayer between them. 1.2 Explain how toughened glass is manufactured How toughened glass is manufactured: A shaped pattern piece of glass is heated to approximately 970 C and cooled quickly by air or water to toughen. 1.3 Describe how laminated glass normally behaves on impact and what protection this gives 1.4 Describe how toughened glass normally behaves on impact and what protection this gives 1.5 Describe what processes can be carried out on laminated glass after manufacture 1.6 Describe what processes can be carried out on toughened glass after manufacture 2.1 Explain why the use of laminated glass in side and rear windows is minimal 3.1 Describe the properties of Polyvinyl Butyral (PVB) interlayers used in automotive glass manufacture 3.2 Explain where the different thicknesses of PVB should be used How laminated glass normally behaves on impact and protection this gives: The outer layer of glass in most cases remains intact if struck by a stone and also makes up 30% of the vehicle structural strength. How toughened glass normally behaves on impact and protection this gives: The glass will shatter into smaller pieces; this is normally used for side glass to aid escape during an accident. Processes that can be carried out on laminated glass after manufacture: E.g. drop ball test, visible distortion test, freeze/boil tests etc. What processes can be carried out on toughened glass after manufacture: E.g. visible distortion test both shape and optical. Why the use of laminated glass in side/ rear windows is minimal: Laminated glass is harder to break and causes fewer problems in accidents. Properties of Polyvinyl Butyral (PVB) interlayers used in automotive glass manufacturing: PVB is the layer between the two layers to prevent objects entering the interior of a vehicle. Where the different thicknesses of PVB should be used: E.g. used in antibandit vehicles, riot vans, vehicles with heads up display etc. Page 53 of 67 IQB/0.2/143 Version /02/2013 Author DM

54 4. Know what a direct glazing system is and what its properties are 5. Know the terminology for different types of windscreens and their properties 6. Know the possible implications of installing an aftermarket sunroof 7. Know the range of glass tints available, how to identify them and what problems can occur 8. Know how solar control glass is constructed, what its uses are and how it 3.3 Explain how the PVB interlayer differs from the norm on a windscreen with head up display How PVB interlayer differs from the norm on a windscreen with head up display: The PVB interlayer is thicker and wedge shaped at the bottom of the screen. 4.1 Describe what a direct glazing system is Direct glazing system: Glass that is bonded directly to the vehicle forming part of the structure. 4.2 Describe the effects of weather conditions on a direct glazing system Effects of weather conditions on a direct glazing system: E.g. too much heat/ cold can cause problems with the bonding process; wet weather may result in poor fitment etc. 4.3 Describe how to correctly use a direct glazing system How to correctly use a direct glazing system: By ensuring bonding procedures of the manufacturer are observed. 4.4 Explain why it is important to use a direct glazing system correctly 5.1 Explain the meaning and make up of at least 2 of the following Acoustic glazing Electrochromic glazing Anti bandit glazing Anti-reflective glazing 6.1 Describe the possible implications of installing an aftermarket sunroof Importance of using a direct glazing system correctly: To ensure all people in the vehicle are safe, prevent water leaks and damage to electrical systems, to meet requirements of vehicle warranty etc. Acoustic glazing: Use of an acoustic interlayer to lower noise levels in vehicle etc. Electrochromic glazing: A touch button system to make glass lighter/ darker (normally on rear view mirrors). Anti-bandit glazing: Glass with a thicker interlayer normally found in emergency/ security vehicles to the BS 5544 standard. Anti-reflective glazing: A film/ coating put on the interior of the glass to prevent reflections onto screen. Implications of installing an aftermarket sunroof: E.g. structural failure of roof if vehicles roll over, damage to interior, water leaks etc. 7.1 List four different glass tints Different glass tints: E.g. clear, green, blue, bronze, grey etc. 7.2 Explain how to identify glass tints Identifying glass tints: Lower side glass down and place a piece of white paper halfway behind the glass and open area. 7.3 Describe the problems that can arise if the incorrect tint is fitted Problems if the incorrect tint is fitted: E.g. effecting satellite Navigation systems, making the air conditioning work harder affecting MPH and the cosmetic look of the vehicle. 8.1 Explain how solar control glass is constructed How solar control glass in constructed: Normally a reflective coating is applied to the outer layer of the windscreen. Page 54 of 67 IQB/0.2/143 Version /02/2013 Author DM

