QUALIFICATION SPECIFICATION NOCN Level 2 Diploma in ......Produce basic brush graining and marbling...

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QUALIFICATION SPECIFICATION

NOCN Level 2 Diploma in Construction Crafts – Painting and Decorating

Qualification No: 600/6568/0

Operational Start Date 1 September 2012

Version 3.1 – May 2019

To know more about NOCN: Visit the NOCN website: www.nocn.org.uk

Call the Customer Service Team: 0300 999 1177

https://www.nocn.org.uk/

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CONTENTS

1. Introduction ................................................................................................................4

1.1. About NOCN ................................................................................................................................................................... 4

1.2. Approval to offer NOCN Qualifications ............................................................................................................................. 4

2. NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating .................5

2.1. Entry Requirements ......................................................................................................................................................... 5

2.2. Qualification Structure ..................................................................................................................................................... 5

2.3. Total Qualification Time (TQT)......................................................................................................................................... 6

3. Assessment and Evidence ........................................................................................8

3.1. Fair and Equitable Assessment ....................................................................................................................................... 8

3.2. Learners with Particular Requirements ............................................................................................................................ 9

3.3. Recognised Prior Learning .............................................................................................................................................. 9

4. Quality Assurance Requirements ............................................................................ 10

4.1. Tutor / Assessor ............................................................................................................................................................ 10

4.2. Internal Verifier .............................................................................................................................................................. 10

4.3. External Verification....................................................................................................................................................... 11

4.4. Continuing professional development (CPD) ................................................................................................................. 11

5. Guidance on delivering the qualification .................................................................. 12

5.1. Unit 1 - Exploring Health, Safety and Welfare in Construction........................................................................................ 13

5.2. Unit 2 - Sustainability in the Construction Industry ......................................................................................................... 15

5.3. Unit 3 - Prepare background surfaces for tiling or painting/decorating ........................................................................... 18

5.4. Unit 4 - Hang standard wall coverings ........................................................................................................................... 22

5.5. Unit 5 - Apply paint systems by brush and roller ............................................................................................................ 25

5.6. Unit 6 - Understanding the product information needed by customers: paint systems, wall coverings and sealants ....... 29

5.7. Unit 7 - Expanding paint finishing skills .......................................................................................................................... 32

5.8. Unit 8 - Produce basic brush graining and marbling effects ........................................................................................... 34

5.9. Unit 9 - Produce broken colour work .............................................................................................................................. 38

5.10. Unit 10 - Move, handle or store resources ..................................................................................................................... 41

5.11. Unit 11 - Erect and dismantle access/working platforms ................................................................................................ 46

5.12. Unit 12 - Teamwork Skills .............................................................................................................................................. 50

5.13. Unit 13 - Introduction to Self Employment: Level 2 ........................................................................................................ 53

5.14. Unit 14 - Building a Personal Career Portfolio ................................................................................................................ 56

5.15. Unit 15 - Preparing for Work .......................................................................................................................................... 59

6. Appendix 1 - Resource Suggestions ....................................................................... 62

7. Appendix 2 Assessment Documentation ................................................................. 63

7.1. Learner Evidence Record Unit 1 .................................................................................................................................... 63








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7.10. Learner Evidence Record Unit 10 .................................................................................................................................. 85






8. Feedback Sheet .................................................................................................... 102

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1. Introduction This handbook is a resource for NOCN centres who wish to offer the NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating. 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.

1.1. About NOCN NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked well together with our centres for the benefit of learners across the country; adapting and benefitting from a mutual interest to provide a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence, and expertise within communities.

1.2. Approval to offer NOCN Qualifications

Existing Centres If you are already recognised to offer NOCN qualifications and would like more information about offering this qualification, please contact: [email protected]. Use Horizon to add this qualification to your centre. New Centres If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website www.nocn.org.uk and complete the New Business Enquiry Form.

mailto:[email protected]://www.nocn.org.uk/

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2. NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating

The NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is designed to provide an introduction to the construction industry. Learners will gain knowledge on how to prepare for a career in Painting and Decorating. This qualification is suitable for learners aged 16 years or over. The qualification will provide learners with an opportunity to: Explore the skills and knowledge requirements for working in the construction industry. Gain an awareness of the importance of health and safety in construction. Gain an awareness about environmental issues relating to construction.

This qualification is approved by Construction Skills as the knowledge element of Apprenticeship Framework FR02454 Construction Building England, Pathway 1: Decorative Finishing and Industrial Painting. NOCN also offers the corresponding Competence qualification, the NOCN Level 2 NVQ Diploma in Decorative Finishing and Industrial Painting Occupations (Construction). Please follow the link below to access the latest version of the relevant Apprenticeship Framework. http://www.afo.sscalliance.org/frameworkslibrary 2.1. Entry Requirements There are no entry requirements for this qualification. 2.2. Qualification Structure

The NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is a 52 credit qualification with a Total Qualification Time of 520, including 436 – 475 guided learning hours. The learner must achieve a total of 52 credits. 32 credits must be taken from Mandatory Group A. A minimum of 20 credits must be taken from Mandatory Group B. Mandatory Group A

Unit Title

Level Credit Value

Ofqual Unit Number

Exploring Health, Safety and Welfare in Construction Level 2 5 J/600/0062

Sustainability in the Construction Industry Level 2 5 L/600/0063

Prepare background surfaces for tiling or painting/decorating

Level 2 4

L/503/8656

Hang standard wallcoverings Level 2 8 Y/503/7476

Apply paint systems by brush and roller Level 2 10 R/503/7475

Mandatory Group B

http://www.afo.sscalliance.org/frameworkslibrary

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Unit Title

Level Credit Value

Ofqual Unit Number

Understanding the product information needed by customers: paint systems, wall coverings and sealants

Level 2 4

K/600/3990

Expanding Paint Finishing Skills Level 2 1 H/506/8679

Produce basic brush graining and marbling effects Level 2 4 D/503/7480

Produce broken colour work Level 2 4 K/503/7479

Move, handle or store resources Level 2 4 K/503/4310

Erect and dismantle access/working platforms Level 2 4 J/503/7344

Teamwork Skills Level 2 2 L/503/0993

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

Building a Personal Career Portfolio Level 2 3 T/505/5063

Preparing for Work Level 2 3 L/503/2663

2.3. Total Qualification Time (TQT)

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

TQT is split into two areas:

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

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

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

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

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

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

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

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

Exam time

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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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3. Assessment and Evidence The NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is a vocationally/ knowledge based qualification and as such, the units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a construction job role. When designing courses, centres are encouraged to offer a variety of assessment methods including; case studies, role play, assignments, projects, reports, video and oral recordings, discussion notes, written and oral question and answers, simulations, etc. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose and afford the learner an

opportunity to provide sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities and resulting decisions must be consistent across all

assessors.

