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Occupational Awards

OAL Level 3 Certificate in Understanding the Wood and

Timber Industries

Qualification Number 601/7635/0

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CONTENTS

PERSONAL COMPETENCE SUMMARY ........................................................................................................................... 3

COMPETENCE COMPLETION SIGNATURES ................................................................................................................... 4

INTRODUCTION TO THE QUALIFICATION ...................................................................................................................... 5

ASSESSMENT GUIDANCE .............................................................................................................................................. 6

QUALIFICATION IMPLEMENTATION REQUIREMENTS ................................................................................................... 7

ENHANCED EXTERNAL QUALITY ASSURANCE PROCESS .............................................................................................. 10

LEARNER DECLARATION ............................................................................................................................................. 11

PRODUCTION/PROCESS ACTIVITY GUIDELINE ............................................................................................................ 12

ENVIRONMENTAL AND WASTE MANAGEMENT IN THE WOOD INDUSTRY................................................................. 13

TIMBER AND PANEL PRODUCTS AND THEIR USES ...................................................................................................... 14

UNDERSTANDING COMPLIANCE WITH LEGAL, REGULATORY, ETHICAL AND SOCIAL REQUIREMENTS IN WOOD

OPERATIONS ............................................................................................................................................................... 15

HEALTH AND SAFETY IN THE WORKPLACE .................................................................................................................. 16

UNDERSTANDING HOW TO CARRY OUT PROBLEM SOLVING ACTIVITIES ................................................................... 17

NOTES ......................................................................................................................................................................... 18

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PERSONAL COMPETENCE SUMMARY Name:

Company/Centre:

Job Title:

Occupational Awards registration number:

RELIABLE EVIDENCE: The forms of evidence available include (tick as appropriate)

UNITS OF COMPETENCE

ASSESSOR SIGNATURE

Performance and knowledge assessment completed and supplemented with evidence over time

DATE

Mandatory Units Level Credit

Environmental and waste management in the wood industry

3 5

Health and Safety in the Workplace 3 3

Timber and panel products and their uses 2 10

Understanding compliance with legal, regulatory, ethical and social requirements in wood operations

3 5

Understanding how to carry out problem solving activities

3 5

Observation in the workplace ☐ Assessment of knowledge ☐

Records of prior experience ☐ Witness statement(s) ☐

Testimonial(s) ☐ Photographic evidence ☐

Work records ☐ External testing ☐ LEARNER PHOTO

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COMPETENCE COMPLETION SIGNATURES

By signing here, the Learner and Assessor confirm that evidence presented is authentic and that the assessments took place in accordance with the relevant assessment strategy. Details of the assessments and evidence must be recorded in the assessment decision record/summaries at the rear of this book. Learner (signature)

Date:

Assessor (name/signature)

Date:

Internal Quality Assurer (name/signature)

Date:

External Quality Assurer (name/signature)

Date:

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INTRODUCTION TO THE QUALIFICATION

Who is this qualification for? Those working in the wood and timber industry or working towards an apprenticeship, this qualification is ideal for demonstrating knowledge and understanding. The Level 3 Certificate in Understanding the Wood and Timber Industries is a national qualification consisting of mandatory units. The qualifications provides learners with the knowledge required to work in the wood and timber industry. The units cover knowledge and understanding relating to the different types of timber and timber products, how they are processed and their uses in construction, environmental and waste management, legal, regulatory, ethical and social requirements and problem solving. This qualification has been designed to provide the underpinning knowledge and understanding required to understand the wood and timber industries and supports the delivery of NVQ qualifications.

What is required from learners? Learners must achieve 28 mandatory credits. The units are made up of the things you need to know and the things you need to be able to do to carry out your job safely and correctly. These are called Learning Outcomes, and all must be met to achieve the units.

Entry requirements

There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain the qualification successfully.

Qualification structure

Mandatory Units (All credits must be achieved) Level Credit

H/507/8046 Environmental and waste management in the wood industry 3 5

K/602/1647 Health and Safety in the Workplace 3 3

H/507/7799 Timber and panel products and their uses 2 10

M/507/8048 Understanding compliance with legal, regulatory, ethical and social requirements in wood operations

3 5

D/503/5826 Understanding how to carry out problem solving activities 3 5

Achieving the combination of Mandatory units will mean the qualification has been completed and the awarding organisation will provide the certificate with the qualification title. Where a learner has completed additional credits the certificate will list these as “additional credits”, in cases where the learner has not completed the full qualification and will not go on to do so, a Certificate of Credit can be issued for the credits achieved.

Age restrictions

This qualification is not approved for use by learners under the age of 16 and OAL cannot accept any registrations for learners in this age group.

Additional information

Countries Offered in: England, Wales and Northern Ireland

Purpose: D. Confirm occupational competence and/or 'licence to practice'

Sub Purpose: D1. Confirm competence in an occupational role to the standards required

Operational Start Date 1st

October 2015

Review Date: 30th

September 2016

Age ranges: 16-18; 19+

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ASSESSMENT GUIDANCE Evidence should show that you can complete all of the learning outcomes for each unit being taken.

Types of evidence:

Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated through performance or by responding to questions.

Quantity of evidence:

Evidence should show that you can meet the requirements of the units on a minimum of three occasions, in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time.

Potential sources of evidence:

The main source of evidence for each unit will be observation of the learner’s performance and knowledge demonstrated during the completion of the unit. There must also be evidence of using questioning and examination of work products. The following can be used as supplementary physical or documentary evidence: • Responses to oral or written questioning

• Professional discussion

• Personal statements/reflective accounts

• Assessment records

• Case studies

• Evidence of feedback given

• Products of learner’s work

• Expert witness testimony

• Evidence of recognition of prior learning

• Assessment plans

All evidence provided must contribute to the Internal Quality Assurance and Standardisation procedures within the Organisation. Please Note that photocopied or downloaded documents are not normally acceptable evidence for OAL qualifications unless accompanied by a record of a professional discussion or assessor statement confirming learner knowledge of the subject. If you are in any doubt about the validity of evidence, please contact your OAL External Quality Assurer. Please be aware, there is a need for a formal qualification for anyone assessing OAL qualifications: anyone holding the A1 award or relevant D units does not have to achieve this new qualification but will be required to work in accordance with the new guidelines.

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QUALIFICATION IMPLEMENTATION REQUIREMENTS

Registration

All learners must be registered using Occupational Awards registration documentation/ arrangements. The centre must maintain appropriate learner personal details for external audit purposes etc. The centre will provide learners with advice and guidance on how to prepare for assessment and allocate an Assessor who will assess learner ability to meet the requirements of the relevant qualifications/unit of credit. It is the learner’s responsibility to demonstrate competence and/or knowledge and to do this they must: • Prove they can consistently meet all the qualifications and unit of credit criteria • Provide evidence from work that they can perform competently in all the contexts specified in the

qualification/unit of credit requirements • Prove that they have the knowledge and understanding required to perform competently, even where they

have not provided evidence from the workplace It is therefore critical that quality evidence is provided in a format to allow the Assessor to make a decision and for the Internal Quality Assurer to audit or verify his/her decision.

Evidence

A qualification and/or unit of credit is awarded when a person has achieved the necessary outcomes of the qualification and/or unit of credit. The specific combination of units necessary to achieve a qualification is detailed in the qualification structure. Certificates of Unit Credit can be awarded when learners achieve any one, or more, units from the qualification. The evidence the learner brings forward will be evidence of performance and/or knowledge. The assessment criteria/qualification requirements are described within the qualification and/or unit of credit itself and can incorporate practical skills and knowledge. The Assessor’s role is to judge each relevant item of evidence. Each must be judged against the qualification and/or unit of credit requirements. It is not sensible to collect evidence against individual criteria, nor is it effective. If items of evidence were collected for each of the criteria, the learner may have to produce many items of evidence, well above the numbers that are actually required. When judging each item of evidence, the Assessor is deciding whether the evidence: is authentic – i.e. actually produced by the learner • meets the criteria • relates as appropriate to a context defined within the qualification and/or unit of credit • confirms that the learner has the required underpinning knowledge When the Assessor makes a decision about the learner’s competence, he or she examines all the evidence available to determine: • if the evidence, as a whole, covers all the evidence of achievement • whether the evidence indicates consistency in competent performance • whether there is enough evidence on which to base an inference of competence Taking the above into account, the outcome can only be one of the following: • yes (the learner is competent) • no (the learner is not yet competent) • there is insufficient evidence to make a decision

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Consistency means that the individual is likely to achieve the standard in their work role, in the different activities defined in the qualification and/or unit of credit over time and range of work. The Assessor must judge how long a time period is sufficient to be confident that the learner can perform reliably to the standard. Unsupported evidence i.e. based on a single assessment/visit will not normally prove consistency.

Performance evidence

Performance evidence can be what the individual actually produces, or the way the individual achieves the standard. One is called product evidence and the other process evidence. Product evidence is tangible – you can look at it and feel it. Products can be inspected and the learner can be asked questions about them. In order to make a fair and objective assessment, the Assessor must be able to answer the question: Is there sufficient evidence that the learner can consistently meet the requirements of the qualification and/or unit of credit? Process evidence describes the way the learner has achieved an outcome – how they went about it. This may be, for example, the way the quality of products is checked or the way customer complaints are handled. This usually means observing the learner in action. Performance evidence may cover a number of outcomes. It makes sense to plan evidence collection so that what the learner does, in the normal course of their job, can be related to different outcomes and units. The activities that clearly link to the qualification and/or unit of credit requirements are the things to concentrate on when planning evidence collection and assessment and when monitoring the learner’s progress. Look for opportunities in the learner’s job when evidence can be collected against a number of units at the same time. Performance evidence can be:

naturally occurring – evidence produced in the normal course of work. Evidence of this sort is usually of high quality and reliable. It is also cost effective to collect naturally occurring evidence

taken from previous achievements – the learner may be able to bring forward evidence from previous work experience to show that they are still competent to the standard. Evidence of prior achievement can be used when it can be shown to support a judgment that the learner can still achieve the standard. So, the Assessor must be satisfied that the evidence of prior achievement is sufficiently reliable to justify saying that the learner is currently competent.

simulated – from circumstances specially designed to enable the learner’s performance to be assessed

Simulation is generally not acceptable. The exceptions, for which EQA approval must be obtained, are: dealing with emergencies dealing with accidents

certain pre-approved real time simulators limited other procedures that cannot be practically performed in the workplace, and for which sufficient

evidence cannot be collected through other means NB: It is not always possible or feasible to collect naturally occurring evidence. It is likely that some simulation may be needed, when it may take too long to wait for the evidence to arise e.g. it may be an aspect of performance which occurs infrequently. An example of this may be evidence of how to deal with emergencies i.e. it makes sense to look for evidence from sources other than naturally occurring ones, rather than for, say, waiting for the building to burn down. Centres must obtain explicit approval from Occupational Awards EQA prior to the use of simulation in assessment.

Knowledge evidence

Being able to achieve a standard requires the ability to put knowledge to work. The qualification and/or unit of credit indicates the knowledge each person should use if they are to perform competently. It should not be necessary to test all of the learner’s knowledge separately; however, any exception to this would be detailed in the relevant assessment strategy. Performance evidence could show that the learner knows that he or she is doing. When this is not the case, or if the Assessor is not convinced from the performance evidence, it may be necessary to check the individual’s knowledge separately. Oral or written assessments must clearly provide a suitable means of checking the breadth and depth of an individual’s knowledge. Assessors will need to judge the best mix of knowledge evidence according to individual circumstances. Knowledge evidence is useful when deciding the quality of performance evidence, but must not be

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used in isolation to judge competence or as an alternative to performance evidence. Care must be taken that learner evidence is auditable and verifiable.

Assessment strategy

The appropriate assessment strategy must be utilised. All standards setting bodies provide an assessment strategy that is contributory to the qualification implementation process. Contact Occupational Awards for information on the appropriate assessment strategy.

Unit/credit certification

Achievement of units from within Occupational Awards qualifications can be recognised by the issue of certificates of unit credit. A centre may apply for approval to offer a selection of units or one individual unit. Roles, responsibilities and procedures do not differ from when full qualifications are being delivered. Accrediting unit achievement in this way is termed ‘unit certification’. For example, a potential centre may wish to assess learners against a specific unit of competence, such as health and safety, and would apply for approved centre status in relation to that particular unit. Alternatively, a learner may have registered on a full Occupational Awards qualification and for a variety of reasons may have only been successfully assessed and verified on one or two units, e.g. the learner may change occupational roles or leave the company/centre. In such circumstances, the centre is expected to request the awarding of a Certificate of Unit Credit. Occupational Awards approved centres are responsible for ensuring learners are aware of the value and availability of unit certification and cost (as Occupational Awards issue one certificate as part of the learner fee – extra certificates are available at an extra cost). Certificates can be claimed by the EQA during centre visits or alternatively, once the centre has been given direct claims status (DCS), they can be claimed by the centre as soon as the learners has completed the Learner Achievement Record (LAR) and been signed off. Direct Claim Status is granted on an Approved Centre basis per award per level per Centre. The following criteria will be used when granting an award of Direct Claim Status.

NB: These Qualification implementation guidelines are generic across the full range of Occupational Awards qualifications. Further guidance on acceptable evidence on each qualification will be found in the Introduction to the Qualification section of the learner booklet.

Further information on assessment of this qualification can be found in the appropriate Assessment Strategy. See www.oawards.co.uk or e-mail info@oawards.co.uk

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ENHANCED EXTERNAL QUALITY ASSURANCE PROCESS

All Standards Setting Bodies (SSBs) are required to have in place an Assessment Strategy related to the implementation of their National Occupational Standards. The Assessment Strategy must satisfy the requirements of the Regulatory Authorities and may be subject to change if the national criteria are reviewed. The Proskillls Assessment Strategy typically embraces general requirements, simulation, expertise of Assessors and Quality Assurers, and external or enhanced quality control. Occupational Awards is therefore required to conduct an Enhanced External Quality assurance process to ensure the quality of the qualification implementation outcome satisfies the requirements of the SSB. The chosen enhanced activity requires that auditable evidence is made available in the form of one significant underpinning knowledge statement given by the learner in response to a specific knowledge requirement indicated by the Awarding Organisation for each Unit of Assessment. This statement should comply with an example / indicative answer held within the Approved Centre and is capable of being independently assessed. Please Note that you will be notified of the specific knowledge requirement by your External Quality Assurer. Please indicate below, for each unit submitted for external quality assurance, where the required auditable evidence can be found.

Unit Ref

Location of Auditable Evidence

Learner signature:

Assessor signature:

Internal Quality Assurer signature (if sampled):

Date (of completion of additional verifiable/auditable knowledge evidence):

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LEARNER DECLARATION

Learner signature:

Centre/Company Name:

Assessor(s) Name(s):

I acknowledge receipt of this copy of the Occupational Awards qualification booklet. The unit structure provides information on which units must be achieved to be awarded the qualification. The individual units detail the necessary evidence requirements, etc, that I must achieve. I understand that I will have an important role in preparing for and planning assessments and with guidance from the assessor I will collect and record relevant evidence. I have been informed of the appeals system, should I want to appeal against any part of the assessment process. I understand the assessments will be carried out with regard to the company’s/centre’s Equal Opportunities Policy.

Learner signature:

Date:

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PRODUCTION/PROCESS ACTIVITY GUIDELINE

To aid new or established workers, a centre may wish to describe a normal production/process activity relevant to the achievement of the qualification and identify which units/elements it will contribute to, e.g. the act of preparation for work, implementation and completion will contribute to a number of units of competence.

Production/Process Activity Relevant to the Achievement of this Qualification

Contributory to: Units/Elements

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H/507/8046

Environmental and waste management in the wood industry

Unit Summary This unit covers the knowledge required to understand the risks to the environment that could arise during the production of wood based components, minimise risks to the environment that could arise during the production of wood based components and manage the waste produced during the production of woodbased components.

Level: 3

GLH: 32

Credit value: 5

LEARNING OUTCOMES The learner will:

ASSESSMENT CRITERIA The learner can: 1. Understand the risks to

the environment that could arise during the production of wood based components

1.1. Identify the issues relating to materials, products and equipment used in the production of woodbased components which could cause harm to the environment

1.2. Identify the global and local environmental effects which can occur as a result of production of woodbased components

1.3. Define hazards and risks in the production of woodbased components 1.4. Explain the importance of risk assessments in the identification of hazards to the

environment 2. Know how to minimise

risks to the environment that could arise during the production of wood based components

2.1. Describe the legislation relating to environmental matters when producing woodbased components

2.2. Identify manufacturers and workplace instructions for the safe use and storage of materials, products and equipment

2.3. Identify driving forces which encourage good environmental practice 2.4. Explain the benefits to the environment of using woodbased products from

sustainable sources 2.5. Explain the benefits of sustainable development

3. Know how to manage the waste produced during the production of woodbased components

3.1. Describe types of waste that is generated by the woodworking sector 3.2. Outline the key features of the legislation relating to Waste 3.3. Outline how “trade effluent” should be managed under specific key legislation 3.4. Identify ways of managing energy consumed in operations such as machinery

operation, compressed air generation, heating and lighting 3.5. Identify ways of managing transport 3.6. Explain the key features of the waste management hierarchy 3.7. Outline the benefits to the organisation of controlling waste

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H/507/7799

Timber and panel products and their uses

Unit Summary

The learner will be familiar with the main softwoods, hardwoods and panel products traded in the UK. The learner will understand how they are graded, priced, measured and selected for use. The learner will be familiar with the trade terms for these products and be able to explain how and why the items are used in the principal buildings components.

Level: 2

GLH: 40

Credit value: 10

LEARNING OUTCOMES The learner will:

ASSESSMENT CRITERIA The learner can:

1. Understand the characteristics and nature of wood

1.1. Describe the difference between softwoods and hardwoods 1.2. List the major commercial species and their countries of origin for softwoods

and hardwoods 1.3. Explain how a knot is formed 1.4. Illustrate the difference between a live knot and a dead knot 1.5. Explain what is meant by natural durability in timber

2. Understand the factors affecting the marketing and utilisation of timber

2.1. List the main trade sizes for sawn square-edged timber 2.2. Explain the factors that influence the pricing of timber 2.3. Calculate prices for timber purchases and sales 2.4. Summarise the differences between the principal systems for grading sawn

timber 2.5. Describe the end use applications for strength graded timber and appearance

graded timber 3. Understand the

processes that improve the properties of wood

3.1. Explain the reasons for drying timber 3.2. State the recommended moisture content for end uses of timber 3.3. List the methods used to improve the durability of timber 3.4. Describe one type of timber preservation

4. Understand the types of wood-based panel products

4.1. Describe the manufacturing processes and construction of the main types of wood-based panels

4.2. Explain the categories of adhesive used 4.3. Explain how the grading systems for wood-based panels relate to their

properties and application 5. Understand the

functions and applications of solid timber and wood-based panels in buildings and related uses

5.1. Explain the differences between carcassing and joinery timber 5.2. Name the main load bearing timbers and their functions in a domestic

dwelling 5.3. List and describe strength reducing characteristics in timber 5.4. Describe visual strength grading 5.5. Describe the principals involved in machine strength grading 5.6. Recognise the key differences between a strength grade and a strength class 5.7. Describe a manufactured joinery product used in a domestic dwelling 5.8. Draw and name typical profiles for moulded joinery

6. Understand the importance of care, storage and handling of wood products

6.1. Explain the reasons why it is important to ensure that wood products are handled and stored correctly

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M/507/8048

Understanding compliance with legal, regulatory, ethical and social requirements in wood operations

Unit Summary This unit provides the knowledge and understanding required to comply with legal, regulatory, ethical and social requirements in wood operations. It covers the organisations approach and compliance.

Level: 3

GLH: 32

Credit value: 5

LEARNING OUTCOMES The learner will:

ASSESSMENT CRITERIA The learner can: 1. Understand an

organisations approach to compliance with legal, regulatory, ethical and social requirements in wood operations

1.1. Explain the importance of having an ethical and value based approach to governance and how to put this into practice

1.2. Describe the culture and values of your organisation and what effect they have on corporate governance

1.3. Explain the relevant organisational and operational procedures 1.4. Describe the organisations approach to current and emerging social attitudes to

management and leadership practice and the importance of being sensitive to these 1.5. Describe the regulatory, ethical and operational requirements both national and

international 1.6. Suggest ways in which other organisations deal with current and emerging social

concerns and expectations 2. Understand an

organisations compliance with legal, regulatory, ethical and social requirements in wood operations

