qualification specification nocn level 2 diploma in ......2. nocn level 2 diploma in construction...

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QUALIFICATION SPECIFICATION

NOCN Level 2 Diploma in Construction Crafts – Carpentry and Joinery

Qualification No: 600/6580/1

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 – Carpentry and Joinery .............. 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 - Construction Drawing Techniques ............................................................................................................... 18

5.4. Unit 4 - First and Second Fixings Carpentry Skills ................................................................................................... 20

5.5. Unit 5 - Performing Carpentry Operations ................................................................................................................ 23

5.6. Unit 6 - Move, handle and store resources .............................................................................................................. 25

5.7. Unit 7 - Performing Joinery Operations .................................................................................................................... 29

5.8. Unit 8 - Understanding the product information needed by customers: timber and panel ......................................... 31

5.9. Unit 9 - Using and Maintaining Woodworking Tools ................................................................................................. 34

5.10. Unit 10 - Erect timber roof structures ....................................................................................................................... 37

5.11. Unit 11 - Maintenance operations on non-structural carpentry ................................................................................. 40

5.12. Unit 12 - Teamwork Skills ........................................................................................................................................ 43

5.13. Unit 13 - Introduction to Self Employment ................................................................................................................ 46

5.14. Unit 14 - Building a Personal Career Portfolio .......................................................................................................... 49

5.15. Unit 15 - Preparing for Work .................................................................................................................................... 52

6. Appendix 1 - Resource Suggestions .................................................................. 55

7. Appendix 2 - Assessment Documentation .......................................................... 56

7.1. Learner Evidence Record Unit 1 .............................................................................................................................. 56









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7.10. Learner Evidence Record Unit 10 ............................................................................................................................ 78






8. Feedback Sheet ................................................................................................. 94

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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 - Carpentry and Joinery. 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]

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

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2. NOCN Level 2 Diploma in Construction Crafts – Carpentry and Joinery

The NOCN Level 2 Diploma in Construction Crafts – Carpentry and Joinery is designed to provide an introduction to the construction industry. Learners will gain knowledge on how to prepare for a career in Carpentry and Joinery. 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 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 4: Wood Occupations. NOCN also offers the corresponding Competence qualification, the NOCN Level 2 NVQ Diploma in Wood 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 - Carpentry and Joinery is a 64 credit qualification with a Total Qualification Time of X, including 473 – 533 guided learning hours. Learners must achieve a total of 64 credits. 44 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

Construction Drawing Techniques Level 2 5 K/600/0068

First and Second Fixings Carpentry Skills Level 2 15 H/503/4936

Performing Carpentry Operations Level 2 5 K/600/0071

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

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

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Performing Joinery Operations Level 2 5 A/600/0088

Mandatory Group B

Unit Title Level Credit Value

Ofqual Unit Number

Understanding the product information needed by customers: timber and panel

Level 2 4 L/600/4002

Using and Maintaining Woodworking Tools Level 2 3 F/503/8122

Erect timber roof structures Level 2 15 H/503/7349

Maintenance operations on non-structural carpentry Level 2 5 D/503/4935

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 – Carpentry and Joinery 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 – Carpentry and Joinery 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 – Carpentry and Joinery 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 processes 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 Level 3 within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, for example, 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 44 credits from the mandatory units below; when completed, it provides the learner with an underpinning knowledge when working in the Carpentry and Joinery sector of the construction industry. Unit 1 Exploring Health, Safety and Welfare in Construction Unit 2 Sustainability in the Construction Industry Unit 3 Construction Drawing Techniques Unit 4 First and Second Fixings Carpentry Skills Unit 5 Performing Carpentry Operations Unit 6 Move, handle or store resources Unit 7 Performing Joinery Operations The learner can then choose a minimum of 20 credits from the optional units below; a variety of optional units where the learner can extend the knowledge and skills in Carpentry and Joinery or employability skills that will support the learner to gain employment. Unit 8 Understanding the product information needed by customers: timber and panel Unit 9 Using and Maintaining Woodworking Tools Unit 10 Erect timber roof structures Unit 11 Maintenance operations on non-structural carpentry 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.

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

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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 (PPE) that 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 use 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.

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.

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Delivering Unit 2 - Sustainability in the Construction Industry The aim of this unit is to develop the learners’ 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 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 - Construction Drawing Techniques

Unit Title: Construction Drawing Techniques

Unit Level: Two


GLH: 30

Unique Reference Number: K/600/0068

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the different types of drawings used in the construction industry.

1.1. Identify the different types of drawings used in the construction industry.

1.2. Describe the purpose of the different types of drawings used in the construction industry.

2. Know the drawing equipment

and materials used to produce construction sketches and drawings.

2.1. Identify the main items of drawing equipment used to produce construction sketches and drawings.

2.2. Identify the different materials used to produce construction sketches and drawings.

2.3. Select the equipment and materials needed to produce specified construction sketches and drawings.

3. Be able to apply construction drawing standards and conventions to produce sketches and working drawings.

3.1. Identify the construction drawing standards and conventions used in the construction industry.

3.2. Apply construction drawing standards and conventions to produce sketches and working drawings.


1. Know the different types of drawings used in the construction industry 2. Know the drawing equipment and materials used to produce construction sketches

and drawings 3. Be able to apply construction drawing standards and conventions to produce sketches

and working drawings. All the criteria must be met if the outcome is to be achieved. Delivering Unit 3 - Construction Drawing Techniques The aim of this unit is to allow learners to develop an understanding of construction drawing techniques and includes identifying the various types of drawings and their purpose. They will also identify the drawing equipment and materials used and from this

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be able to select the correct items to produce specified sketches and drawings. Learners will also identify the drawing standards and conventions used in construction and apply these to produce sketches and working drawings. Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research; the learners will first look at the different types of drawing used within. This should include location drawings, site plans, front, end and rear elevation plans, floor plans, sectional or cross-sectional plans and detail drawings. With each of the plans and drawings, learners should be able to describe how each would be used in their work, the types of information that each can give and how this would be interpreted. They should be able to recognise the symbols used and how to understand the scales applied to the drawings. Once learners have an understanding of the various drawings and plans, they will look at the equipment and materials used to prepare these. This should include drawing boards, technical pens and pencils, compasses, adjustable set squares, protractors and scale rules. With each they should be able to describe its purpose and demonstrate how it is used in the preparation of drawings. Learners should also be able to identify the correct materials to be used such as inks, drawing and tracing paper and be aware of how to store these correctly to minimise the risk of damage to any drawing. They should then take part in practical activities and produce a range of plans or drawings listed above, selecting the correct equipment and materials for each. Learners must be aware of the standards and conventions used when preparing plans and drawings and should be able to apply these to their own work. This should include the correct lay out, scales and standard signs and symbols used to identify both materials, timber, brick, block etc. and specific items such as walls, stairs, door and windows as well as the placement of fixtures and fittings. Learners should also be able to reference and use the current British Standards that apply to the production of construction drawing and plans and apply these to their work.

Unit 3 content

Learners must be able to identify and describe the purpose of the different types of drawings and plans used in construction.

Learners must be able to identify the main items of drawing equipment and materials and be able to select correctly to produce specified drawings and plans.

Learners must be able to identify construction drawing standards and conventions used in the construction industry and be able to apply these to produce sketches and working drawings.

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5.4. Unit 4 - First and Second Fixings Carpentry Skills

Unit Title: First and Second Fixings Carpentry Skills

Unit Level: Two


GLH: 150

Unique Reference Number: H/503/4936

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to set up and operate fixed and transportable circular saws.

1.1. Describe the current legislation and good practices that apply to the use of circular saws, including risks and Personal Protective Equipment.

1.2. Set up circular saws according to manufacturer’s instructions, including carrying out checks.

1.3. Select and fit saw blades appropriate to the activity being carried out.

1.4. Cut timber and sheet to a contractor specification.

2. Be able to carry out first fixings.

2.1. Describe how to fix frames and linings. 2.2. Describe how to fit and fix floor coverings and flat roof

decking. 2.3. Describe how to erect timber stud partitions. 2.4. Describe how to assemble, erect and fix straight flights

of stairs, including handrails. 2.5. Carry out first fixing to a contractor specification.

3. Be able to carry out second fixings.

3.1. Describe how to install side hung doors and associated ironmongery.

3.2. Describe how to install mouldings. 3.3. Describe how to install service encasements and

cladding. 3.4. Describe how to install wall and floor units and fitments. 3.5. Carry out second fixing to a contractor specification.

The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Be able to set up and operate fixed and transportable circular saws 2. Be able to carry out first fixings 3. Be able to carry out second fixings All the criteria must be met if the outcome is to be achieved.

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Delivering Unit 4 - First and Second Fixings Carpentry Skills The aim of this unit is to allow learners to practice and develop the carpentry skills associated with first and second fixing. They will be able to set up, describe and safely use circular saws, carry out first and second fixing as specified in a range of tasks, describing how each is completed out and ensuring that all work is carried out safely in accordance with legislation and site instructions. Working within a supervised training environment consisting of classroom but mainly workshop based teaching the learners will look at circular saws, both fixed and portable, identifying current legislation (currently BS 1870) that applied to the use of these tools and the potential risks associated. They should also identify the control measures that can be applied to minimise risk, undertaking training in the use, correct fitting of guards and isolation switches, Personal Protective Equipment (PPE) such as masks, goggles, ear defenders, safety boots and gloves. Learners must be able to interpret and describe manufacturer’s instructions in the setting up of the saws, carrying out checks on the integrity of the casing, the cable for damage and operation of isolation switches. Learners will need to be able to select and fit different blades depending on the tasks to be undertaken, following manufacturer’s instructions and using the correct tools to secure and then cut timber and sheets to a given specification. Learners must then be shown how to carry out a range of first fixing tasks including the correct tools and safe working measures before being given the opportunity to carry out each task in a controlled environment. This must include the fixing of frames and lining for doors and windows, measuring, cutting, fitting and fixing floor coverings and flat roof decking, erect timber studding, assemble, and erect and fix straight flights of stairs including handrails. For each task the learners must identify the resources, tools and equipment required to carry out the tasks safely and describe how each was completed and should include information sources, any legislation that applied, how resources were calculated, risks and control measures and the actual construction methods ensuring that it complied with contractors specifications. Lastly learners will need to be shown and then demonstrate their ability to carry out a range of second fix tasks which must include installing side hung doors including associated ironmongery such as hinges, handles and locks to both doors and frames, install mouldings including how these are cut and secured into place, install services encasements and cladding, ensuring that the materials used comply for safety regulations including fire and install floor and wall units, both flat packed and bespoke, including any assembly and all fitments. As with first fix tasks learners must identify the resources, tools and equipment required to carry out the tasks safely, and describe how each was completed and should include information sources, any legislation that applied, how resources were calculated, risks and control measures and the actual construction methods ensuring that it complied with contractors specifications.

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Unit 4 content

Learners must be able to understand and describe how to set up and operate fixed and transportable circular saws including describing current legislation and good practices, risks and Personal Protective Equipment (PPE). They must be able to set up and check circular saws prior to use according to manufacturers instructions, select and fit the correct blades and cut timber and sheets to specification.

Learners must be able to carry out and describe first fix tasks to a contractors specification including fixing frames and linings, fitting and fixing floor coverings and flat roof decking, erecting timber stud partitions and assemble, erect and fix straight flights of stairs including handrails.

Learners must be able to carry out and describe second fix tasks to a contractors specification including installing side hung doors with all associated ironmongery, mouldings, service encasements and cladding and floor and wall units.

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5.5. Unit 5 - Performing Carpentry Operations

Unit Title: Performing Carpentry Operations

Unit Level: Two


GLH: 30


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the hand tools and materials commonly used to perform carpentry tasks.

1.1. Identify the hand tools used to perform carpentry tasks. 1.2. Select the hand tools required to perform given

carpentry tasks. 1.3. Identify the materials used to perform carpentry tasks. 1.4. Select the materials required to perform given carpentry

tasks.

2. Understand the important health, safety and welfare issues associated with carpentry tasks.

2.1. Identify the PPE and safe working practices used to perform carpentry tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given carpentry tasks.

3. Be able to apply safe working practices to perform carpentry tasks.

3.1. Produce setting out rods and use them to mark out timber.

3.2. Set out and cut joints in timber. 3.3. Use a range of joints to produce a carpentry product to

a given specification.

The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the hand tools and materials commonly used to perform carpentry tasks 2. Understand the important health, safety and welfare issues associated with carpentry

tasks 3. Be able to apply safe working practices to perform carpentry tasks All the criteria must be met if the outcome is to be achieved.

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Delivering Unit 5 - Performing Carpentry Operations The aim of this unit is to develop the learner’s carpentry operation skills through a range of practical tasks. It will demonstrate their knowledge of carpentry tools, materials and Personal Protective Equipment (PPE) and how they will use this knowledge to prepare a range of joints. Working within a controlled training environment, mainly workshop focused, learners will identify the various tools that are used in carpentry and after being assigned a specific task select the correct hand tools required to complete the work. The tasks assigned should enable the learners to use the full range of tools to develop and demonstrate their abilities. They will also be expected to identify and select the correct materials for each task as well as the equipment required to carry out the work safely including clamps and vices. With all tasks, the learners will be expected to keep waste and mess to a minimum. Learners should also be able to identify and explain their selection of both PPE and the safe working methods required to carry out the tasks. The appropriate PPE should be worn correctly at all times while in the workshop, steel toe capped and soled boots at all times and masks while sanding. The learners will demonstrate their ability to implement safe working practices, using tools correctly and ensuring that they are safely stored when not in use, ensuring that leads to electrical tools do not cause tripping hazards etc. Learners will be required to produce setting out rods and use them to mark out timber to enable them to set out and cut joints in timber. They should cut a range of these so that they are able to produce a piece of work to a given specification such as a door or window frame or storage unit. Again learners will be expected to identify the correct tools, materials, PPE and safe working methods to carry out this task. