Qualification and Assessment Specification NOCN Level 2 ... · The NOCN Level 2 Diploma in Dry...

Qualification and

Assessment Specification

NOCN Level 2 Diploma in Dry Lining

(Construction)

Qualification No: 601/7595/3

Operational Start Date: 1st September 2015

Version 2.0 – December 2017

NOCN Level 2 Diploma in Dry Lining (Construction)

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Introduction NOCN is a leading awarding organisation that has been creating amazing opportunities for learners for over 30 years. It is the organisation preserving the proud heritage of the Open College Network (OCN) in the UK and is a brand trusted by learners, colleges, training providers and employers who recognise NOCN qualifications as an indicator of competence and quality. An NOCN qualification can provide a learner with the skills and knowledge they need to get on in life, progress to further education or training, improve their job prospects and increase their health and personal wellbeing.

This handbook is a resource for NOCN centres who wish to offer the NOCN Level 2 Diploma in Dry Lining (Construction). The qualification is relevant to organisations within the sector and organisations that employ staff for the sector. The handbook details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.


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Contents

Introduction ........................................................................................................... 2

1. NOCN Level 2 Diploma in Dry Lining (Construction) ........................................ 4

1.1. Entry Requirements................................................................................................................................... 4

1.2. Progression Routes ................................................................................................................................... 4

1.3. Qualification Structure ............................................................................................................................... 5

1.4. Total Qualification Time (TQT) .................................................................................................................. 5

2. Centre Information ............................................................................................ 1

2.1. Offering the qualification ............................................................................................................................ 1

2.2. Required Resources for Delivering the Qualification .................................................................................. 2

3. Unit Information ................................................................................................ 4

3.1. Mandatory Group ...................................................................................................................................... 5

4. Assessment and Evidence ............................................................................... 43

4.1. Fair and Equitable Assessment ............................................................................................................... 43

4.2. Learners with Particular Requirements .................................................................................................... 44

4.3. Recognised Prior Learning ...................................................................................................................... 44

4.4. Functional Skills ...................................................................................................................................... 44

4.5. Assessment and Evidence for the units ................................................................................................... 45

Appendix 1 - Resource suggestions ..................................................................... 46

Appendix 2 - Assessment Documentation ............................................................ 47

Appendix 3 - Unit Feedback Sheet ....................................................................... 48


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1. NOCN Level 2 Diploma in Dry Lining (Construction) The NOCN Level 2 Diploma in Dry Lining (Construction) is designed to develop the learners knowledge, understanding and skills to work within the construction industry. Learners will gain knowledge on construction technology, health and safety and dry lining within the construction industry. The qualification will meet the needs of a named employer or other organisation and also be included in the apprenticeships frameworks which will also cover functional skills. Achievement of a standalone qualification that offers an induction into the sector and a Level 2 Diploma in Dry Lining. The qualification is for: Learners who wish to develop the skills and knowledge required for employment within the dry lining industry. The qualification links to: National Occupational Standards. 1.1. Entry Requirements There are no formal entry requirements for learners undertaking this qualification. This qualification is suitable for learners aged 16 years or over 1.2. Progression Routes Learners will gain the knowledge and skills required to work within the construction industry and possibly gain employment as a dry liner. The qualification will lead to progression onto further vocational qualifications or into a supervisory role within the construction industry.


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1.3. Qualification Structure The NOCN Level 2 Diploma in Dry Lining (Construction) is a 49 credit qualification with a Total Qualification Time (TQT) of 490, including 397 Guided Learning Hours (GLH). Learners must achieve all 49 credits from the 7 mandatory units listed below:

Unit Title Level

Credit Value

Ofqual Unit Reference Number

Health, Safety and Welfare in Construction and Associated Industries

L1 5 D/507/7722

Information, Quantities and Communication with Others

L2 6 H/507/7723

Knowledge of Construction Technology L2 5 K/507/7724

Install Dry Lining Partitions and Metal Firring Ceiling Systems

L2 10 T/507/7726

Install Dry Lining and Encasements L2 11 M/507/7725

Finish Dry Lining Joints L2 6 F/507/7728

Apply Finishing Plasters to Dry Lined Surfaces L2 6 J/507/7729

1.4. Total Qualification Time (TQT)

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

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

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

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

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

Examples of GLH activities include:

Classroom-based learning supervised by a teacher


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Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

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

Exam time Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

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


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2. Centre Information

2.1. Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 2 Diploma in Dry Lining (Construction) please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please refer to the NOCN Curriculum Development User Guide. NOCN are in the process of launching Horizon, NOCN’s portal for centre management. Every NOCN centre will be contacted to confirm when the centre account has been activated. Once you have received your log in details the Additional Qualification Request and New Course Notification Form will be completed and submitted electronically. Until you have received your log in details you can continue to submit a paper version of the form, which is available to download from Quartzweb. Please refer to the NOCN Curriculum Development User Guide for further guidance on how to submit the request for Additional Qualifications. New Centres If you are interested in offering the NOCN Level 2 Diploma in Dry Lining (Construction) but do not currently offer any other NOCN qualifications, you will need to be recognised as an NOCN approved centre. This process includes: Confirmation that the organisation has an adequate infrastructure in place to support

the effective delivery of NOCN qualifications.

An agreement signed by the principal authority in the organisation confirming adherence to the specified terms and conditions. This safeguards the quality assurance standards, in relation to the delivery and assessment process.

Have knowledge and/or experience of internal quality assurance. If you would like more information about becoming an NOCN centre and offering this qualification please see Become a Registered Centre on our website www.nocn.org.uk

and complete the New Business Enquiry Form.

mailto:[email protected]

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


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External Quality Assurance (formerly External Verification)

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

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

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

Verify the Award of Credit using the Recommendation for the Award of Credit form (RAC).

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

2.2. Required Resources for Delivering the Qualification As part of the requirement to deliver this qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise. Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in dry lining within the construction industry and/or have

experience of delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of dry lining. The minimum expectation is that the level

of knowledge should be at the same level as the training that is to be delivered.

Hold a recognised teaching qualification or, for new tutors, undertake and complete initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

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


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Internal Quality Assurer

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

NOCN expects that an Internal Quality Assurer is able to demonstrate the following competencies: They should: Be technically competent in dry lining within the construction industry and/or have

experience of delivering training within the area. The minimum expectation is that the level of experience should be at the same level as the training that is to be delivered.

An occupational knowledge of dry lining. The minimum expectation is that the level of

knowledge should be at the same level as the training that is to be delivered.

Hold an approved Internal Quality Assurance Qualification, or equivalent.

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

Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.


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3. Unit Information The NOCN Level 2 Diploma in Dry Lining (Construction) consists of seven mandatory units which are detailed below. To achieve this qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the units follows, with an indication of a scope of learning that would be required to cover the assessment criteria. This list is indicative, not exhaustive.


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3.1. Mandatory Group

Unit Title Health, Safety and Welfare in Construction and Associated Industries

Ofqual unit reference number (code)

D/507/7722

Unit Level Level 1

GLH 45

Unit Credit Value 5

Assessment Guidance This unit will be achieved in accordance with the additional guidance requirements as set out by the Awarding Organisation.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

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Know the health and safety regulations, roles and responsibilities.

1.1

State the main health and safety legislation used within the construction industry and safety legislation relevant to the construction environment.

1.2 State the employers and employees responsibilities in regards to the HASAWA 1974.

1.3 Describe the role that the Health and Safety Executive has in construction.

1.4 Identify where other sources of health and safety information and guidance can be obtained.

1.5 Explain a piece of legislation where the Health and Safety Executive would need to be informed.

1.6 Outline why health and safety regulations are enforced so rigorously in construction.

1.7 Outline why site safety inductions and tool box talks are so important.

1.8 Identify how your personal behaviour and actions can impact on others.

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Know the accident and emergency procedures and how to report them.

2.1 Outline different types of emergencies that could occur on site.

2.2 Outline the legislation used for reporting accidents, injuries, diseases and dangerous occurrences.

2.3 Outline the types of records used when an accident or an emergency occurs.

2.4 Outline the importance of reporting accidents and near misses.


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2.5 Outline the difference between a major and minor injury.

2.6 Outline what is meant by near miss.

2.7 Outline the common accident trends associated with construction industry in the UK.

2.8 Indicate the impact that accidents and injuries can have on an employer in the construction industry.

2.9 State the effects that common types of accidents and injuries could have on the employer.

2.10 List the people who would be authorised to deal with any accidents or emergencies on site.

2.11 List the contents of a basic first aid kit.

2.12 Outline what action should be taken if an accident occurs.

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Know how to identify hazards on construction sites.

3.1 Outline the reasons why good housekeeping is important.

3.2 Outline the information contained within a risk assessment and method statement.

3.3 Outline why risk assessments and method statements are used.

3.4 State the main types of hazards found in the construction industry.

3.5 State why changing circumstances on site can create hazards.

3.6 Outline why the correct storage of chemicals and combustibles is important.

3.7 Outline the methods of reporting hazards and its importance.

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Know about health and hygiene in a construction environment.