55 works 8.2 Describe what solar control glass is used for. Give three purposes 9. Know the purpose and meanings of glass marking 10. Know the properties of heated rear and front windscreens 11. Know why it is important to be aware of airbags, how to identify their presence and what precautions need to be taken when working near them 12. Know how rain sensors work for automatic wiper activation, how to check them, the types of problem that can occur and how to overcome them 13. Know how light sensors work, how to check them, the types of problem that What solar control glass is used for: E.g. keeps the interior of the vehicle cool, assists with the air conditioning, reduces fuel costs etc. 8.3 Explain how solar control glass works How solar control glass works: A coating that reflects sunlight off of the screen to keep the interior cool. 9.1 Explain the purpose of glass marking Purpose of glass marking: Ensuring all glass is up to standard and fit for purpose. 9.2 Explain the meaning of glass marking symbols. Give four example 10.1 Describe the properties of heated rear and front windscreens Meaning of glass marking symbols: E.g. manufacturer s markings, British safety standards mark, 43R European safety mark, various symbols (Heated, Acoustic etc.). Properties of heated rear/ front windscreens: Heated rear glass is normally a printed circuit on the glass; a heated screen has a series of wires attached to the interlayer; they are both operated by switch and connected to an electrical source Explain why it is important to be aware of airbags Importance of being aware of airbags: To ensure that they are not deployed while working on a vehicle Explain how to identify the presence of airbags Identifying the presence of airbags: Markings can be found on the dashboard, door panels, A-pillar and B-pillar Describe the precautions that need to be taken when working near airbags 12.1 Explain how rain sensors work for automatic wiper activation Precautions to be taken when working near airbags: Ensuring technical data is correct, being careful when working inside the door and vacuuming under seats/ doors. How rain sensors work for automatic wiper activation: A beam of light sent from a sender to a receiver on the glass; if the glass is wet the beam sends back a different signal which will operate the wipers automatically Explain how to check rain sensors How to check rain sensors: Turning to the correct setting and spraying the glass with cleaner Describe two types of problem that can occur with rain sensors and explain how these might be overcome Problems with rain sensors and overcoming them: E.g. poor alignment of fixings checking the fixings beforehand and adjusting them; gel pad damage ensuring a new gel pad is available Explain how light sensors work How light sensors work: Detecting light intensity and returning the signal to turn on the lights automatically. Page 55 of 67 IQB/0.2/143 Version /02/2013 Author DM

56 can occur and how to overcome these 13.2 Explain how to check light sensors Checking light sensors: By turning ignition on and covering the sensor - the lights should come on. 14. Know the types of resins and urethanes used in automotive glazing and what their uses are 15. Know the types of tools and equipment used in automotive glazing at what they are used for 16. Know what integrated antennas are used for in automotive glazing, reasons Vehicle Manufacturers use them and what kind of problems they have and how to overcome them 17. Know the types of membrane used on the inside of doors, what their purposes are, what problems can occur 13.3 Describe two types of problem that can occur with light sensors and explain how these might be overcome Problems with light sensors and overcoming them: E.g. incorrect tint of glass/ damaged gel pad resolved by carrying out pre-checks and having a new gel pad available Describe the purpose of resin in automotive glazing repairs Purpose of resin in automotive glazing repairs: To replace the air in chip and return strength to windscreen Give three examples of urethanes used in automotive glazing and describe their uses Urethanes used in automotive glazing: E.g. high modulus, low modulus, butyl tape; all used to bond glass to the body of a vehicle Explain the meanings of direct and indirect glazing Direct glazing: Glass bonded directly on to the body. Indirect glazing: Glass fitted to the body using a rubber gasket List the 2 most common types of rubber fitments used in indirect glazing 15.1 List six different types of tool or pieces of equipment used in automotive glazing and describe their uses 16.1 List what integrated antennas are used for in automotive glazing, giving three examples of Vehicle Manufacturers who use this technology and 2 reasons they are used in preference to external aerials 16.2 Describe the type of problems that can occur with integrated antennas and explain how these might be overcome Common rubber fitments for indirect glazing: Including: S-type and H-type (Claytonrite). Types of tool/ equipment used in automotive glazing and their uses: Razor wire: Removing encapsulated glass. Pull tool: Bonded glass removal tool. Cord: Pulling in S-type rubber gasket. Putty stick: Fitting glass into H-type rubber. Wiper puller: Removing stubborn wipers. Screw drivers: Removing different screws. What integrated antennas are used for in automotive glazing: Including GPS systems, central locking and radio signals; manufacturers include Vauxhall, Merc, BMW etc.; reasons for use: improved design points and signal reception. Problems that can occur with integrated antennas and overcoming them: E.g. damaged connections resolved by checking connections; incorrect adhesives resolved by ensuring glue is non-conductive etc List three types of membrane used on the inside of doors Types of membrane used inside doors: E.g. plastic, metal or foam Give an example of a Vehicle Manufacturer who uses each type of membrane listed Manufacturers who use each type of membrane: E.g. Golf, Focus, Astra, Volkswagen, Ford, Vauxhall etc. Page 56 of 67 IQB/0.2/143 Version /02/2013 Author DM