Although the activity is applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard.

Authentic Evidence presented must be the learners own work. 3.1. Fair and Equitable Assessment Assessment within NOCN Level 2 Diploma in Construction Crafts - Painting and Decorating is designed to be accessible and inclusive. The unit based approach allows flexibility throughout; enabling learners to achieve the qualification in stages. The assessment methodology is appropriate for individual assessment or for groups of learners.

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3.2. Learners with Particular Requirements

If you have learners with particular requirements you should refer to the ‘Access to Fair Assessment Policy and Procedure’ which can be found in the NOCN Centre Handbook on the NOCN website. This section 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 policy statements on equal opportunities, diversity; and disability discrimination. These policy statements are then checked and confirmed through the Quality Review and Risk Assessment process. 3.3. Recognised Prior Learning

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

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

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

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4. Quality Assurance Requirements

NOCN quality assurance process and procedures are designed to ensure that NOCN’s quality of assessment and the verification process are being adhered to. The procedures support our centres to provide high quality training. 4.1. Tutor / Assessor

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

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

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

Hold a recognised teaching qualification or, for new tutors, undertake and complete initial teacher training minimum L3 within 12 months of taking up the tutor role.

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

4.2. Internal Verifier

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

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

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

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

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

4.3. External Verification

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

External Verifiers 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.

Sign off the Recommendation for the Award of Credit (RAC).

4.4. Continuing professional development (CPD)

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

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5. Guidance on delivering the qualification This qualification is made up of 50 credits from the mandatory units below; when completed, it provides the learner with an underpinning knowledge when working in the Painting and Decorating sector of the construction industry. Unit 1 Exploring Health, Safety and Welfare in Construction. Unit 2 Sustainability in the Construction Industry. Unit 3 Prepare background surfaces for tiling or painting/decorating. Unit 4 Hang standard wall coverings. Unit 5 Apply paint systems by brush and roller.

Plus a variety of optional units where the learner can extend the knowledge and skills in Painting and Decorating or employability skills that will support the learner to gain employment. Unit 6 Understanding the product information needed by customers: paint systems, wall

coverings and sealants. Unit 7 Expanding Paint Finishing Skills. Unit 8 Produce basic brush graining and marbling effects. Unit 9 Produce broken colour work. Unit 10 Move, handle or store resources. Unit 11 Erect and dismantle access/working platforms. Unit 12 Teamwork Skills. Unit 13 Introduction to Self Employment: Level 2. Unit 14 Building a Personal Career Portfolio. Unit 15 Preparing for Work.

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5.1. Unit 1 - Exploring Health, Safety and Welfare in Construction

Unit Title: Exploring Health, Safety and Welfare in Construction

Unit Level: Two

Unit Credit Value: 5

GLH: 30

Unique Reference Number: J/600/0062

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Know the importance of health, safety and welfare in the construction and built environment sector.

1.1. Describe key methods used to ensure good standards of health and safety on a construction site.

1.2. Identify the roles and responsibilities of relevant personnel.

2. Be able to carry out risk assessments.

2.1. Identify potential risks and hazards in an area of the working environment.

2.2. Perform a risk assessment.

3. Understand the importance of control measures in risk assessment.

3.1. Explain how control measures are used in risk assessment procedures.

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

1. Know the importance of health, safety and welfare in the construction and built environment sector.

2. Be able to carry out risk assessments. 3. Understand the importance of control measures in risk assessment. All the criteria must be met if the outcome is to be achieved.

Delivering Unit 1 - Exploring Health, Safety and Welfare in Construction The aim of this unit is to develop the learner’s knowledge of how health, safety and welfare is implemented and managed within construction. Through this unit they will consider the key methods used to ensure good standards and identify the roles and responsibilities of those who hold positions relating to its management. They will identify potential risks and hazards that they may encounter in construction, perform risk assessments and explain how control measures are used.

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Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, learners will need to identify and describe the key methods used to ensure good health and safety on a construction site. This could include ensuring the right team is in place at the start of a project and that they are aware of their responsibilities. Learners could look at how health, safety and welfare is communicated within a site, from the use of site inductions to regular toolbox talks focusing on specific, and relevant, health and safety topics. Learners should also be able to describe the various documents used including method statements, permits to work and hot works permits. Awareness of construction related health and safety schemes including the Construction Skills Certification Scheme (CSCS) and Construction Plant Competence Scheme (CPCS) could also be considered with explanations of their benefits.

Learners could look at government legislation that can impact on health and safety including 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) and Manual Handling Operations Regulations 1992. Learners should also be able to identify the various roles within construction that can impact on health and safety including Project Manager, Health and Safety Manager, First Aiders, Supervisors and themselves, listing the responsibilities of each.

Through guided learning and group work, learners should be able to identify the potential hazards and risks that could be found in construction. Explaining the risks that each can pose such as working at heights or in confined spaces, the use of hand and power tools, hazardous materials and chemicals and the effects these can have as well as possible diseases and their causes such as Tetanus and Weils Disease. They should also be given the opportunity to carry out risk assessments in a controlled environment, highlighting the hazards and risks, gauging the likelihood of them occurring (high, medium or low) and their consequences (from none to multiple fatalities) and identifying the methods and controls that can be implemented to reduce or remove the risk including use of correct clothing and equipment, training and housekeeping.

Learners will be required to look at the various controls that can be put in place, the types of personal protective equipment can be used and how, the use of barriers to separate the workforce from plant and drops, designated welfare facilities including canteens, toilets and drying rooms amongst others. They should be able to identify these measures and the hazards that they can be applied to, stating how these will help mitigate the risk.

Unit 1 content

Learners must be able to describe methods used to ensure good standards of health and safety on a construction site as well as identifying the various roles and responsibilities of the relevant personnel.

Learners must be able to identify potential risks and hazards in a working environment and carry out a risk assessment.

Learners must be able to explain how control measures are used in risk assessment procedures.

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5.2. Unit 2 - Sustainability in the Construction Industry

Unit Title: Sustainability in the Construction Industry

Unit Level: Two


GLH: 30

Unique Reference Number: L/600/0063

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the concept of sustainability as it applies to the construction and built environment sector.

1.1. Explain what is meant by sustainability. 1.2. Evaluate the relevance of sustainability to the

construction and built environment sector.

2. Know the issues affecting the development of a sustainable built environment.

2.1. Identify the issues associated with the provision of a sustainable built environment.

2.2. Describe the issues associated with the provision of a sustainable built environment.

3. Know how sustainability can benefit the built environment both locally and nationally.

3.1. Identify the benefits of using sustainable construction, in both local and national terms.

3.2. Describe the benefits of using sustainable construction, in both local and national terms.

3.3.

4. Know how sustainable design and construction techniques are used to address environmental issues.

4.1. Identify the sustainable design and construction techniques used to minimise environmental impact.

4.2. Describe the sustainable design and construction techniques used to minimise environmental impact.

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

1. Understand the concept of sustainability as it applies to the construction and built environment sector.

2. Know the issues affecting the development of a sustainable built environment. 3. Know how sustainability can benefit the built environment both locally and nationally. 4. Know how sustainable design and construction techniques are used to address

environmental issues.

All the criteria must be met if the outcome is to be achieved. Delivering Unit 2 - Sustainability in the Construction Industry

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The aim of this unit is to develop the learner’s knowledge of sustainability in the construction industry, what this is, the benefits and how this is managed. Learners will evaluate the relevance of sustainability; the issues and benefits associated both locally and nationally as well as identifying and describing design and construction techniques.

Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, learners will begin this unit by developing an explanation of what is meant by sustainability and explain its relevance to the construction and built environment sector. Learners will be required to consider the environmental impacts of construction and how this can be addressed, considering both the benefits, protecting wildlife etc. as well as issues that could include increased costs. Other considerations could include financial impacts, the potential additional costs involved weighed against the possible benefits when bidding for future contracts, public perception of the sector and individual companies as well as the benefits of new, green, technologies and increased business opportunities.

Learners should identify, research and describe issues and benefits relating to sustainability and may look at corporate responsibility; how construction is dealing with carbon emissions and waste which would have an impact on energy usage, pollution and climate change. Upgrading of existing building stock: how can buildings be retrofitted so that they are more energy efficient and how this is vital to government emissions targets. Learners may also discuss how the sector uses materials and handles waste; looking at how some materials that may previously have been disposed of could be reused, looking at both the environmental and financial benefits of this.

Local community engagement could also be considered and could cover the upskilling of the existing workforce to open up new entry level positions where they recruit locally to bring about community benefits, reduction in unemployment, money earned is spent locally so local businesses benefit and also ensure that the workforce is trained in the skills required for future work. Alongside employment, learners could also look at the benefits of local procurement, reduced transportation cost along with reduced transport carbon emissions and increased local employment with the supply chain through increases in work. Alongside all of these, learners should look at the costs of carrying out sustainable construction, considering at what point does it become too expensive, the longevity of employment opportunities and other possible detrimental effects.

Finally learners will identify and describe the sustainable design and construction techniques that can be implemented to reduce the environmental impact of construction. This section could include looking at locations of new builds, is the area prone to flooding, if on a brown field site does it require significant remediation, local existing and planned infrastructure including transport links and services (gas, electric, water) and what can be done to minimise environmental impact of building these. They should also consider the design of the buildings, what energy saving measures will be included (photo voltaic, solar heating, insulation, ground source heat pumps and grey water harvesting). In addition they could look at the types of materials used, how sustainable is their manufacture, the use of lighter materials that can reduce transportation costs as well as how the build is managed, combining deliveries and recycling or reusing existing materials, demolition rubble reused on site to reduce waste leaving the site.

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Unit 2 content

Learners must be able to explain what is meant by sustainability and evaluate its relevance to the construction and built environment.

Learners must be able to identify and describe the issues associated with the provision on the sustainable built environment.

Learners must be able to identify and describe the benefits of sustainable construction in both in local and national terms.

Learners must be able to identify and describe the design and construction techniques used to minimise environmental impact.

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5.3. Unit 3 - Prepare background surfaces for tiling or painting/decorating

Unit Title: Prepare background surfaces for tiling or painting/decorating

Unit Level: Two


GLH: 40

Unique Reference Number: L/503/8656

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the requirements for preparing background surfaces for tiling or painting/decorating.

1.1. Interpret relevant information for the task including drawings, specifications, schedules, method statements and manufacturers’ information.

1.2. Identify personal, protective equipment (PPE) for the task in accordance with the specification.

1.3. Identify the resources required including solvents, cleaning agents, stripping materials and equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings.

1.4. Identify the hand and/or powered tools and access equipment required.

1.5. State procedures for workplace safety and dealing with accidents, emergencies and problems.

2. Know how to prepare background surfaces for tiling or painting/decorating.

2.1. State how to protect the work area in accordance with the specification.

2.2. Identify potential hazards to be aware of during the work.

2.3. Describe when and why personal, protective equipment (PPE) should be used.

2.4. Describe the programme of work and what needs to be completed in the allocated time.

2.5. Describe the methods of work to be used to meet the specification.

2.6. State legislative requirements for disposing of waste. 2.7. State procedures for maintaining tools and equipment.

3. Prepare background surfaces for tiling or painting/decorating in accordance with the specification.

3.1. Select personal, protective equipment (PPE) for the task in accordance with the specification.

3.2. Protect the work and surrounding area from damage. 3.3. Apply preparatory treatments to previously tiled or

painted decorated surfaces. 3.4. Remove surface contamination from previously tiled or

painted decorated surfaces. 3.5. Prepare brick, block, concrete, wood, manufactured

board, render or plaster for tiling and painting/decorating.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.6. Mix and apply primers and plaster, sand, cement and lime renders.

3.7. Fill, level and abrade surfaces. 3.8. Fix proprietary mesh and trims, waterproof membranes

and movement joints. 3.9. Operate hand and powered tools and access

equipment as required. 3.10. Comply with workplace safety and legislative

requirements for disposing of waste.


1. Know the requirements for preparing background surfaces for tiling or painting/decorating.

2. Know how to prepare background surfaces for tiling or painting/decorating. 3. Prepare background surfaces for tiling or painting/decorating in accordance with the

specification.

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

Delivering Unit 3 - Prepare background surfaces for tiling or painting/decorating The aim of this unit is to allow the learners to develop their skills in preparing a range of surfaces for tiling, painting or decorations. It covers the requirement for surface preparation, the selection of tools, equipment and resources and practical activities to demonstrate learning and abilities.

Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion as well as personal research, the learners will need interpret a range of information sources including drawings, specifications, schedules, method statements and manufacturers instruction to be able to understand the given tasks. Using the supplied information they must be able to identify the correct personal protective equipment for the task and all necessary resources such as solvents, cleaning agents, stripping materials, and equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings.

Learners must be able to interpret the given information to identify the tools, both hand and powered, and any access equipment/working platforms that will be required to carry out the task correctly and safely. Learners must also be able to state the procedures for workplace safety, taking into account the Control of Substances Hazardous to Health

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(COSHH) regulations given the nature of some of the resources they may use, as well as the Health and Safety at Work Act and Working at Height Regulations amongst others and also state the procedures for dealing with accidents, emergencies and problems.

Learners must be able to state how they will protect the work and surrounding area in accordance with specification, carrying out a workplace assessment and identifying items that can be removed and stored as well as those that will need to be protected, stating the materials they will use to carry this out. They should be able to identify potential hazards in the area that may arise during works such as trips, falls, and spillages as well as possible hazards relating to the tools and resources being used. In addition, learners must be able to describe when and why personal protective equipment should be worn, identifying the site, manufactures guidelines and COSHH regulations.

From the task guidance they will need to be able to describe the programme of works, listing the tasks that will need to be carried in the correct order with timescales to ensure that all works are completed within the allocated time. They should include in this the tools, equipment and materials that will be required at each stage and ensure that the works follow a logical sequence, describing the methods of work to be used in line with all specifications. Learners must also state the legislative requirements for disposing of waste such as current EC legislation, Waste Management Licensing and Hazardous Waste regulations and the Environmental Protection Act. They will also be able to state the procedures they will adopt for maintaining tools and equipment, using them correctly and safely, checking before and cleaning after use and storing correctly and securely.

Learners should have the opportunity to carry out practical activities in a controlled environment and should be assigned a range of tasks to demonstrate their learning. For each task they must select and use the correct personal protective equipment and before starting, protect the work and surrounding areas, removing and storing items where possible and using dust sheets, boards and tape to protect surfaces and immovable items including door and window furniture. The range of tasks assigned must include applying preparatory treatments to and removing contamination from previously tiled or painted surfaces, ensuring that they adhere to manufactures and site guidance. They must prepare brick, block, concrete, wood, manufactured board, render and plaster for painting/decorating by using fillers and bonding agents and any other resources as required to produce a ready surface. Learners must also be able to carry out patchwork repairs to surfaces, mixing and applying primers and plaster, sand, cement and lime renders to an acceptable finish as well as levelling and abrading surfaces, fixing proprietary mesh, trims, waterproof membranes and movement joints. For each of the tasks, learners must operate the correct hand and power tools and access equipment, complying with workplace safety instructions and legislative requirements in the disposal of any waste. Unit 3 content

Learners must know the requirements for preparing surfaces including interpreting drawings, specifications, schedules, method statements and manufacturer’s instructions, identify the required personal protective equipment, hand and power tools and resources including solvents, cleaning agents, stripping materials and

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equipment, fillers, bonding agents, surface treatment materials, waterproofing agents, sand, cement, lime, plaster renders, mesh, trims and fixings. They must also be able to state procedures for workplace safety and dealing with accidents, emergencies and problems.

Learners must know how to prepare backgrounds, protecting work areas in accordance with specifications, identifying hazards, describe when and why personal protective equipment should be used and describe the programme of work with timescales within the allocated time. They must also describe the methods of work to meet specification, state legislative requirements for waste disposal and state procedures for maintaining tools and equipment.

Learners must prepare backgrounds for tiling or painting/decoration, select the correct personal protective equipment, protect work and surrounding areas, apply preparatory treatments to previously tiled or painted surfaces and remove surface contamination. They must prepare brick, block, concrete, wood, manufactured board, render and plaster for painting/decorating and mix and apply primers and plaster, sand, cement and lime renders and fill, level and abrade surfaces. Learners must fix preparatory mesh, trim, waterproof membranes and movement joints, operate hand and power tools and access equipment as required and comply with workplace safety and legislative requirements for disposing of waste.

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5.4. Unit 4 - Hang standard wall coverings

Unit Title: Hang standard wall coverings

Unit Level: Two


GLH: 80

Unique Reference Number: Y/503/7476

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the requirements for hanging standard paper wallcoverings.

1.1. Interpret relevant information for the task including specifications, current legislation, schedules, method statements, risk assessments and manufacturers’ information.

1.2. Identify personal, protective equipment (PPE) for the task in accordance with the specification.

1.3. Identify the resources required including surface preparation materials, pastes, adhesives, wallpapers, protective sheeting and rubbish containers.

1.4. Identify the hand tools and access equipment required. 1.5. State procedures for workplace safety and dealing with

accidents, emergencies and problems.

2. Know how to prepare for hanging standard paper wallcoverings.



2.3. Describe the characteristics, quality, uses, sustainability, limitations and defects of the resources required.

2.4. Describe techniques for measuring and cutting wallcoverings.

2.5. Describe techniques for splice jointing and trimming. 2.6. State legislative requirements for disposing of waste. 2.7. State procedures for maintaining tools and equipment. 2.8. Identify access requirements for the task.

3. Hang standard paper wallcoverings to specification.

3.1. Select personal, protective equipment (PPE) for the task in accordance with the specification.

3.2. Protect the work and surrounding area from damage. 3.3. Cut and size papers to specification. 3.4. Prepare pastes according to manufacturers’

instructions. 3.5. Hang paper to ceilings and walls. 3.6. Trim papers to size, top and bottom. 3.7. Work to reveals and internal and external angles. 3.8. Operate tools and equipment as required. 3.9. Comply with workplace safety and legislative

requirements for disposing of waste.

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

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There are three learning outcomes:

1. Know the requirements for hanging standard paper wallcoverings. 2. Know how to prepare for hanging standard paper wallcoverings. 3. Hang standard paper wallcoverings to specification.


Delivering Unit 4 - Hang standard wall coverings

The aim of this unit is to develop the understanding and skills relating to the hanging of standards wallcoverings. It will introduce them to the requirements for hanging paper wallcoverings, ensure that they know how to prepare to hang and allow them to demonstrate their skills thorough practical tasks.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will be introduced to the various sources of information relating to various tasks such as specifications, current legislation, schedules, method statements, risk assessments and manufacturer’s instructions. They must be able to interpret these sources to identify the required task, how it is to be completed, the possible risks and how these are managed. They must be able to identify the personal protective equipment that is required for each assigned task, gloves, goggles, mask etc depending on the resources that they will be using. This will include materials and tools required to prepare surfaces, fillers, scrapers, filling knives and pastes, adhesives and wallpaper as well as those required to protect the work area and for the disposal of all waste in line with legislative requirements. They must be shown how to use the various tools for hanging wallcoverings safely and be able to identify these including paper and paste brushes, steam rollers, tape measures, levels, scissors and knives. Learners will also be introduced to and be able to state the procedures for workplace safety as well as those relating to accidents emergencies and problems.

Learners will be instructed in the requirements of how to prepare for hanging wallcoverings and should be able to state how they will protect the work area during a task, removing items safely to storage and covering surfaces and immovable items to prevent damage. They must also be able to identify the various hazards that could be associated with tasks such as slips, trips and falls as well as working above ground level and those associated with the resources to be used and know how to minimise the risk. For each material, tool and pieces of equipment to be used, learners should be able to describe the characteristics, quality, uses, limitations and sustainability of each as well as potential defects.

Learners must be able to describe the techniques they will use for measuring, cutting, splice jointing and trimming both plain and patterned papers, identifying the correct tools that will be used for each procedure as well as identifying access equipment required to carry out the task safely. They must be able to state the procedures for maintaining tools and equipment, using them correctly and cleaning and storing after use in accordance with workplace and manufactures guidance. They should also be able to state the legislative requirements for the safe disposal of waste.

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A range of practical tasks should be assigned so that each learner is able to use the knowledge gained and demonstrate their skills in hanging wallcoverings. This should include various types of wallcovering and pastes and for each task learners must be able to select the correct protective equipment required and protect the work area prior to starting. They must demonstrate their skills in measuring, cutting and sizing the paper into specification and be able to prepare pastes in accordance with manufactures instruction. They will be required to work to hang paper to ceilings and walls using the correct paste and identifying and using access equipment to complete each task. They must be able to trim papers to size at both top and bottom leaving a neat edge and work to reveals and both internal and external angles. For all tasks, learners must be able to demonstrate the ability to select and use the correct tools safely, clear and clean the work area after each task and comply with workplace safety and legislative requirements for disposing of waste, ensuring that the final work is recorded and signed off as to specification.

Unit 4 content

Learners must know the requirements for hanging standard paper wallcoverings, interpreting the relevant information including specifications current legislation, schedules, methods statements, risk assessments and manufacturers’ instructions. They must be able to identify the correct personal protective equipment, resources including surface preparation materials, pastes, adhesives, wallpapers, protective sheeting and rubbish containers and hand tools and access equipment required. Learners must be able to state procedures for workplace safety and dealing with accidents, emergencies and problems.

Learners must know how to prepare for hanging standard paper wallcoverings, stating how they will protect the work area, identifying potential hazards and describing the characteristics, quality, uses, sustainability, limitation and defects of the required resources. They must be able to describe techniques for measuring, cutting, splice jointing and trimming wallcoverings, identify access requirements for each task and state legislative requirements for the disposal of waste and procedures for maintaining tools and equipment.

Learners must be able to hang standard paper wallcoverings to specification, selecting personal protective equipment and protecting the work area from damage. They must be able to cut and size paper to specification, prepare pastes to manufacturers’ instruction and hang paper to walls and ceilings, trimming to size at top and bottom. Learners must be able to work to reveals and internal and external angles, operate all tools and equipment as required and comply with workplace safety and legislative requirements for the disposal of waste.

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5.5. Unit 5 - Apply paint systems by brush and roller

Unit Title: Apply paint systems by brush and roller

Unit Level: Two


GLH: 100

Unique Reference Number: R/503/7475

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the information, equipment and resources required for applying paint systems by brush and roller.

1.1. Interpret relevant information for the task including specifications, schedules, method statements, risk assessments and manufacturers’ information.

1.2. Identify personal protective equipment (PPE) for the task in accordance with the specification.

1.3. Identify the resources required including coatings, single-product systems, solvents, knotting, proprietary sealers.

1.4. Identify the brushes, rollers, hand tools and access equipment required.

1.5. State procedures for workplace safety, including VOC requirements, and dealing with accidents, emergencies and problems.

2. Know how to prepare for applying paint systems by brush and roller.



2.3. Describe the characteristics, quality, uses, sustainability, limitations and defects of the resources required.

2.4. Describe techniques for checking suitability of the previously prepared surface.

2.5. Describe how to prepare coatings with activators. 2.6. State legislative requirements for disposing of waste. 2.7. State procedures for maintaining tools and equipment. 2.8. Identify access requirements for the task.

3. Apply paint systems by brush and roller in accordance with the specification.

3.1. Select personal protective equipment (PPE) for the task in accordance with the specification.

3.2. Protect the work and surrounding area from damage. 3.3. Check the suitability of previously prepared surfaces. 3.4. Prepare and apply water-borne and solvent-borne

coatings with brushes, rollers and activators using specified laying off procedures.

3.5. Coat broad areas, linear/trim/narrow runs and detailed, complex structural/architectural items.

3.6. Stripecoat surface features. 3.7. Test wet and dry film thickness.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.8. Comply with workplace safety and legislative requirements for disposing of waste.


1. Know the information, equipment and resources required for applying paint systems by brush and roller.

2. Know how to prepare for applying paint systems by brush and roller. 3. Apply paint systems by brush and roller in accordance with the specification.


Delivering Unit 5 - Apply paint systems by brush and roller The aim of this unit is to expand learner’s skills in applying paint systems with brushes and rollers through both theoretical learning and by way of a range of practical tasks. During this unit they will identify the information, resources and equipment required, know how to carry out preparation for tasks and examine procedures required in delivering work to specification.