4.1 List the requirements for welfare facilities in a construction environment.

4.2 Identify the health effects of noise.

4.3 Identify the precautions that can be taken as protection from noise.

4.4 Outline substances hazardous to health and the protective measures that need to be taken.

4.5 State why personal hygiene is so important.

4.6 Outline possible health risks in construction.

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Know how to handle and store materials and equipment safely.

5.1 Outline the safe lifting procedures in relation to official guidance and legislation.

5.2 Outline the importance of adhering to site rules when storing materials, handling equipment and using site safety equipment.


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5.3 Outline which legislation relates to the storage and safe handling of materials and equipment.

5.4 Indicate how construction materials should be stored and why this is important.

5.5 Outline why waste control procedures are used and why they are important.

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Know about access equipment and basic working platforms.

6.1 Outline the component parts of working platforms and access equipment and their uses.

6.2 Outline best practice in the use of access equipment and working platforms.

6.3 Outline the dangers when using access equipment and basic working platforms.

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Know how to work safely around electricity in a construction environment.

7.1

Outline the types of precautions that would be required to avoid risks to others and themselves when using electricity.

7.2 Outline the dangers when using electricity and the effects of those dangers.

7.3 Outline the different voltages in use on construction sites.

7.4 Outline why electric cables are colour coded.

7.5 Outline what the requirements are for using electrical equipment with different voltages.

7.6 State how electrical tools and equipment should be stored and why this is important they are stored correctly.

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Know how to use Personal Protective Equipment (PPE).

8.1

Describe the different types and uses of Personal Protective Equipment (PPE) in construction and why their use is so important.

8.2 Outline the legislation used to govern the use of Personal Protective Equipment (PPE).

8.3 Identify why Personal Protective Equipment (PPE) must be maintained and stored correctly.

8.4 Outline the implications of incorrect storage and maintenance of Personal Protective Equipment (PPE).

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Know the fire and emergency procedures.

9.1 State three elements that are required for the creation of a fire.

9.2 Outline methods of fire prevention and how to stop it from spreading.

9.3 Outline your responsibilities if a fire is discovered.

9.4 Outline the fire evacuation procedures

9.5 List the different types of fire extinguishers and the


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types of fires they can be used for.

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Know about signs and safety notices.

10.1 Identify different safety signs and notices found on a construction site.

10.2 Identify the key differences in appearance between signs and safety notices used in the workplace.

Scope of learning for the unit

The unit specification maps the assessment criteria against each learning outcome. There are ten learning outcomes:

1. Know the health and safety regulations, roles and responsibilities. 2. Know the accident and emergency procedures and how to report them. 3. Know how to identify hazards on construction sites. 4. Know about health and hygiene in a construction environment. 5. Know how to handle and store materials and equipment safely. 6. Know about access equipment and basic working platforms. 7. Know how to work safely around electricity in a construction environment. 8. Know how to use Personal Protective Equipment (PPE). 9. Know the fire and emergency procedures. 10. Know about signs and safety notices. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 1 – Health, Safety and Welfare in Construction and Associated Industries The aim of this unit is to develop the learner’s knowledge of how health, safety and welfare is implemented and managed within construction and associated industries. Through this unit learners will learn about roles, responsibilities and regulations relating to health and safety, accident and emergency procedures and the identification of hazards. They will also cover health and hygiene, handling and storing materials and equipment, the use of access equipment and working platforms and working safely with electricity. In addition learners will gain insight into Personal Protective Equipment (PPE), fire and emergency procedures and signs and safety notices. Working within a supervised training environment consisting of classroom based teaching and group discussion, as well as personal research, learners will gain an understanding of the regulations, roles and responsibilities that support health and safety within construction. They must be introduced to, and be able to state, the current health and safety regulations that can impact on work in construction. Currently this includes the Health and Safety at Work Act 1974 (HASAWA), Control of Substances Hazardous to Health Regulations 2002 (COSHH), Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), Manual Handling Operations Regulations


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1992, Provision and Use of Workplace Equipment Regulations 1998 (PUWER) and the Working at Heights Regulations 2005. Prior to delivery tutors should ensure that the regulations covered are the most up to date by visiting the Health and Safety Executive (HSE) web site (www.hse.gov.uk). Learners must be able to state the employer and employee responsibilities in regards to HASAWA 1974 including employers assessing risks and preparing risk assessments prior to tasks being carried out, the provision of PPE where required and instructing and training staff to ensure they are competent to carry out assigned tasks. Employees must use correctly supplied PPE, follow instructions and report any hazards that become apparent. Learners must be able to describe the role of the HSE in construction including its right to enter a work premises at any time, issue informal warnings, improvement and prohibition notices and the power to prosecute companies or individuals. Learners must also be able to identify where other sources of health and safety information and guidance can be obtained such as through trade unions or the Citizens Advice Bureau and explain one piece of legislation where the HSE would need to be notified such as RIDDOR. Learners must understand and be able to outline why the enforcement of health and safety regulations is so rigorous within construction, looking at historical numbers of deaths and injuries within the industry and the reduction over the years. They could also look at the impact of poor health and safety both to individuals and companies. Learners should be able outline the importance of site inductions and toolbox talks, presenting information regarding health and safety, upskilling and updating site knowledge. They must be able to identify how personal behaviour and actions can impact on others such as the risks that can be caused due to alcohol or drug abuse. Learners must be introduced to accident and emergency procedures including any relevant legislation and common organisational guidance. They should be able to outline common emergencies that can happen on a construction site including accidents, fire, and collapses, and could look at the more unusual occupancies such as the uncovering of World War II explosives. Learners must be aware of, and able to outline, RIDDOR, identifying examples of occurrences that are notifiable such as deaths, specific types of accident, injuries and occupational diseases. They must outline the types of records that must be used including the accident reporting book and how to complete this correctly. They should also be able to describe the importance of reporting accidents and near misses and the benefits of doing this. Learners must be able to outline the differences between a major and a minor injury including procedures for recording and reporting, what is meant by a near miss and the common accident trends associated with construction, this could include slips, trips and falls, injuries caused by machinery and plant, electricity, collapses and long-term ill-health relating to asbestos exposure. They must be able to indicate the impact and state the effect that accidents and injuries can have on an employer. This can include negative impact on a company’s reputation, increased insurance costs and potential criminal proceedings. They should also consider that in some cases the company may be forced to stop trading and be unable to fulfil commitments.

http://www.hse.gov.uk/


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Learners must be able to list the people who are authorised to deal with accidents and emergencies on a site which may include the Project Manager, Health and Safety Manager, First Aiders, Supervisors and Union Representatives. They must also be able to list the contents of a first aid box and outline the actions to be taken in the event of an accident. Learners must know how to identify hazards on a construction site. They must be able to outline the importance that good housekeeping can play in preventing these, helping to prevent disease, fire and slips, trips and falls. They must also be able to outline the information that is contained within a risk assessment and method statement including the correct tools and equipment and PPE. They must also be able to outline why risk assessments and method statements are used, ensuring a task is carried out correctly and safely. Learners must be able to state the main hazards found on construction sites such as slips, trips and falls, machinery and plant, electricity, working at heights and manual handling. They must be able to state why changing circumstances on site can create a hazard, surfaces become slippery, changes to the types of plant being used as a site progresses and not being aware of changes to working practices. Learners must be able to outline why the correct storage of chemicals and combustibles is important, to prevent cross-contamination, fire or the release of potentially toxic gas. They must also be able to outline the methods for reporting hazards, who this should be to and any documentation that needs completing and why this is important, to reduce the risk of accidents and injuries. Learners must know about the health and hygiene in a construction environment. They must be able to list the welfare facilities including toilets, access to hot water and soap, the ability to heat water for drinks and a dry location to eat. It can also include the need for drying rooms for wet clothing, smoking areas and somewhere to change and store personal belongings. Learners must be able to identify the health effects of noise including tinnitus and long-term damage to hearing and the precautions that can be taken to prevent this such as the provision and use of ear defenders and plugs. Learners must gain an understanding of the hazardous substances that they may come into contact with on a construction site. This could include dust, fumes, chemicals, vapour and gases and they should be able to outline protective measures that can be taken to prevent contamination including specialised clothing, gloves, respiratory protective equipment and goggles as well as practices such as damping down. Learners must be able to state why personal hygiene is important, helping prevent someone contracting a disease or ingesting toxic substances and possible health risks on a site such as Weils Disease and Tetanus. Learners must know how to handle and store materials safely and must be able to outline safe lifting procedures with reference to official guidance and legislation and including types of equipment that can be used to carry out these activities. They must be able to outline the importance of adhering to site guidance including the use of method statements and risk assessments when storing materials, handling equipment and using