57 and how to overcome these problems 17.3 Explain the purpose of the membranes Purpose of the membranes: To stop water entering the vehicle and reducing noise levels. 18. Know how to locate reset procedures for door glasses, how to use the procedures correctly and understand the implications of not following them correctly 19. Know what a hydrophobic coating is and how it may be used 20. Know the types of material used for temporary glazing, their uses and restrictions 17.4 Describe three problems with membranes and explain how these might be overcome Problems with membranes and overcoming them: E.g. poor seal around edges - check and re-seal it; tears to plastic membrane - replace with new membrane; loss of bolt - ensure bolt renewed Explain how to locate reset procedures for door glasses Locating reset procedures for door glasses: Including: technical handbooks, manufacturers handbook, technical helpline and consulting main dealers Explain how to correctly follow procedures for door glasses Correctly following procedures for door glasses: By referring to manufacturer s methods/ technical helplines Describe the implications of not following the procedures correctly 19.1 Explain what a hydrophobic coating is and describe its uses 20.1 List three types of materials used for temporary glazing and describe the use and restrictions of each Implications of not following procedures correctly: E.g. poor operation, damage to mechanism, leaks, wind noise, unnecessary costs of time/ money to the organisation. Hydrophobic coating and its uses: A coating on the outside of the screen that disperses water and improves visibility. Types of materials used for temporary glazing, uses and restrictions: E.g. Perspex temporary only, no markings or operations; crash wrap - can damage paintwork if left for too long; hard board no longer allowed to drive vehicle due to no vision through door frame etc. Page 57 of 67 IQB/0.2/143 Version /02/2013 Author DM

58 Unit 11 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of Automotive Glazing Products, including the difference in construction between laminated and toughened glass and how they behave on impact and how the different types of glass can be processed after manufacture, the properties of Polyvinyl Butyral (PVB) interlayers used in automotive glass manufacture, direct glazing systems, the terminology for different types of windscreens and their properties etc. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All Assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 58 of 67 IQB/0.2/143 Version /02/2013 Author DM

59 Unit 12: Employment Rights and Responsibilities in the Processing and Manufacturing Industries F/602/3940 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know what is included in the Induction Process. 2. Know the basic concepts of Employment Law 1.1 Explain what the term induction means, why it is necessary for new employees; when it begins; its duration, and who conducts it 1.2 Explain what subjects and issues are covered during an induction 1.3 Describe what information sources concerning the industry, the company and career paths are readily available Definition, purpose and details of induction: It is an introduction to the company; covering: the new job, how the company operates, who to report to etc.; starting from the outset and typically lasts one week; normally conducted by human resources. What subjects/ issues are covered during an induction: Including: job role, responsibilities, hours, terms and conditions; policies and procedures for complaints, redundancy, disciplinary actions etc.; health and safety, where things are located, the other roles in the organisation, company philosophy, mission and values etc. Information sources for industry, company and career paths: Including: company literature, websites, magazines, intranet/ internet etc. 2.1 Describe the key features of a Contract of Employment Key features of employment contract: Including: hours of work, pay, responsibilities, job description, sickness, pensions, holidays, lines of authority etc. 2.2 Explain how the Working Time Directive governs contractual working hours and holiday entitlements 2.3 Explain how Data protection legislation impacts upon employer employee relationships How the Working Time Directive governs contractual working hours/ holiday entitlements: Adult workers cannot be forced to work more than 48 hours a week on average and fulltime employees must have an annual leave of at least 20 days. How data protection legislation impacts upon employer-employee relationships: Personal details of employees held by employer must be protected; the Data Protection Act (1998) must be observed. Page 59 of 67 IQB/0.2/143 Version /02/2013 Author DM