Working within a supervised training environment consisting of classroom and workshop based teaching, the learners will firstly identify the range of resources to be consulted when preparing to carry out works. This should include job specifications, schedules, method statements, risk assessments and manufacturers’ information as well as the various workplace and legislative guidelines. Working from the job specification and taking into account possible hazards and risks they will need to identify the correct personal protective equipment, resources such as coatings, single product systems, solvents, knotting and proprietary sealers and tools including brushes, rollers, hand tools for surface preparation and any access equipment required. For each of the tasks the learners should be able to identify the potential hazards associated with resources, tools and equipment and be able to apply control measures to minimise. They must also be able to state workplace safety procedures as well as those for dealing with accidents, emergencies and problems, explaining how this information will be communicated to them (site inductions, method statements and risk assessments) and must include any procedures relating to volatile organic compound (VOC) requirements.

Learners are expected to be able to state how they will go about protecting a work area during the task, carrying out a site assessment, identifying the materials required and explain how they will be applied to protect surfaces and immovable items. For each of the resources used, learners should be able to describe the characteristics, uses and imitations as well as identifying the sustainability and limitations of each and how this will

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affect the work they are undertaking. Prior to starting work on previously prepared surfaces learners must check its suitability, describing the techniques they will use and explaining the results they will be looking for to ensure that it is suitable for decoration. When required they must also be aware of how to prepare coatings with activators and should be able to demonstrate this procedure during practical tasks. Learners should be able to state the procedures they will apply to maintain the tools and equipment that they will use for each task as well as being able to identify all access requirements and know how to use these safely and correctly. Due to the nature of any of the materials used, learners must be aware of and able to state the legislative requirements for the disposal of waste including checking the Control of Substances Hazardous to Health Regulations for each product.

Learners must be given the opportunity to carry out a range of practical exercises to demonstrate their abilities with the full range of resources previously identified. For each task they must be able to select the correct personal protective equipment based on information sources, both workplace and manufacturers. They should carry out an assessment of the area that they will be working in and be able to select and apply the correct resources for protection of surfaces as well as carrying out checks on previously prepared surfaces to ensure that they are ready for decoration. They should then prepare and apply water-borne and solvent-borne coating with brushes, rollers and activators demonstrating the correct laying off procedures, cutting in accurately. These should be applied to a range of surfaces including broad areas, linear, trim and narrow runs as well as detailed and complex structural/architectural items and learners must also stripe coat surface features as necessary. For each procedure they must select and use the correct tools and equipment, including access equipment, to be able to carry out the works safely and to the specified standard. During and upon completion of each task, learners are required to test for wet and dry thickness, ensuring that it is within the specified tolerances and throughout all works they must adhere to workplace safety and legislative to ensure that any waste is disposed of according to legislative requirements.

Unit 5 content

Learners must be able to know the information, equipment and resources required for applying paint systems by rollers and brush, interpret the relevant information, identify Personal Protective Equipment, resources including coatings, single-product systems, solvents, knotting, proprietary sealers, brushes rollers, hand tools and access equipment. They must be able to state procedures for workplace safety including VOC requirements and dealing with accidents, emergencies and problems.

Learners must know how to prepare for applying paint systems by brush and rollers, stating how to protect a work area and identifying potential hazards, describing characteristics, quality, uses, limitations, sustainability and defects of all resources required. They must describe the technique for checking previously prepared surfaces for suitability, how to prepare coatings with activators, state legislative requirements for disposing with waste and for maintaining tools and equipment as well as identifying access requirements.

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Learners must apply paint systems by brush and roller in accordance with specification, selecting the correct personal protective equipment for each task according to specification, protecting the work area and check suitability of previously prepared surfaces. They must prepare and apply water-borne and solvent-borne coatings with brushes, rollers and activators using specified laying off procedures, coat broad areas, linear/trim/narrow runs and details complex structural and architectural items and stripe coat surface features. Learners should test wet and dry thickness and comply with workplace and legislative requirements for disposing of waste.

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5.6. Unit 6 - Understanding the product information needed by customers: paint systems, wall coverings and sealants

Unit Title: Understanding the product information needed by customers: paint systems, wall coverings and sealants

Unit Level: Two


GLH: 18

Unique Reference Number: K/600/3990

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the market in paint systems, wall coverings and sealants.

1.1. Describe the main characteristics of the market in paint systems, wall coverings and sealants.

1.2. Outline the size and scope of the product ranges in paint systems, wall coverings and sealants.

2. Understand the regulatory framework and health and safety considerations for paint systems, wall coverings and sealants.

2.1. Explain the health and safety considerations to be taken into account when handling, storing and applying paint systems, wall coverings and sealants, particularly those that come under the scope of the Control of Substances Hazardous to Health (COSHH) Regulations.

3. Know the features and benefits of paint systems, wall coverings and sealants.

3.1. Describe the features and benefits of, and required accessories for, the main paint systems.

3.2. Describe the features and benefits of, and required accessories for, wall coverings.

3.3. Describe the features and benefits of, and required accessories for, sealants.

4. Understand the practical application of paint systems, wall coverings and sealants.

4.1. Describe the principal methods of application of paint systems, wall coverings and sealants, including the preparation of surfaces.

4.2. Outline appropriate remedies to the main problems encountered when applying paint systems, wall coverings and sealants.

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

1. Understand the market in paint systems, wall coverings and sealants. 2. Understand the regulatory framework and health and safety considerations for paint

systems, wall coverings and sealants. 3. Know the features and benefits of paint systems, wall coverings and sealants. 4. Understand the practical application of paint systems, wall coverings and sealants.

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Delivering Unit 6 - Understanding the product information needed by customers: paint systems, wall coverings and sealants The aim of this unit is to give learners an understanding of the paint systems, wallcoverings and sealants sector. It will cover the understanding of the market for paints systems, wallcoverings and sealants as well as the regulatory framework as well as health and safety regulations that apply to the sector. Learners will identify the benefits of the various paint systems, wallcoverings and sealants as well as the practical application of each.

Working within a controlled learning environment consisting of classroom based teaching and personal and group research, learners will firstly look at the market for paint systems, wallcovering and sealants and describe its main characteristics. This could include the range of areas covered in the design, manufacture, marketing and retail of each, identifying some of the major organisations involved and the various roles within them. Learners could also investigate and detail the range of products available in the market, including the different paint systems, internal and external, matt silks and gloss and specific masonry and metal paints including materials required for preparation of surfaces. They should also look at the range of different wallcoverings and sealants available and how these are produced.