2.1. Describe the methods of monitoring developments in legislation and regulations 2.2. State the procedures to follow if you do not meet the requirements 2.3. Explain how policies and procedures make sure people meet the requirements 2.4. Describe the processes for maintaining the relevant policies and procedures and

making sure they continue to be effective and sustainable 2.5. Describe the different ways in which people may not meet the requirements and the

risks of these actually happening 2.6. State the procedures for dealing with people who do not meet the requirements,

including requirements for reporting

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K/602/1647

Health and Safety in the Workplace

Unit Summary

This unit provides the knowledge and understanding required to comply with health and safety in the workplace. It covers legal requirements, safety management systems, principles of risk assessment, control methods and how to manage the effects of accidents and incidents.

Level: 3

GLH: 30

Credit value: 3

LEARNING OUTCOMES The learner will:

ASSESSMENT CRITERIA The learner can: 1. Understand the

requirements for health, safety and welfare in the workplace

1.1. Outline the main legal framework and laws relating to health and safety at work 1.2. Outline the welfare provisions that should be made by the employer 1.3. Describe the sources and nature of information that demonstrate compliance and

best practice with health and safety requirements 1.4. Outline ways that health and safety information can be communicated 1.5. Define the terms ‘incident’, ‘accident’ and ‘occupational ill health’ 1.6. Describe the main causes of injuries and ill health at work

2. Understand the benefits of using a safety management system

2.1. Outline the costs associated with accidents and ill health 2.2. Summarise the typical elements of a safety management system 2.3. Outline the benefits of using a safety management system

3. Understand the principles of risk assessment

3.1. Outline the benefits of assessing and controlling risks at work 3.2. Describe the different types of risk assessment that can be used 3.3. State where specific risk assessments may be required 3.4. State the steps to be taken to complete a simple risk assessment

4. Understand the risks and control methods for common workplace hazards

4.1. Explain how the risks from different hazards may be affected by occupational, environmental, human and organisational factors

4.2. Explain how injuries, ill health and other damage may result following exposure to common workplace hazards

4.3. Identify suitable risk control measures using the principles of the hierarchy of control 5. Understand how to

manage the effects of accidents and incidents

5.1. Describe the actions that need to be taken following an accident or incident in the workplace

5.2. Describe how simple accident investigation techniques can reveal immediate and root causes

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D/503/5826

Understanding how to carry out problem solving activities

Unit Summary

This unit provides the knowledge and understanding required to carry out problem solving activities. It covers identifying the nature and extent of problems, obtaining relevant data and information, establishing root causes and monitoring the effectiveness of corrective actions

Level: 3

GLH: 20

Credit value: 5

LEARNING OUTCOMES The learner will:

ASSESSMENT CRITERIA The learner can: 1. Know how to identify

the nature and extent of a problem

1.1. Specify the methods used to detect a problem that has occurred within a work area/product range

1.2. Explain how a non-conforming product or process would be contained 1.3. Explain how to select and apply a structured procedure for problem solving to a

product or process 2. Understand how to

obtain data and information relevant to the problem

2.1. Explain the use of performance measurement and analysis to direct and focus the problem solving effort

2.2. Specify the techniques used to obtain data and information on problems within a work area/product range

3. Understand how to establish the root cause of a problem

3.1. Specify the methods and techniques used in evaluating information and the importance of getting to the root cause

3.2. Explain the methods and techniques used in root cause analysis 3.3. Explain how to determine criticality and establish priorities

4. Know how to implement corrective actions to problems

4.1. Specify the methods used to choose and implement corrective actions and the factors that would need to be taken into account within a work area/product range

4.2. Explain who would need to be informed of the corrective actions and what reporting procedures and documentation would be used

5. Know how to monitor the effectiveness of the corrective actions

5.1. Specify the range of methods that could be used to monitor the effectiveness of the corrective actions

5.2. Explain how to review the problem solving process in order to achieve further improvements within the business

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NOTES GENERAL AND/OR EVIDENCE OF PRIOR EXPERIENCE This page can be used by the learner and/or assessor to record information that will reinforce evidence of prior

experience or competence.

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Occupational Awards Limited The Catalyst, Baird Lane, Heslington, York, YO10 5GA

www.oawards.co.uk | info@oawards.co.uk | 01235 432 032 Registered in England and Wales: 754603