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site safety equipment. Learners must outline legislation relating to the storage and safe handling of materials and equipment including the Manual Handling Regulations 1992 and COSHH. They must be able to outline how construction materials are stored and why, including to prevent deterioration and damage and cross-contamination and why waste control procedures are used and why they are important, helping to ensure that toxic substances are correctly dealt with and to reduce waste. Learners must know about access equipment and working platforms and be able to outline their component parts and uses. They must be able to outline best practice when working with access equipment and working platforms, ensuring that they are only erected by individuals who are trained and competent, that they adhere to health and safety requirements when working on them, erected structures are checked before accessing and they are not overloaded. They must also be able to outline the dangers when using this equipment including falls, collapses and items falling on others working or passing below. Learners must know how to work safely with electricity in a construction environment and must be able to outline the precautions required to prevent risks to themselves and others. This could include carrying out checks on all equipment including leads prior to use, ensuring the area is safe for the use of electrical tools and equipment and the use of low voltage supplies. They must be able to outline the dangers posed by electricity including electrocution its effects including burns and death. Learners must be aware of the different voltages they may come across on a site and how to differentiate including 230V and 110V and the different types of plug tops and colours of leads (blue 230V and yellow 110V), they could also look at the use of battery powered tools and equipment. They must know about the use of transformers both portable and fixed and, if 230V is used to requirements for Residual Current Detectors (RCDs) to be used. Learners must be able to state how electrical tools are stored, carrying out checks after use and storing in a secure, dry location. Learners must know about the use of PPE in construction. They must be able to describe the different types of PPE including hard hats, steel toe-capped and soled shoes, high visibility jackets, goggles, gloves, ear defender, dusk masks and respiratory protective equipment. They can also look at the different types of clothing such as waterproofs that can be worn. For each piece of PPE they must describe its importance. Learners must be able to outline the legislation that relates to the use of PPE, HASAWA 1974 and Personal Protective Equipment (PPE) at Work Regulations 1992. They must be able to identify why PPE must be maintained and stored correctly, ensuring it is fit for purpose and the implications for incorrect storage, such as not providing the correct level of protection due to damage caused Learners must know about fire and emergency procedures, stating the three elements required for the creation of fire, fuel, heat and oxygen and outline methods for preventing fire from spreading, such as the use of fire doors, good housekeeping and careful storage of materials. Learners must be able to outline their responsibilities if a fire is discovered, raising the alarm, warning others in the vicinity and following evacuation procedures. This could include following emergency exit signs, reporting to the assembly point, notifying the fire marshal that they are safe but also if they know others may be in difficulty and not re-


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entering a site until they have been given the all clear. Learners must be able to list the different types of fire extinguisher and the types of fires they can be used on, water, coloured red and used on organic materials wood, paper etc. CO2, coloured black for use against electrical fires, foam, coloured cream and used on solids and burning liquids, powder, coloured blue for fires involving organic materials, oil, paint, petrol, and wet chemical, coloured yellow and used against cooking oils fires. Learners must know about signs and notices they may encounter on a construction site. They must be able to identify different types of signs including prohibitory, mandatory, fire, hazard/warning and safety signs. For each style they must be able to identify the key differences including colour and shape.

Unit 1 content

Learners must know the health and safety regulations, roles and responsibilities. They must be able to state the main legislation relating to construction, employer and employee responsibilities in regards to HASAWA and the role of the HSE. They must be able to identify sources of information and guidance relating to health and safety, explain the legislation that required notification of an incident to the HSE, why health and safety regulations are rigorously applied in construction, the importance of site inductions and tool box talks and how personal behaviour can impact of self and others.

Learners must know the accident and emergency procedures and how to report them. They must be able to outline different emergencies that can occur, the legislation for reporting accidents, injuries diseases and dangerous occurrences and the types of records used. Learners must outline the importance of reporting accidents and near misses, the difference between a major and minor injury and what is meant by near miss. They must outline common accident trends in construction in the UK and the impacts and effects that accidents and injuries can have on an employer. Learners must be able to list the people authorised to deal with accidents and emergencies, the contents of a first aid kit and outline actions to be taken in the event of an accident.

Learners must know how to identify hazards on construction sites, outline the importance of good housekeeping, the information contained within risk assessments and method statements and why they are used. They must be able to state the main hazards found in the construction industry and why changing circumstances can create hazards. Learners must be able to outline the importance of the correct storage of chemicals and combustibles and the methods for reporting hazards and its importance.

Learners must know about health and hygiene and be able to list the requirements for welfare facilities in construction, identify the effect of noise and the precautions that can be taken to protect operatives. They must be able to outline substances hazardous to health and the protective measures that need to be taken, state why personal hygiene is important and outline possible health risks in construction.


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Learners must know how to handle and store materials and equipment safely, outlining the safe lifting procedures in relation to official guidance and legislation and the importance of adhering to site rules when storing materials and handling and using equipment. They must be able to outline legislation relating to the storage and safe handling of materials and equipment, indicate how construction materials should be stored and why this is important as well as outlining why waste control procedures are used and are important.

Learners must know about access equipment and basic working platforms, outlining the component parts and their uses. They must be able to outline best practice and dangers when using access equipment and working platforms.

Learners must know how to work safely around electricity, outline precautions required to avoid risks to themselves and others when using electricity and the dangers and effects posed. They must be able to outline the different voltages they may encounter, why electric cables are colour coded, the requirements for using equipment with different voltages and state how electrical tools and equipment should be stored and why this is important.

Learners must know how to use Personal Protective Equipment (PPE), describing the types and uses of PPE and why their use is important and outline the legislation that governs to the use of PPE. They must be able to identify why PPE must be maintained and stored correctly and the implications of incorrect storage and maintenance.

Learners must know the fire and emergency procedures, stating the three elements that are required for the creation of fire, outline methods for fire prevention and how to stop it spreading as well as their responsibilities if fire is discovered. They must be able to outline the fire evacuation procedures and list the different types of fire extinguisher and the fires they can be used on.

Learners must know about signs and safety notices, identifying different signs and notices found in construction and the key differences between them.


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Unit Title Information, Quantities and Communication with Others


H/507/7723

Unit Level Level 2

GLH 48

Unit Credit Value 6


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Know how to interpret and produce information relating to construction.

1.1 Describe the sources of supporting information available to produce construction information.

1.2

Describe how to check supporting information is correct and the procedures for reporting discrepancies.

1.3 Interpret information from construction specifications relevant to the work.

1.4 Interpret and describe the purpose of basic construction drawings.

1.5 State the range of equipment required to produce drawings and their uses.

1.6 Describe a range of scales used to produce construction drawings.

2

Understand how to estimate quantities of resources.

2.1

Compare various techniques used when estimating quantities of materials that are required for a construction project

2.2

Explain the various techniques used to make decisions on the type of materials to be used and purchased.

2.3 Compare estimated labour rates for different construction projects.

2.4 Compare the differences between the tendering process, quoting and estimated pricing of construction works.

2.5 Explain what could happen if the estimates were inaccurate.

3

Understand communication requirements in the workplace.

3.1

List the members of the construction team who are involved with the communication cycle on a


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construction site.

3.2 Explain what may occur if there is poor communication on a construction site and what effect can this take on the overall process.

3.3 Explain how the use of a suitable communication process will enhance teamwork.

3.4 Explain what the principles of equality and diversity are and how they should be applied when communicating with others.

3.5 Describe the advantages and disadvantages of various communication methods used in construction.

Scope of learning for the unit The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes:

1. Know how to interpret and produce information relating to construction. 2. Understand how to estimate quantities of resources. 3. Understand communication requirements in the workplace. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 2 – Information, Quantities and Communication with Others. The aim of this unit is to develop the learners knowledge of the sources of information that are used in construction to identify quantities of resources and how this information is communicated to the construction team. They will look at the various sources of information and gain an insight into how this is used to identify the quantities or resources that are required for specific tasks. Working within a supervised training environment consisting of classroom based teaching and group discussion, as well as personal research; learners will gain knowledge of, and be able to describe, the different sources of information available in relation to producing construction information. This should include task specifications, method statements, risk assessments, manufacturers information, organisational and legislative procedures and drawings. They will need required to describe how this information can be checked, comparing the information contained to ensure consistency. Learners must also be able to describe how any discrepancies are reported, including who should be notified and the procedures for ensuring this is done correctly. Learners must know how to interpret construction specification to obtain the information required, identifying the different resources and quantities that can be deduced from the


