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 1.0 06/02/2013 Author DM
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/600/8302... 6 Unit 1 Guidance on Delivery and Assessment... 11 Unit 2: Know How to Monitor and Check Quality Against Glass Related Specifications R/600/8326... 12 Unit 2 Guidance on Delivery and Assessment... 15 Unit 3: Know How to Promote and Maintain Health and Safety in the Glass and Glass Related Working Environment T/600/8285... 16 Unit 3 Guidance on Delivery and Assessment... 20 Unit 4: Know How to Receive, Handle, Position and Store Glass and Glass Related Products and Materials T/600/8318... 21 Unit 4 Guidance on Delivery and Assessment... 24 Unit 5: Know How to Produce Specifications for Windows and Doors, or Conservatories and Evaluate their Effectiveness D/600/8460... 25 Unit 5 Guidance on Delivery and Assessment... 28 Unit 6: Know how to Set-Up and Monitor Equipment in a Glass or Glass Related Environment L/600/8454... 29 Unit 6 Guidance on Delivery and Assessment... 32 Unit 7: Knowledge of Glass Cutting With a Range of Glass Types F/600/8449... 33 Unit 7 Guidance on Delivery and Assessment... 36 Unit 8: Knowledge of the Glass Container Manufacturing Process K/600/7960... 37 Unit 8 Guidance on Delivery and Assessment... 41 Unit 9: Knowledge of Curtain Walling Systems Y/600/6660... 42 Unit 9 Guidance on Delivery and Assessment... 45 Unit 10: Understanding the Building Regulations in the Fenestration Industry K/600/8445... 46 Unit 10 Guidance on Delivery and Assessment... 52 Unit 11: Understanding Automotive Glazing Products L/600/7451... 53 Unit 11 Guidance on Delivery and Assessment... 58 Unit 12: Employment Rights and Responsibilities in the Processing and Manufacturing Industries F/602/3940... 59 Unit 12 Guidance on Delivery and Assessment... 62 Appendix A: The Proskills QCF Assessment Strategy... 63 Resources... 67 Page 2 of 67 IQB/0.2/143 Version 1.0 06/02/2013 Author DM
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 www.industryqualifications.org.uk 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: www.industryqualifications.org.uk) Enquiries: 01952 457452 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 1.0 06/02/2013 Author DM
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 5 14 4 11 6 20 4 29 6 18 5 16 4 12 13 44 9 Knowledge of Curtain Walling Systems 3 19 10 Understanding the Building Regulations in the Fenestration Industry 3 8 11 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 1.0 06/02/2013 Author DM
Delivery Guided learning hours are 93-144. 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 1.0 06/02/2013 Author DM
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: 14 3 5 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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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. 11.1 List 4 ways of sharing information with colleagues Methods of sharing work related information: Verbal communication/ written information; phone calls, email, logs, record keeping, briefings, meetings, presentations etc. 11.2 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 e-mail with attachments. Physical assistance: Communicating by phone and going to their location. Advice: Preferably fact-to-face or by phone/ email and with appropriate timing. Page 8 of 67 IQB/0.2/143 Version 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
Unit 2: Know How to Monitor and Check Quality Against Glass Related Specifications R/600/8326 Guided Learning Hours: Unit Level: Unit Credit: 11 3 4 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 1.0 06/02/2013 Author DM
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. 11.1 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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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: 20 3 6 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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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, email 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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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: 29 2 4 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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM
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 1.0 06/02/2013 Author DM