60 3. Know the basic principles of how safety, health and environmental legislation applies to their industry 4. Know the purpose of the Industry, it s processes and key stakeholders 5. Know how their job role fits within the organisation 2.4 State the rights of an employee in Discipline Grievance and Dismissal issues 3.1 Explain the prime employer / employee rights and responsibilities within the workplace, towards the general environment and the public at large 3.2 Describe the key, potential hazards for people and the environment and how these are dealt with, through legislation and good practice 3.3 Explain the general principles of statutory, workplace risk assessment processes Rights of employee in discipline grievance/ dismissal issues: Including: going through several steps prior to dismissal stage (apart from cases of gross misconduct), being allowed to take a union representative/ colleague to their hearing etc.; employer to observe of the Acas Code of Practice (2009). Prime employer/ employee rights and responsibilities: Including: observing the requirements of the Health and Safety at Work Act (1974) etc.; covering: the environmental impact of the organisation, health and safety responsibilities, protection and safeguarding of life etc. Key potential hazards for people/ environment and how these are dealt with: Observation of the health and safety and environmental manuals of the organisation. Principles of statutory workplace risk assessment processes: All employees are required to conduct basic risk assessment of their workplace in terms of hazards, risk of injury etc. 4.1 State the main purpose of the Industry Main purpose of the industry: Refer to the mission, goals and policies and procedures of the organisation. 4.2 State the key materials, equipment and processes involved in the industry 4.3 State guidance and documentation relevant to the job role 4.4 State the major organisations associated with the industry and the role that they play. To include: Competitors Suppliers Customers Federations / Associations 5.1 Obtain the organisation structure, and explain job roles and reporting structures Key materials, equipment/ processes involved in industry: Including name, purpose, characteristics; with reference to the literature of the organisation. Guidance relevant to job role: Refer to employee job description, policies and procedures of the organisation, manufacturer s manuals etc. Major organisations associated with the industry and role they play: As stated in material/ advice acquired from the human resources department, marketing department and management. Organisation structure, job roles and reporting structures: Consult documents made available by the human resources department. Page 60 of 67 IQB/0.2/143 Version /02/2013 Author DM

61 6. Know how discrimination and harassment can affect the workplace 5.2 State how their role contributes to the organisation s aims How own role contributes to the organisation s aims: Refer to job description, the literature of the organisation and how own role is part of a process involving other members of the organisation. 6.1 State the Acts relative to Gender, race, age and pay Acts relative to gender, race, age and pay: Including: the Equality Act (2010), the Equal Pay Act (1970) and as stated in material/ advice available from the human resources department. 6.2 State the responsibilities of Trade Unions and the benefits to employees Responsibilities of trade unions and benefits to employees: As stated in material/ advice available from the human resources department. Page 61 of 67 IQB/0.2/143 Version /02/2013 Author DM

62 Unit 12 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of employment rights and responsibilities across the processing and manufacturing industries, covering the induction process, health, safety, environmental and employment law, the wider industry, their role within the organisation and the effect of discrimination and harassment in the workplace. Assessment Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy. See Appendix A at the end of this document. All learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other All assessment criteria must be met. Holistic assessment, when appropriate, is encouraged; however the evidence for each assessment criteria must be clearly mapped. Page 62 of 67 IQB/0.2/143 Version /02/2013 Author DM

63 Appendix A: The Proskills QCF Assessment Strategy October 2012 Introduction This Assessment Strategy is designed to cover the following NOS based qualifications at all levels: Building Products Precast Concrete Performing Building Products Operations Glazed Ceramics Manufacturing Glazed Ceramics Glass Fenestration Installation and Surveying Glass Related Operations Glass Processing Glass Manufacturing Glazing Installation of Domestic Fascias, Soffits and Bargeboards Production of Glass Supporting Fabrications Solar Thermal/Photovoltaic Panel Installation and Surveying Print Digital Print Production Machine Printing Print Management and Administration Print Finishing and Converting Envelope Manufacture Print Administration Paper Fibreboard Operations Wood Engineered Wood Saw Milling Wood Merchants Generic Combined Working Practices Health and Safety This Assessment Strategy is designed to supplement the guidance issued by the Regulatory Authorities, including the Additional Regulatory Requirements for Qualifications of the Type NVQ within the QCF, and guidance issued by Awarding Bodies. This document is designed to be a core set of assessment practices. There may be specific annexes that apply to certain of the above awards (see above). Section 1: Simulation Simulation is generally not acceptable. The exceptions to this are: o Dealing with emergencies o Dealing with accidents o Certain pre-approved real time simulators o Limited other procedures that cannot be practically performed in the workplace, and for which sufficient evidence cannot be collected through other means. Any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use If approval is given, all Awarding Body guidance and requirements must be observed Simulation should not be the primary source of a candidate s claim to competence Page 63 of 67 IQB/0.2/143 Version /02/2013 Author DM