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provided documentation. They should also be able to interpret construction drawings, understanding the different symbols that are used to current British Standards and scales. Learners must be able to state the range of equipment required to produce drawings, both hand drawn and computer-aided, and how they are used, They must also be able to describe the different scales that are used, citing British Standard Specification (currently 1192) when producing the drawings, this should include those for block plans (1:2500, 1:1250 and 1:500), site plans (1:500 and 1:200) and floor plans (1:200, 1:100 and 1:50). Learners must understand how to estimate quantities of resources required for tasks from the information provided. They must be able to compare the various techniques that can be used for estimating the quantities required construction projects, such as reading directly from construction drawings and plans and interpreting method statements, task specifications and bills of quantities. They must also be able to explain the techniques for deciding the types of materials to be used, such as environmental conditions, local planning regulations, clients’ demands and end use. Learners must be able to compare the estimated labour rates for different construction projects and the differences between the tendering process, quoting and estimated pricing. This should include the different types of information that must be submitted, such as policies and procedures, experience and history, insurances and guarantees, quotes for specific tasks and the estimates of the pricing for work including materials and labour. Learners must explain the impact of estimates being inaccurate, including the possibility that the contractor cannot finish a project and the effect this will have on the reputation as well as possible legal action, or the financial impact on the organisation. Learners must understand the communication requirements in the workplace and be able to list members of the construction team involved in the construction cycle. This will include project and departmental managers, design, surveyors, quantity surveyors, finance, supervisors, and trades. Learners must be able to describe the impact of poor communication on a site and the effect that this can have on the overall proves. This can include the provision or use of incorrect materials and the impact that this can have on time and costs due to the removal and replacement with the correct materials, or issues with the labour on site with a shortage of the correct skills and impacts this can have on time, cost and health and safety. Learners must explain how the use of suitable communication will enhance teamworking, ensuring that all interested parties are updated to any changes of issues that arise and are able to action these quickly and effectively. They must be able to explain the principles of equality and diversity and how these should be applied when communicating with others, ensuring that the most appropriate language is used that is understandable by all. They must also be able to describe advantages and disadvantages of the various communication methods such as verbal written, electronic and presentations. Unit 2 content

Learners must know how to interpret and produce information relating to construction, describing the sources of supporting information available, how to check these are accurate and the procedures for reporting inaccuracies. They must interpret information from construction specifications and basic drawings and state


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the range of equipment used to produce drawings, describing the range of scales used.

Learners must understand how to estimate quantities of resources, comparing various techniques used for estimating materials and for deciding on the materials to be used and purchased. They must compare labour rates for different construction project and the difference between tendering, quoting and estimating construction works, explain what can happen if estimates are inaccurate.

Learners must understand communication requirements in the workplace, listing

members of the construction team who will be involved in the communication cycle, explain the impact of poor communication and explain how suitable communication will enhance teamwork. They must be able to explain the principles of equality and diversity and how these are used when communicating with others and the advantages and disadvantages of different communication methods.


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Unit Title Knowledge of Construction Technology


K/507/7724

Unit Level Level 2

GLH 40

Unit Credit Value 5


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Understand the principles of foundation construction.

1.1 Explain the function of a foundation.

1.2 Describe the various foundation types that are used in construction.

1.3 Explain the consideration that has to be taken before a foundation type can be selected.

1.4 Describe different methods of construction for foundations.

1.5 Describe different types of materials used in foundation construction.

2

Understand the principles of floor construction.

2.1 Describe the factors to be considered when selecting a floor type.

2.2 Describe different methods for floor construction.

2.3 Describe different types of materials used in floor construction.

3

Understand the principles of wall construction.

3.1 Describe the different structural considerations relating to wall construction.

3.2 Describe different methods of wall construction.

3.3 Describe different types of materials used in wall construction.

3.4 Describe the purpose of installing a damp-proof membrane (DPM) and damp-proof course (DPC).

4

Understand the principles of roof construction.

4.1 Describe different exterior features used in roof construction.

4.2 Describe different methods of roof construction.

4.3 Describe the different materials used in roof construction.


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4.4 Describe different types of roof coverings.

5

Understand the supply of utilities and services within construction.

5.1

Describe the different utilities and services provided to structures.

6

Understand the principle of sustainability within construction.

6.1 Describe what ‘Sustainable Construction’ means.

6.2 Describe how sustainability activities can be incorporated into construction projects.

6.3 Describe what is meant by 'Energy Efficiency’ in relation to construction projects.

6.4 Describe how Energy Efficiency activities can be incorporated into construction projects.

Scope of learning for the unit The unit specification maps the assessment criteria against each learning outcome. There are six learning outcomes:

1. Understand the principles of foundation construction. 2. Understand the principles of floor construction. 3. Understand the principles of wall construction. 4. Understand the principles of roof construction. 5. Understand the supply of utilities and services within construction. 6. Understand the principles of sustainability within construction. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 3 – Knowledge of Construction Technology The aim of this unit is to give learners an understanding of the different technologies used within construction. This will include the principles of foundation, floor, wall and roof construction as well as the supply of utilities and services and the principles of sustainability within construction. Working within a supervised training environment consisting of classroom based teaching and group discussion, as well as personal research, learners will first look at the role foundations play in construction and must be able to describe their function, the transmitting of loads and support for the building or structure. They must be able to describe the different types of foundations including shallow style such as individual and strip footings and raft or mat foundations, and deep foundations including end bearing and friction piles. Learners must be able to explain the considerations that need to be taken before a foundation type can be selected including depth of bedrock and water table, soil types and weight of the structure. They must also be able to describe the different


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methods and materials used in the construction of foundations such as pile driving and boring methods, and wood, concrete and steel for the manufacture. Learners must understand the principles of floor construction and be able to describe the factors to be considered when selecting a floor type including, end use, maximum weighting and support. They must be able to describe different methods for floor construction including solid base and supported and the different types of floor construction materials, either concrete, timber, steel or a combination. Learners must understand the principles of wall construction and describe the different structural considerations that must be taken into account including whether it is a supporting wall, internal or external, fire safety requirements and the materials to be used. They must be able to describe the different methods and materials used in the construction of walls, brick, block and concrete for external and supporting or brick, block or dry lined with either timber or metal firring framework. Learners must also be able to describe the purpose of damp-proof membrane (DPM) and damp-proof course (DPC), including how they work and are installed. Learners must understand the principles of roof construction and must be able to describe the different exterior features used in roof construction such as ridge, valley, hip, eaves, abutment, pitch, tiles and flashing. They must be able to describe different methods of roof construction including pitched roof using traditional joinery skills and prefabricated roof trusses, and flat roofs. They should also describe the materials that are used in roof construction including timber and steel and coverings such as clay, slate and concrete tiles as well as timber with felt covering and thatch. Learners must know about the supply of utilities to structures and should include the electricity, gas and water supplies describing what role each is used for and how it is supplied to, and around a structure or building. They should also describe services that are provided to structures including waste, telecommunications and IT. Learners must be able to understand the principles of sustainability within construction. They must be able to describe the term sustainable construction in terms of what it is, how it is implemented and its benefits. They should describe how sustainable activities can be incorporated into construction projects such as the inclusion of solar and photovoltaic panels, ground and air source heat pumps and insulation including specific types of glazing. They should also look at procurement of resources from the local area to cut down on transportation and its associated pollution and using sustainable materials such as timber and recycled products. Learners must be able to describe what is meant by Energy Efficiency, how structures and buildings methods can reduce the energy requirement demands both during construction and through its end use. They should be able to describe the activities that can be incorporated into construction projects such as reducing transportation or reducing, re-using or recycling waste.


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Unit 3 content

Learners must be able to understand the principles of foundation construction, explaining the function of foundations, the various types of foundation and considerations that should be taken into account. They must be able to describe the different methods of foundation construction and the materials used.

Learners must be able to understand the principles of floor construction, describing factors that need to be considered and the different methods and materials used for their construction.

Learners must be able to understand the principles of wall construction, describing

the different structural considerations that need to be considered and the different methods and materials used. They must also be able to describe the purpose of installing damp-proof membrane (DPM) and damp-proof course (DPC).

Learners must be able to understand the principles of roof construction, describing

different types of exterior features and the methods and materials used in roof construction, including roof coverings.

Learners must understand the supply of utilities and services within construction

describing the different utilities and services provided to structures.

Learners must understand the principles of sustainability within construction. They must be able to describe what sustainability means and how sustainable activities can be incorporated into construction projects. They must be able to describe the term Energy Efficiency and how energy efficiency activities can be incorporated into construction projects.


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Unit Title Install Dry Lining Partitions and Metal Firring Ceiling Systems


T/507/7726

Unit Level Level 2

GLH 80

Unit Credit Value 10


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Know how to interpret information related to installing dry lining partitions and metal firring ceiling systems.

1.1

Describe the different information sources used when installing dry lining partition systems and metal firring ceiling systems.

1.2 Describe the purpose of the information sources.

1.3 Describe how to recognise metal stud partitions and metal firring ceilings from drawings.

1.4 Describe how to use drawings to identify details showing location of openings, junctions, end points of partitions and services.

2

Be able to interpret information related to installing dry lining partitions and metal firring ceiling systems.

2.1 Interpret the information contained within a risk assessment prior to the installation of dry lining partition systems.

2.2 Interpret and extract information from a range of sources relevant to installing dry lining partition systems.

2.3 Select information from drawings to identify the location of openings, junctions, and end points of partitions and services.

2.4 Use manufacturers’ information to identify correct fixing details.

2.5 Identify the components required for metal stud partitions, and metal firring ceilings from drawings.

2.6 Use the information contained within the specification to calculate the required quantities of materials.

3

Know how to prepare for installing dry lining partitions and metal firring ceiling systems.

3.1 Describe the potential hazards associated with installing dry lining partition systems.

3.2 Describe the types of Personal Protective


23

Equipment (PPE) requirements for installing dry lining partition systems.

3.3 Describe the access equipment required for the work and associated legislation.

3.4 Explain why and how the working area requires preparation in advance of the installation of dry lining partition systems.

3.5 Describe the types of tools and ancillary equipment required including their purposes for the installation of dry lining partitions and metal firring ceilings.

3.6 Describe the different types and uses of sheet material and access panels that are used when installing dry lining partitioning and ceiling fixing situation.

3.7 Describe the different types and purposes of metal components and fixings used in dry lining and ceiling fixing.

3.8 Describe the procedure for handling and storing materials, tools and associated equipment in accordance with a given specification.

4

Be able to prepare for installing dry lining partitions and metal firring ceiling systems.

4.1 Select and use appropriate Personal Protective Equipment (PPE) when installing dry lining partition systems.

4.2 Establish a clear working area for the installation of dry lining partition systems and metal firring ceiling systems.

4.3

Use one of the following to protect the surrounding areas:

temporary barriers

dustsheets

specialised products.

4.4 Select tools and equipment for the installation of dry lining partitions and ceilings.

4.5 Select sheet materials for dry lining partitioning and metal firring ceilings to the given specification.

4.6 Use information with the given specification to select metal components and fixings for dry lining partition systems and metal firring ceilings.

4.7 Handle and store materials in accordance with the given specification.

5

Know how to install dry lining partitions and metal firring ceiling systems.

5.1 Describe the procedures to be used when setting out and installing metal stud partition systems.

5.2

Describe the procedures to be used when setting out and installing metal firring ceilings.


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6

Be able to install dry lining partitions and metal firring ceiling systems.

6.1 Set out and install metal stud partition systems in accordance with the given specification.

6.2 Set out and install metal firring ceilings in accordance with the given specification.

6.3 Dispose of waste in accordance with legislation and official guidance.


1. Know how to interrupt information related to installing dry lining partitions and metal firring ceiling systems.

2. Be able to interpret information related to installing dry lining partitions and metal firring ceiling systems.

3. Know how to prepare for installing dry lining partitions and metal firring ceiling systems.

4. Be able to prepare for installing dry lining partitions and metal firring ceiling systems. 5. Know how to install dry lining partitions and metal firring ceiling systems. 6. Be able to install dry lining partitions and metal firring ceiling systems.

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

Delivering Unit 4 – Install Dry Lining Partitions and Metal Firring Ceiling Systems The aim of this unit is to allow learners to gain knowledge on installing dry-lining and metal firring ceiling systems. They will learn about the information related to the installation of dry lining partitions and metal firring systems and how this is interpreted as well as demonstrating their ability to carry this out. They will also gain insight into the preparation and installation work and demonstrate their ability to carry this out. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion, as well as personal research, learners look at how to interpret information related to installing dry lining partitions and metal firring systems. They must be able to describe the different sources of information available including task specifications, risk assessments, method statements, manufacturers, organisational and legislative guidance as well as plans and drawings. They must be able to describe the purpose of the different information sources and how they will recognise metal stud partitions and metal firring ceilings from drawings. They should also describe how they will identify the location of openings, junctions, end points of partitions and services on drawings.


25

Learners must be able to interpret information related to installing dry lining partitions and metal firring ceiling systems. They must demonstrate that they can interpret information contained within a risk assessment and extract and interpret information from a wide range of sources regarding the installation of dry lining partitions and metal firring ceiling systems. They must also show that they can identify the locations of openings, joints, end points of partitions and services working from drawings. Learners must demonstrate that they can use manufacturers information to identify the correct fixing details and identify the components required for metal stud partitions and metal firring ceiling systems from drawings. They must also use provided information to calculate the required quantities of materials. Learners must know how to prepare for installing dry lining partitions and metal firring ceiling systems. They must be able to describe the potential hazards associated with dry lining partition systems, this should include the risk posed by tools and materials as well as the installation methods used. They must be able to describe the Personal Protective Equipment (PPE) including gloves, goggles, masks, hard hats and steel toe capped and soled boots. They must also be able to describe the access equipment required for tasks such as hop ups, podium steps and portable aluminium scaffold towers. They should include the relative legislation for the use of this equipment including the Working at Height Regulations 2005 and the Provision and Use of Workplace Equipment Regulations 1998 (or the most current).

Learners must be able to describe why the working area should be prepared in advance including for the protection of existing surface and health and safety, and describe the tools, and ancillary equipment they will need to carry out a task. Learners must also be able to describe the different types and uses of sheet materials and access panels that are used when installing as well as the different types and purposes of metal components and fixings used in dry lining and ceiling fixings. Learners must be able to describe the procedures for handling and storing materials, tools and associated equipment with reference to manufacturers and organisational guidance and current legislation. Learners must be able to prepare for installing dry lining partitions and metal firring ceiling systems, selecting and using the correct PPE and establishing a clear working area, removing fixtures and fittings that may be damaged and protecting surfaces and the surrounding area with either temporary barriers, dustsheets or specialised products. They must be able to select tools and equipment that is required for the task, including any access equipment and the sheet materials and metal components for dry lining partitions and metal firring ceilings. Learners must demonstrate that they are able to handle and store materials in accordance with all specifications and guidance. Learners must know how to install dry lining partitions and metal firring ceiling systems, describing the procedures that are used when setting out, measuring from a fixed point or datum for both dry lining partitions and metal firring ceiling systems. Learners must be able to install dry lining partitions and metal firring systems, setting out and installing both dry lining partitions and metal firring ceiling systems to specification and in accordance with organisational, manufacturers and legislative guidance. Once a task is complete the work area must be cleaned and reinstated and all waste disposed of


26

in accordance with legislative and organisational guidance, taking into account specific requirements for the disposal of gypsum based products. Unit 4 content

Learners must know how to interpret information related to installing dry lining partitions and metal firing ceiling systems, describing the different information sources and their purpose. They must describe how to recognise metal stud partitions and metal firring ceiling systems from drawings and how these drawings are used to show the locations of opening, junctions, end points of partitions and services.

Learners must be able to interpret information related to installing dry lining

partitions and metal firring systems, interpreting the information contained in a risk assessment and interpreting and extracting information from a range of sources relating to the installation. They must select the information from drawings regarding the location of openings, junctions, end of partitions and services and use manufacturers information to identify correct fixing details and the components required for metal stud partitions and metal firing ceilings. They must also use the information to calculate the quantities of materials required.

Learners must know how to prepare for installing dry lining partitions and metal

firring ceiling systems, describing potential hazards and the types of Personal Protective Equipment (PPE) that must be worn. They must be able to describe access equipment and associated legislation and explain why the work area requires preparation in advance of the installations process. They must also be able to describe the tools and ancillary equipment that will be required for the task. Learners must be able to describe the different types of sheet materials and access panels used when installing dry lining partitioning and ceiling fixings and the different types and purposes of metal components and fixings. They must also be able to describe the procedures for handling and storing materials, tools and associated equipment.

Learners must know how to install dry lining and metal firring ceiling systems,

describing the procedures for setting out and installing metal stud partition systems and metal firring ceilings.

Learners must be able to install dry lining partition and metal firring ceiling systems,

setting out both in accordance with the given specification and installing as well as disposing of waste in accordance with legislative and official guidance.


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Unit Title Install Dry Lining and Encasements


M/507/7725

Unit Level Level 2

GLH 88

Unit Credit Value 11


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Know how to interpret information related to the installation of dry lining and encasements.

1.1 Describe the different information sources required for the installation of dry lining and encasements.

1.2 Describe the purpose of the information sources.

1.3 Describe how to use drawings and specifications when preparing fixing schedules.

1.4

Describe how to recognise components and fixings from component drawings relating to the installation of dry lining and encasements.

1.5 Describe the organisational procedures for reporting issues with the information provided.

2

Be able to interpret information related to the installation of dry lining and encasements.

2.1 Interpret a risk assessment for installing dry lining and encasements.

2.2 Use a range of sources and extract the relevant information relating to the installation of dry lining and encasements.

2.3 Check the information for the given specification.

2.4

Calculate suitable quantities of materials in accordance with drawings and the given specification.

3

Know how to prepare for installing dry lining and encasements.

3.1 State the potential hazards associated with the installation of dry lining and encasements.

3.2 State the Personal Protective Equipment (PPE) requirements when installing dry lining and encasements.


3.4 Describe how the working area should be prepared prior to the fixing of plasterboard and cladding.


28

3.5 Describe the types of protective sheathing and dustsheets used to protect existing services.

3.6 Describe the different tools and equipment required for the installation of dry lining and encasements.

3.7 Describe the different types of materials used, and their purpose, when installing dry lining and encasements.

3.8 Describe procedures for handling and storing materials in accordance with the given specification.

4

Be able to prepare for the installation of dry lining and encasements.

4.1 Select and use appropriate Personal Protective Equipment (PPE) when installing dry lining and encasements.

4.2 Establish a clear working area prior to commencing the installation of dry lining and encasements.

4.3

Protect surrounding areas using at least one of the following:

Temporary barriers

Dustsheets

Specialised products.

4.4 Select tools and equipment used for the installation of dry lining and encasements.

4.5 Select the correct materials required for the installation of dry lining and encasements according to the given specification.

4.6 Handle and store materials in accordance with the given specification.

5

Know how to install dry lining and encasements.

5.1 Describe the methods for setting out areas, openings and junctions.

5.2 Describe the methods for installing cladding to solid and frame backgrounds.

5.3 Describe the methods for applying direct bond to solid backgrounds.

5.4 Describe the methods for applying cladding to encasement systems.

5.5 Describe the methods for forming repairs to damaged cladding systems.

5.6 Describe why precautions must be taken when disposing of surplus materials.

6

Be able to install dry lining and encasements.

6.1 Set out areas, openings, junctions and services

6.2 Install cladding to timber studding, joists, frames and solid backgrounds.

6.3 Install cladding to metal firrings.


29

6.4 Apply cladding to beam and columns.

6.5 Form repairs to damaged cladding systems.



1. Know how to interrupt information related to installing dry lining partitions and metal firring ceiling systems.

2. Be able to interpret information related to installing dry lining partitions and metal firring ceiling systems.

3. Know how to prepare for installing dry lining partitions and metal firring ceiling systems.

4. Be able to prepare for installing dry lining partitions and metal firring ceiling systems. 5. Know how to install dry lining partitions and metal firring ceiling systems. 6. Be able to install dry lining partitions and metal firring ceiling systems.


Delivering Unit 5 – Install Dry Lining and Encasements The aim of this unit is to allow learners to gain knowledge on installing dry lining and encasements. They will learn about the information related to the installation of dry lining partitions and encasements and how it is interpreted as well as demonstrating their ability to carry this out. They will also gain insight into the preparation and installation work and demonstrate their ability to carry this out. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion, as well as personal research, learners look at how to interpret information related to installing dry lining partitions and encasements. They must be able to describe the different sources of information available including task specifications, risk assessments, method statements, manufacturers, organisational and legislative guidance as well as plans and drawings. They must be able to describe the purpose of the different information sources and how drawings and specifications can be used when preparing a fixing schedule. Learners must describe how they will recognise components and fixings from component drawings and the organisational procedures in place for reporting discrepancies and issues with the information provided. Learners must be able to interpret information related to installing dry lining partitions and encasements. They must demonstrate that they can interpret information contained within a risk assessment and extract and interpret information from a wide range of sources


30

relating to the installation of dry lining partitions and encasements. Learners must check the information provided is correct, comparing against other sources and their own knowledge and use this to calculate the correct quantities of materials in accordance with drawings and the given specification. Learners must know how to prepare for installing dry lining partitions and encasements. They must be able to describe the potential hazards associated with dry lining partition systems, this should include the risk posed by tools and materials as well as the installation methods used. They must be able to describe the Personal Protective Equipment (PPE) including gloves, goggles, masks, hard hats and steel toe capped and soled boots. They must also be able to describe the access equipment required for tasks such as hop ups, podium steps and portable aluminium scaffold towers. They should include the relative legislation for the use of this equipment including the Working at Height Regulations 2005 and the Provision and Use of Workplace Equipment Regulations 1998 (or the most current).

Learners must be able to describe how the working area should be prepared in advance of the fixing of plasterboard and cladding. This should include the importance of the protection of existing surface, health and safety, and the types of protective sheeting and sheathing that is used to protect the existing services and previously completed works. They must describe the tools, and equipment they will need to carry out a task as well as the different types of materials including their purpose. Learners must be able to describe the procedures for handling and storing materials, tools and associated equipment with reference to manufacturers and organisational guidance and current legislation. Learners must be able to prepare for installing dry lining partitions and encasements, selecting and using the correct PPE and establishing a clear working area, removing fixtures and fittings that may be damaged and protecting surfaces and the surrounding area with either temporary barriers, dustsheets or specialised products. They must be able to select tools and equipment that is required for the task, including any access equipment and the materials for the installation for dry lining partitions and encasements to specification. Learners must demonstrate that they are able to handle and store materials in accordance with all specifications and guidance. Learners must know how to install dry lining partitions and encasements, describing the methods for setting out areas, opening and junctions and for installing to solid and metal frame backgrounds. They must be able to describe the methods for applying direct bond to solid backgrounds and for applying cladding to encasement systems all to specifications. Learners must describe the methods for forming repairs to damaged cladding systems, including the materials and processes used as well as why precautions must be taken when disposing of surplus materials, especially those that contain gypsum. Learners must be able to install dry lining and encasements, setting out the area including openings, junctions and services in accordance with plans and drawings and install cladding to timber studding joists, frames and solid background, using the correct fixing methods. They must also be able to install cladding to metal firrings, beams and columns all to specification and form repairs to damaged cladding using the correct materials and


31

methods. Learners must be able to dispose of waste in accordance with legislative and organisational guidance. Unit 5 content

Learners must know how to interpret information related to the installation of dry lining and encasements, describing the different information sources and their purpose and describing how to use drawings and specifications to prepare fixing schedules. They must describe how to recognise components and fixings from component drawings relating to the installation of dry lining and encasements and describe the organisational procedures for reporting issues with the provided information.

Learners must be able to interpret information related to the installation of dry ling

and encasements, interpreting a risk assessment and using a range of sources to extract the relevant information. They must check all information provided and calculate the correct quantities of materials in accordance with drawings and the given specification.

Learners must know how to prepare for installing dry lining and encasements,

stating potential hazards and the PPE required. They must describe access equipment required for the work and how the work area should be prepared including the types of dustsheet and sheathing that can be used. Learners must be able to describe the different tools and equipment required for each task and the different types of materials that can be used and their purpose. They must also be able to describe the procedures for handling and storing materials in accordance with specification.

Learners must be able to prepare to install dry lining and encasements, selecting

and using the correct PPE, establishing a clear working area and protecting the surrounding area with temporary barriers, dust sheets or specialised products. They must select the tools, equipment and materials according to specification and handle and store materials correctly.

Learners must know how to install dry lining and encasements, describing the

methods for setting out areas, junctions and openings and for installing cladding to solid and frame backgrounds. They must describe how to apply direct bonds to solid backgrounds and how to apply cladding to encasement systems. Learners must describe how to form repairs to damaged cladding and why precautions must be taken when disposing of surplus materials.

Learners must be able to install dry lining and encasements, setting out areas,

openings and junctions and installing cladding to timber studding, frames, solid backgrounds, metal firrings and applying to beam and columns. Learners must be able to form repairs to damaged cladding systems and dispose of waste in accordance with legislative and official guidance.


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Unit Title Finish Dry Lining Joints


F/507/7728

Unit Level Level 2

GLH 48

Unit Credit Value 6


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Know how to interpret information related to finishing dry lining joints.

1.1

Describe the different sources of construction information used in relation to finishing dry lining joints.

1.2 Describe the importance and purpose of the information sources.

1.3 Describe why it is important to work in accordance with the contract schedule.

1.4 Explain the importance of the contract schedule and the implications of not adhering to the contract schedule.

2

Be able to interpret information related to finishing dry lining joints.

2.1 Interpret and extract relevant information from appropriate sources to finish dry lining joints.

2.2 Confirm that the information contained within the drawings is correct.

2.3 Establish different suitable surface treatments and finishes from the specification.

2.4 Interpret the information contained within the specification and drawings to calculate the required quantities of materials.

3

Know how to prepare for finishing dry lining joints.

3.1 State the potential hazards associated with finishing dry lining joints.

3.2 Identify the Personal Protective Equipment (PPE) requirements for finishing dry lining joints.

3.3 Describe the methods used to establish a clear working area prior to finishing dry lining joints.

3.4 Describe how to protect the work and its surrounding area from damage in accordance with organisational procedures.


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3.5 Identify the different equipment and tools required for finishing dry lining joints.

3.6 Describe the different materials, and their purposes, required for finishing dry lining joints.

3.7 Describe the procedures to be used for the handling and storing of materials in accordance with the specification.

4

Be able to prepare for finishing dry lining joints.

4.1 Select and use appropriate Personal Protective Equipment (PPE) when finishing dry lining joints.

4.2 Locate and implement a clear working area prior to commencement of finishing dry lining joints.

4.3 Protect surrounding areas using at least one of the following:

Temporary barriers

Dust sheets


4.4 Select the correct materials and hand and/or power tools required for finishing dry lining joints correctly.

4.6 Use guidance within the specification to handle and store materials.

5

Know how to finish dry lining joints.

5.1 Describe the methods to finish horizontal and vertical dry lining joints.

5.2 Describe the methods to finish internal and external angles.

5.3 Describe the different types of sealants and relevant methods of application.

5.4 Describe the methods of filling out joints to dry lining.

5.5 Describe the methods used to form external and internal angles.

5.6 Describe the methods and the reasons for applying primers.

5.7 Describe how to dispose of surplus and waste materials in a manner which is safe and in accordance with legislation and official guidance.

6

Be able to finish dry lining joints.

6.1 Fill dry lining joints as per the specification.

6.2 Apply sealers or primers to dry lining joints.

6.3

Dispose of surplus and waste materials in a manner which is safe and in accordance with legislation and official guidance.


34


1. Know how to interrupt information related to finishing dry lining joints. 2. Be able to interpret information related to finishing dry lining joints 3. Know how to prepare for installing finishing dry lining joints. 4. Be able to prepare for finishing dry lining joints. 5. Know how to finish dry lining joints. 6. Be able to finish dry lining joints.


Delivering Unit 6 – Finish Dry Lining Joints The aim of this unit is to allow learners to gain knowledge relating to finishing dry lining joints. They will learn about the information related to the finishing dry lining joints and how it is interpreted as well as demonstrating their ability to carry this out. They will also gain insight into the preparation and installation work and demonstrate their ability to carry this out. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion, as well as personal research, learners look at how to interpret information related to finishing dry lining joints. They must be able to describe the different sources of information available including task specifications, risk assessments, method statements, manufacturers, organisational and legislative guidance as well as plans and drawings. They must be able to describe the importance and purpose of the different information sources, describing how they support the completion of tasks to specification. Learners must be able to describe why it is important to work in accordance with the contract schedule and the importance of contract schedules on a project, including the impact that failure to adhere to can have on the project and other trades Learners must be able to interpret information related to finishing dry lining joints, extracting the required information from a range of sources including the materials to be used and the expected finish of the completed work. They must show that they can confirm the information is supplied is correct such as by cross-referencing information against other sources and using their own professional knowledge. Learners must establish the different suitable surface treatments and finishes with reference to task specifications and method statements and interpret the information contained in the specifications and drawings to calculate the required quantities of materials required to complete the task. Learners must know how to prepare for finishing dry lining joints. They must be able to state the potential hazards associated with finishing dry lining joints, this should include the risk posed by tools and materials as well as the installation methods used. They must


35

be able to identify the Personal Protective Equipment (PPE) including gloves, goggles, masks, hard hats and steel toe capped and soled boots. They must be able to describe the methods used to establish a clear working area, such as fixtures and fittings to be moved and establishing clear access paths. Learners must be able to describe how to protect the work and surrounding areas from damage in accordance with organisational procedures including the use of boards, barriers and sheeting. Learners must be able to identify the different tools and equipment required for finishing dry lining joints such as filler knives, spatulas, sealant guns and access equipment. They must be able to describe the different materials used in the finishing of dry lining joints such as tape and jointing compounds. They must also be able to describe the procedures for handling and storing materials with reference to legislative, manufacturers and organisational guidance and with consideration to health and safety. Learners must be able to prepare for finishing dry lining joints, identifying and hazards and carrying out actions to minimise including selecting and using the correct PPE, implementing a clear working area, removing fixtures and fittings that may be damaged and protecting surfaces and the surrounding area with either temporary barriers, dustsheets or specialised products. They must be able to select hand and/or power tools and equipment that is required for the task, including any access equipment. They must demonstrate they are able to handle and store materials with reference to all guidance. Learners must know how to finish dry lining joints, describing the methods for finishing vertical and horizontal joints and the methods for finishing internal and external angles to specification. They must be able to describe the different types of sealants, such as powders and compounds, and their relative application processes. They must also be able to describe the methods for filling out joints and forming internal and external angles. Learners must be able to describe the purpose of applying primers, levelling out surface porosity, and the methods of application. They must be able to describe how to dispose of surplus materials and waste in accordance with legislative and official guidance and with consideration for environmental sustainability. Learners must be able to finish dry lining joints, preparing the work area and filling dry lining in accordance with the method statements and to specification, applying sealer and primers as required. Learners must be able to dispose of waste in accordance with legislative and organisational guidance. Unit 6 content

Learners must know how to interpret information related to the installation of dry lining and encasements, describing the different information sources and their purpose and importance. They must describe the importance of a contract schedule and why it is important to work in accordance with the contract schedule, as well as the implications of not adhering to it.

Learners must be able to interpret information related to the finishing dry lining

joints, confirming the information is correct, establish different suitable surface


36

treatments and finishes with reference to the specification and interpret information to calculate the required quantities of materials.

Learners must know how to prepare for finishing dry lining joints, stating potential

hazards and identifying the PPE required. They must describe the methods used for establishing a clear working area and how to protect the work and surrounding area from damage in accordance to procedures. They must also identify the equipment and tools required and describe the materials to be used as well as the procedures for handling and storing materials in accordance with specification.

Learners must be able to prepare finishing dry lining joints, selecting and using the

correct PPE, establishing a clear working area and protecting the surrounding area with temporary barriers, dust sheets or specialised products. They must select the tools, equipment and materials according to specification and handle and store materials correctly.

Learners must know how to finish dry lining joints, describing the methods for

finishing horizontal and vertical joints, the methods for finishing internal and external angles and the different types of sealants and the methods of application. They must describe methods for filling out dry lining joints for forming internal and external angles. They must also describe the methods and reasons for applying primers and how to dispose of surplus and waste materials in accordance with legislation and official guidance.

Learners must be able to finish dry lining joints, filling them to specification and applying sealers and primers. They must dispose of surplus and waste materials in accordance with legislation and official guidance.


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Unit Title Apply Finishing Plasters to Dry Lined Surfaces


J/507/7729

Unit Level Level 2

GLH 48

Unit Credit Value 6


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1

Know how to interpret information related to applying finishing plasters to plasterboard backgrounds.

1.1 Describe the different information sources used when applying finishing plasters and plasterboard backgrounds and their purpose.

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

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

2

Be able to interpret information related to applying finishing plasters to plasterboard backgrounds.

2.1 Interpret the information contained within a risk assessment prior to the applying finish plasters to dry lined plasterboard surfaces.

2.2 Use a range of sources to interpret and extract relevant information to apply finishing plaster to plasterboard backgrounds.

2.3 Check the accuracy and conformity of the information from the given specification.

2.4 Interpret the information contained within the drawings and the specification prior to calculating the required quantities of materials.

3

Know how to prepare for applying finishing plaster for plasterboard backgrounds.

3.1 State the potential hazards associated with applying finishing plasters to plasterboard backgrounds.

3.2 State the Personal Protective Equipment (PPE) requirements for applying finishing plasters to plasterboard backgrounds.

3.3 Describe how to protect the work and its surrounding area from damage in accordance with the given specification.


38

3.4 Describe what is needed for preparing a material mixing area.

3.5 Identify the different ancillary equipment and tools required for mixing and applying finishing plasters.

3.6 Describe the characteristics of the materials that are used for preparing and mixing.

3.7 Explain how over mixing and under mixing finish plaster can cause problems.

3.8 Describe how to prepare plasterboard surfaces in accordance with manufacturers user instructions.

3.9 Describe the control measures that should be implemented to protect from potential hazards while mixing finishing plasters.

3.10

Describe the procedures to be used when handling and storing materials, tools and associated equipment in accordance with a given specification.


4

Be able to prepare for applying finishing plaster for plasterboard backgrounds.

4.1 Select and use appropriate Personal Protective Equipment (PPE) when applying finishing plasters to dry lined plasterboard surfaces.

4.2

Protect surrounding areas using at least one of the following:

Temporary barriers

Dustsheets


4.3

Select the appropriate materials and hand and/or tools and equipment required to prepare and mix finishing plasters to the given specification.

4.4

Interpret and apply the manufacturers' instructions when mixing finishing plaster to the specified consistency.

4.5 Report any problems when mixing plaster materials to the relevant personnel.

4.6 Prepare plasterboard backgrounds in accordance with the given specification.

4.7 Handle and store materials in accordance with the relevant specification.

5

Know how to apply finishing materials to plasterboard backgrounds.

5.1 Explain why background and finishing plasters must be compatible with each other.

5.2 Explain what can occur if surface preparation is not carried out as detailed within the manufacturers' instructions.


39

5.3

Describe the techniques that can be used for applying finishing plasters to plasterboard backgrounds.

5.4 Describe the importance of cleaning and maintaining tools.

5.5 Describe the importance of disposing of waste using appropriate equipment to ensure a clean work area.

6

Be able to apply finishing plasters to plasterboard backgrounds.

6.1 Apply finishing plasters to plasterboard backgrounds in accordance with the relevant specification.

6.2 Identify and rectify defects as appropriate when applying finishing plaster to plasterboard backgrounds.



1. Know how to interrupt information related to applying finishing plasters to plasterboard backgrounds.

2. Be able to interpret information related to applying finishing plasters to plasterboard backgrounds.

3. Know how to prepare for applying finishing plasters to plasterboard backgrounds. 4. Be able to prepare for applying finishing plasters to plasterboard backgrounds. 5. Know how to apply finishing plasters to plasterboard backgrounds. 6. Be able to apply finishing plasters to plasterboard backgrounds.


Delivering Unit 7 – Apply finishing Plaster to Dry Lined Surfaces The aim of this unit is to allow learners to gain knowledge relating to the application of finishing plaster to dry lined surfaces. They will learn about the information related to the application of finishing plaster to dry lined surfaces and how it is interpreted, as well as demonstrating their ability to carry this out. They will also gain insight into the preparation and installation work and demonstrate their ability to carry this out. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion, as well as personal research, learners look at how


40

to interpret information related to applying finishing plaster to dry lined surfaces. They must be able to describe the different sources of information available including task specifications, risk assessments, method statements, manufacturers, organisational and legislative guidance as well as plans and drawings. They must be able to describe how to interpret working drawings and specifications for plasterboard finishing applications, describing the information that can be extracted and how this will support the delivery of the specified tasks. They must also be able to describe the organisational procedures for reporting any discrepancies with the provided information, including who they should report this to and how to record it. Learners must be able to interpret information related to applying finishing plaster to dry lined surfaces, interpreting the information contained within a risk assessment and extracting the required information from a range of sources including the materials to be used and the expected finish of the completed work. They must show that they can confirm the information is supplied is correct, cross reference details and using their own knowledge. Learners must interpret the information contained in the specifications and drawings to calculate the required quantities of materials required to complete the task. Learners must know how to prepare for applying finishing plaster to dry lined surfaces. They must be able to state the potential hazards associated with finishing dry lining joints, this should include the risk posed by tools and materials as well as the installation methods used. They must be able to state the Personal Protective Equipment (PPE) including gloves, goggles, masks, hard hats and steel toe capped and soled boots. They must be able to describe how to protect the work and surrounding areas from damage in accordance with organisational procedures including the use of boards, barriers and sheeting. Learners must be able to describe the requirements for a mixing area, how it is set up and protected and the requirements such as access to water for mixing. They must be able to describe the equipment and tools required for the given tasks including mixing paddles, hawks and plastering trowels and floats. They must also be able describe the characteristics of the materials that are used for preparing and mixing, such as the mixing ratios, additives and the types of finish that can be achieved. Learners must be able to explain how over mixing and under mixing can cause problems due to drying times and the suitability of the end finish. They must also describe how to prepare plasterboard surfaces in accordance with manufacturers user instruction, describing the methods for preparing surfaces and the materials used. Learners must be able to describe the control measures that must be applied to protect from the potential hazards including the methods used for mixing the PPE that must be worn including goggles, gloves and dust masks, ensuring the area has adequate ventilation. They must be able to describe the procedures to be used when handling and storing tools, equipment and materials with reference to legislative, manufacturers and organisational guidance. They must also describe the access equipment required for the work such as hop ups, trestles, podium steps and mobile towers, and the legislation associated with their use including the Working at Height Regulations 2005 and the Provision and Use of Workplace Equipment Regulations 1998 (or the most current).


41

Learners must be able to prepare for applying finishing plaster to dry lined surfaces, selecting and using the correct PPE and protecting the surrounding areas with temporary barriers, dustsheets and specialised products. They must select the appropriate materials, tools and equipment required for the task with reference to task specifications, method statement and risk assessment and use these to mix finishing plaster to the given specification and manufacturers instructions. They must report any problems that come to light while mixing the plaster and prepare plasterboard backgrounds and handle and store materials in accordance with specification. Learners must know how to apply finishing materials to plasterboard backgrounds, explaining why background and finishing plasters must be compatible including issues that can arise when they are not and the effect of surfaces not being prepared in accordance with manufacturers instructions. They must be able to describe the techniques that are used for applying finishing plaster to background surfaces, how to set up and, where to start and the tools and equipment, including PPE that will be used. They must also describe the importance of cleaning and maintaining tools, highlighting issues that can occur when this is not carried out, and the importance of disposing of waste using the appropriate equipment and ensuring the work area if left clean Learners must be able to apply finishing plaster to plasterboard background surfaces, they must apply finishing plaster to specification, identify and rectify defects to the specified finish and dispose of waste in accordance with legislation and official guidance. Unit 7 content

Learners must know how to interpret information related to the installation of the application of finishing plaster to dry lined surfaces, describing the different information sources, how specifications and drawings are interpreted and procedures for reporting discrepancies with the information provided.

Learners must be able to interpret information related to the application of finishing

plaster to dry lined surfaces interpreting the information contained in a risk assessment and use a range of sources to interpret and extract information relating to the application of finishing plaster to dry lined backgrounds. They must check the accuracy of the information provided and interpret information to calculate quantities of materials required.

Learners must know how to prepare for applying finishing plaster to dry lined

surfaces, stating potential hazards and identifying the PPE required. They must describe the methods for protecting the work and surrounding area from damage in accordance to procedures, describe the requirements for a material mixing area and identify the tools and equipment required for mixing and applying plaster. Learners must describe the characteristics of materials used for preparing and mixing, explain issues for over and under mixing, and describe how to prepare plasterboard surfaces in accordance with manufacturers specification. They must describe the control measures that will protect against potential hazards when


42

mixing materials, the procedures to be used when handling and storing tools, materials and equipment and the access equipment that will be required.

Learners must be able to prepare for applying finishing plaster to dry lined

surfaces, selecting and using the appropriate PPE, protect the surrounding area with temporary barriers, dustsheets or specialised products. They must use appropriate tools, equipment and materials, interpret and apply manufacturers instruction when mixing plaster. Learners must report any problems when mixing plaster, prepare plasterboard backgrounds and handle and store materials in accordance with the relevant specification.

Learners must know how to apply finishing materials to plasterboard backgrounds,

describing why backgrounds and finishing plaster must be compatible and what can occur if surface preparation is not carried out. They must describe the techniques that can be used to apply plaster to backgrounds, the importance of cleaning and maintaining tools and disposing of waste correctly, leaving a clean working area.

Learners must be able to apply finishing plaster to plasterboard backgrounds, applying it in accordance with the relevant specification, identifying and rectifying defects as appropriate and disposing of waste in accordance with legislation and official guidance.


43

4. Assessment and Evidence The NOCN Level 2 Diploma in Dry Lining (Construction) is an internally set, internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 2 Diploma in Dry Lining (Construction) is a vocationally based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is at a sufficient level for the qualification, and relevant to the work or events likely to be encountered in the course of a dry lining job role. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

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

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

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

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

4.1. Fair and Equitable Assessment Assessment within the NOCN Level 2 Diploma in Dry Lining (Construction) must be designed to be accessible and inclusive. The assessment methodology must be appropriate for individual assessment.


44

4.2. Learners with Particular Requirements If you are an NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure within the Centres, NOCN Centres, Processes and Documents Section on www.nocn.org.uk This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details. 4.3. Recognised Prior Learning

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

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

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 4.4. Functional Skills

This qualification could contribute towards the learning for Functional Skills in the following areas: English

o Speaking, listening and communication – could be demonstrated through taking part in group discussion tasks, following verbal instructions and asking and answering questions from tutor.

o Reading - demonstrated when working through reading and interpreting task specifications, method statements and risk assessments.

o Writing – could be demonstrated through completing questions in order to meet assessment criteria in the evidence portfolio and task related documentation.

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

mailto:[email protected]


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ICT o Development of ICT skills can be demonstrated where learners complete work

for their portfolio, written and diagrams and research health and safety, the construction industry and the interior systems job role.

Mathematics

o Development of mathematics skills can be demonstrated through interpreting sizes from task specifications, compiling material lists, measuring, cutting and fixing materials to specification.

For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: www.nocn.org.uk/learning_providers/functional_skills 4.5. Assessment and Evidence for the units Internally set assessments Centre can use the following assessment methods:

Portfolio of Evidence The forms provided in the Appendices for gathering learner evidence against the individual assessment criteria are optional forms. They are available as Word versions for download on the NOCN website: http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.

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

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


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Appendix 1 - Resource suggestions Film footage and reports Acts of Parliament eg Health and Safety at Work Act 1974 National guidance documents Visits to appropriate venues Expert speakers eg Safety Officers Links to website Manufacturers information Examples of completed documentation Note: this is not an exhaustive list


Appendix 2 - Assessment Documentation Learner Evidence Record NOCN Level 2 Diploma in Dry Lining (Construction) Unit Title: Health, Safety and Welfare in Construction and Associated Industries

Assessment Criteria Portfolio Ref Evidence

1.1.

1.2.

1.3.

Learner Signature:

Assessor Signature:

Date of Achievement:


Appendix 3 - Unit Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor signature:

Date:

Learner signature:

Date:


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Sheffield S9 4WG

Tel. 0114 2270500

Fax. 0114 2270501

Email: [email protected] Web: www.nocn.org.uk

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