Learners must understand and explain the health and safety considerations that are required when handling, storing and applying paint systems, wallcoverings and sealants taking into account the Health and Safety at Work Act, Control of Substances Hazardous to Health Regulations, the Provision and Use of Workplace Equipment Regulations and Manual Handling Regulations. In addition they should be able to describe how workplace information will be communicated regarding the handling, storing and applying of materials including risk assessment and method statements, where and how to handle and move materials, storage facilities and health and safety control measures for the applying of materials as well as legislation on the safe disposal of waste.

Learners must be able to describe the benefits of paint systems, wallcovering and sealants, explain the features of each and the various accessories that will be used in the application of each. They should be able to identify limitations to certain products and how this can be addressed as well as specialised products of each that are designed for specific environments. Learners should be able to identify any risks associated with the products and what control measures can be applied to reduce this including any personal protective equipment that is required.

Finally they should understand and be able to describe the application of each, the use of brushes, rollers and spray guns for paint, adhesives and paste and the tools required to apply wallcovering as well as the types of sealant guns that can be used. They should also outline appropriate remedies for the main problems encountered when applying the materials including checks that should be carried out prior to work and preparation of surfaces to ensure a good finish.

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Unit 6 content

Learners must understand the market in paint systems, wallcoverings and sealants, describing the main characteristics and outlining the size and scope of the product ranges.

Learners must understand the regulatory frameworks and health and safety considerations for paint systems, wallcoverings and sealants, explaining how these apply to the handling storage and application particularly those that come under the scope of the Control of Substances Hazardous to Health.

Learners must know and describe the features and benefits of paint systems, wallcoverings and sealants including accessories required.

Learners must understand the practical application of paint systems, wallcoverings and sealants, describing the principle methods and outlining appropriate remedies to the main problems encounter with each when applying.

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5.7. Unit 7 - Expanding paint finishing skills

Unit Title: Expanding paint finishing skills

Unit Level: Two


GLH: 8

Unique Reference Number: H/506/8679

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Be able to prepare work area. 1.1. Use safe working practices to:

Protect surrounding areas from damage.

Prepare surfaces.

2. Be able to apply paint to a panelled joinery product.

2.1. Use safe working practices to:

Apply primer coat

Mask up

Cut in

Apply undercoats

Prepare to finish coats

Apply for finish coats. 2.2. Display appropriate signs on completion.

3. Be able to clean up on completion.

3.1. Use safe working practices to clean:

Tools

Equipment

Works area.


1. Be able to prepare work area. 2. Be able to apply paint to a panelled joinery product. 3. Be able to clean up on completion.


Delivering Unit 7 - Expanding paint finishing skills

The aim of this unit is to allow the learners to further develop their painting skills through the decoration of a panelled joinery product. They will need to prepare a work area, apply

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a range of coats to the product and clean the work areas, tools and equipment once completed.

Working within a supervised training environment consisting of workshop based teaching, the learners will firstly prepare their work area, this should include removing items and storing safely, apply dust sheets and boards to surfaces and protect immovable items with tape and any other resources necessary. They should then prepare the surfaces they will be decorating, removing existing paints and contaminates safely using the correct tools and equipment, filling and levelling surfaces as needed and smoothing down to an acceptable finish.

Learners will then select the correct tools and equipment, including personal protective equipment and apply safe working practices to mask up areas and fixtures that should be kept free of paint, apply the primer coat, cutting in as required and once dry apply the undercoats. Learners should then prepare and apply finishing coats to an acceptable standard as specified. Throughout the work and upon completion they must ensure that appropriate signage is displayed, warning others of the wet surfaces and to ensure that the product is not damaged while drying.

Once the work is completed, learners should clean all tools and equipment and store safely, they must ensure that any remaining paint is also stored correctly and safely or disposed of according to workplace and legislative guidelines. They should then clean and reinstate the work area, carefully removing dustsheets, boards and masking and replacing removed items using safe working methods and asking for assistance if required.

Unit 7 content

Learners must be able to prepare a work area, using safe working practices to protect surrounding areas from damage and preparing surfaces.

Learners must be able to apply paint to a panelled joinery product, using safe working practises to apply a primer coat, mask up, cut in, apply undercoats and prepare and apply finish coats, displaying appropriate signs on completion.

Learners must be able to clean up on completion, using safe working practices to clean tools, equipment and the work area.

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5.8. Unit 8 - Produce basic brush graining and marbling effects

Unit Title: Produce basic brush graining and marbling effects

Unit Level: Two


GLH: 40

Unique Reference Number: D/503/7480

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the requirements for producing basic brush graining and marbling effects.

1.1. Interpret the drawings, specification and current regulations for the task.

1.2. Identify the materials required for the specified task, including scumbles, scumble glazes, paints, stainers, solvents, pigments and driers.

1.3. List the tools and equipment required for the specified task.

1.4. Describe the characteristics and qualities of the materials selected for the specified task.

1.5. Identify the limitations and potential defects of the materials selected for the specified task.

1.6. Identify potential risks with the specified materials, and how these are overcome.

1.7. Identify the personal, protective equipment (PPE) for the task, in accordance with the specification.

2. Know how to prepare for producing basic brush graining and marbling effects.

2.1. Assess access requirements for the specified task. 2.2. Explain how to check the suitability of pre-prepared

surfaces for the specified task. 2.3. List the steps to take in the preparation of proprietary

and self-produced paints/scumble products. 2.4. Explain how to prepare brushes, rollers and other

specialist equipment required for the specified task. 2.5. Describe how to minimise damage to the work and

surrounding area. 2.6. Explain how to store and maintain materials and

equipment. 2.7. State procedures for workplace safety and dealing with

problems, accidents and emergencies.

3. Produce basic brush graining and marbling effects.

3.1. Assess the effect atmospheric conditions are likely to have on the specified task.

3.2. Bring up the specified surface to the required finish/ground.

3.3. Mix water-borne and solvent-borne scumble products according to the specification.

3.4. Apply wood graining and marbling effects to as specified.

3.5. Apply protective glaze/varnish to grained/marbled work.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.6. Adhere to statutory requirements. 3.7. Dispose of waste in accordance with legislative

requirements.


1. Know the requirements for producing basic brush graining and marbling effects. 2. Know how to prepare for producing basic brush graining and marbling effects. 3. Produce basic brush graining and marbling effects.


Delivering Unit 8 - Produce basic brush graining and marbling effects The aim of this unit is to teach learners how to produce graining and marbling effects with brushes and allow them to demonstrate their abilities to do this. They will look at the requirements for producing basic brush graining and marbling effects, know how to prepare for producing the effects and undertake practical tasks to demonstrate learning and their abilities.

Working within a supervised training environment consisting of classroom and workshop based teaching, learners will be introduced to the various sources of information relating to various tasks such as specifications, current legislation, schedules, method statements, risk assessments and manufacturers’ instructions. They must be able to interpret these sources to identify the required task, how it is to be completed, the possible risks and how these are managed. They will be introduced to the range of resources that are used in producing the graining and marbling effects such as scumbles, scumble glazes, strainers, solvents, pigments and driers and must be able to identify these and list tools associated with their application.

For each of the resources, learners must be able to identify the characteristics and qualities of the materials selected for the specified task, explaining how these will affect the given tasks, they should also be able to identify the limitations and potential defects in the materials selected as well as looking at how these can be managed. With all these materials, learners must be able to identify the potential risks associated referring to the manufacturers’ guidance, method statements and risk assessments and given the materials used checking the Control of Substances Hazardous to Health information. For each of the identified risks, learners must be able to identify the control measures to be applied to minimise risk including the correct personal protective equipment and ventilation in accordance with specification.

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Learners must be instructed in the preparation of the work area and resources and must know how to assess any access requirements required, identify the equipment needed to complete the task safely. They will also need to explain the checks that they will carry out on the suitability of pre-prepared surfaces, ensuring that they are clean and any defects have been corrected and undercoats have been applied. They should also be able to list the steps they will take in the preparation of proprietary and self-produced paints/scumble products including tools and resources required and ensuing that all health and safety guidelines are adhered to and should explain how they will prepare the brushes, rollers and specialist equipment required to apply materials and create the desired effects.

The learners must be able to explain how they will ensure that the risk of damage to the work and surrounding areas is minimised, assessing the area and describing the resources they will use to cover surfaces and how these will be applied. They should also be able to explain how to store and maintain materials and equipment, describing how they will clean tools and equipment after use and the workplace guidance on storage including those relating to hazardous materials. They must also state the procedures for workplace safety and dealing with problems, accidents and emergencies.

Through a range of practical tasks, learners will produce basic graining and marbling effects. They will need to assess the effect of atmospheric conditions could have on each specified tasks, especially relating to the impact these can have on drying times and ensure that these are taken into account during the work. They will need to bring up their surfaces to the required finish/ground and mix both water and solvent-borne scumble products in accordance with specifications. Learners will then apply these to produce graining and marbling effects as specified for the task and apply a protective glaze/varnish to the finished work. Adhering to all statutory requirements associated with the materials they are using throughout the task, the learners will complete the task by cleaning and clearing the work area and dispose of any waste in accordance with legislative requirements. Unit 8 content

Learners must know the requirements for producing graining and marbling effects interpreting the relevant information including specifications and current legislation and identifying the required materials including scumbles, scumble glazes, paints, strainers, solvents, pigments and driers. They must be able to list tools and equipment required and describe the characteristics and qualities of the materials selected as well as identifying their limitations and potential defects. Learners must be able to identify potential risks associated with the resources and how these can be overcome, identifying personal protective equipment for the task.

Learners must know how to prepare for producing graining and marbling effects, assessing access equipment required and explain how to assess pre-prepared surfaces. They must list the steps to take in the preparation of proprietary and self-produced paints/scumble products and explain how to prepare the brushes, rollers and other specialist equipment required. They must also describe how they will minimise damage to the work and surrounding areas, explain how they will maintain and store equipment and materials and state procedures for workplace safety and dealing with problems, accidents and emergencies.

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Learners must produce graining and marbling effects, assessing the effect of atmospheric conditions and bring up surfaces to the required finish/ground. They must mix water and solvent-borne scumble products to specification, apply graining and marbling effects as specified and apply glaze or varnish to work. Learners must adhere to statutory requirements and dispose of waste in accordance with legislative requirements.

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5.9. Unit 9 - Produce broken colour work

Unit Title: Produce broken colour work

Unit Level: Two


GLH: 40

Unique Reference Number: K/503/7479

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about the materials and resources used to produce broken colour work and basic stencilling.

1.1. Identify the materials and resources to be used for the specified task, including scumbles, scumble glazes, paints, stainers, solvents, pigments, glaze/varnish and driers.

1.2. Describe the characteristics and qualities of the materials selected for the specified task.

1.3. Identify the limitations and potential defects of the materials selected for the specified task.

1.4. Explain how each of the materials should be handled during the specified task.

1.5. List the tools and equipment to be used for the specified task.

1.6. Explain the risks associated with working with paints and solvent and how these can be minimised.

1.7. List the components, tools and equipment to be used for the specified task.

1.8. Identify the personal, protective equipment (PPE) for the task, in accordance with the specification.

2. Know the requirements for producing broken colour work and basic stencilling.

2.1. Interpret drawings, specifications, risk assessments and current regulations associated with the specified task.

2.2. Establish access requirements for the specified task. 2.3. Describe how to assess the suitability of previously

prepared surfaces. 2.4. Describe any effect of atmospheric conditions on the

specified task within the training environment. 2.5. Explain how to minimise damage to the work and

surrounding area. 2.6. Describe how to store and maintain materials and

equipment.

3. Undertake production of broken colour work and basic stencilling.

3.1. Use hand tools and equipment as required. 3.2. Bring up specified surfaces to a finish that accord with

requirements for the task. 3.3. Mix paints and scumbles to the required dilution. 3.4. Produce differing broken colour effects on specified

surfaces. 3.5. Apply protective glaze/varnish over decorative effects. 3.6. Adhere to statutory requirements.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.7. Dispose of waste in accordance with legislative requirements.


1. Know about the materials and resources used to produce broken colour work and basic stencilling.

2. Know the requirements for producing broken colour work and basic stencilling. 3. Undertake production of broken colour work and basic stencilling.

All the criteria must be met if the outcome is to be achieved. Delivering Unit 9 - Produce broken colour work The aim of this unit is to teach learners how to produce broken colour work and basic stencilling an

QUALIFICATION SPECIFICATION NOCN Level 2 Diploma in ......Produce basic brush graining and marbling...

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