64 Section 2: Expertise of Witnesses, Assessors and Verifiers Third party 'witnesses' must also be competent to make judgements about the activity(ies) for which they are providing the testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to justify their acceptance of third party 'witness testimony' to the Internal Verifier. Assessors must: Be registered and recognised by an approved centre Be competent to make qualitative judgements about the units they are assessing. Illustrations of competence could include the assessor: o Having achieved the award themselves o Having substantial demonstrable experience in the job roles they are assessing o Being in a day-to-day line management or quality assurance role with responsibility for the job roles they are assessing Be in possession of or working towards the A1/A2 award or hold the D32/33 award, Carry out their duties in accordance with the current NOS for Assessment, and in line with current guidance on assessment practice issued by the regulatory authorities and the appropriate Awarding Body Maintain appropriate evidence of development activities to ensure their assessment skills and occupational understanding are current (CPD) Have a working knowledge of awards and a full understanding of that part of the award for which they have responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant references. Be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment strategy. The appointment of Assessors may require the prior approval of the Awarding Body. Meet any additional requirements as specified in the award specific annex. Meet any additional requirements as specified by the awarding body Internal Verifiers must: Be registered and recognised by an approved centre Be in possession of or working towards the V1 award or hold the D34 award, as recommended by SQA/QCA and supported by an appropriate CPD record Carry out their duties in accordance with the current NOS for Verification, and in line with current guidance on verification practice issued by the regulatory authorities and the appropriate Awarding Body Maintain appropriate evidence of development activities to ensure their verification skills and occupational understanding are current (CPD) Have expertise and knowledge of awards and a full understanding of that part of the award for which they have responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant references. Be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment strategy. The appointment of Internal Verifiers may require the prior approval of the Awarding Body. Meet any additional requirements as specified in the award specific annex. Meet any additional requirements as specified by the awarding body External Verifiers must: Be registered and recognised by an approved Awarding Body Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that candidate evidence has met the National Occupational Standards and the requirements of the appropriate Awarding Body. Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12 months of registration in England, Wales and Northern Ireland. Carry out their duties in accordance with the current National Occupational Standards for Assessment and Verification and current guidance on best verification practice issued by the regulatory authorities and appropriate Awarding Body. Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are current (CPD) Meet any additional requirements as specified in the award specific annex. Not work with any centre in which they have a personal or financial interest. Page 64 of 67 IQB/0.2/143 Version /02/2013 Author DM

65 Meet any additional requirements as specified by the awarding body Section 3: Evidence and Location of Assessment Evidence The majority of the Candidate s evidence should come from direct observations of competence in the real workplace, unless specified in the award specific annex. Other types of acceptable evidence include, but are not limited to: Witness Testimony (Details of acceptable witnesses are found in Section 2: Expertise of Verifiers, Witnesses and Assessors ) Logs/Diaries kept by Candidates Recorded answers to questions posed by the Assessor Recorded/Transcribed Interviews with the Candidate Recorded use of up-to-date commercial/industrial equipment e-portfolios and other forms of digital media Works documentation attributable to the candidate Both interim and final internal verification. Location of Assessment Although the majority of the Candidate s evidence should come from direct observations of competence in the real work place, in exceptional circumstances simulation of the real workplace may be allowed. Occasions in which this may be approved are listed under Section1: Simulation. Section 4: Enhanced Quality Control The External Quality Control will be through enhanced external verification and enhanced internal verification the latter moderated or monitored by the External Verifier. Enhanced Internal Verification Strategy All Internal Verifiers must provide evidence of having verified: Evidence supporting any key units (where specified in the award specific guidance) and evidence supporting at least one other unit from the award OR The evidence supporting at least two distinct units (or as documented in the Award Specific Guidance) for each award per annum. As well as: All evidence from all simulations/simulators Over time, an example of each unit the Assessor is qualified to assess Over time, an example of each assessment method used in the centre Evidence of internal verification Enhanced External Verification Strategy External Verifiers must carry out regular risk assessments and subsequent statistical analysis for each of the centres for which they have verification responsibilities. Where problems are identified through this procedure, the External Verifier will take further measures to ensure that the centre is performing to an acceptable level. This could include, but should not be limited to: Verifying a representative sample of candidates work from each Assessor, covering all Assessors in the centre over an agreed period of time, including: o Evidence supporting any key units from the award (where specified in the award specific guidance) o Selected evidence supporting distinct units identified by the External Verifier in response to issues raised through risk assessment o All evidence from all simulations Verifying selected evidence of Internal Verification procedures identified by the External Verifier in response to issues raised through risk assessment Page 65 of 67 IQB/0.2/143 Version /02/2013 Author DM

66 Externally-set banks of questions and answers that will test the presence of essential knowledge and understanding for selected Candidates Page 66 of 67 IQB/0.2/143 Version /02/2013 Author DM

67 Resources Training Resources Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment. IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification. Resources and Useful websites Proskills Health and Safety Executive Equalities and Human Rights Commissions Page 67 of 67 IQB/0.2/143 Version /02/2013 Author DM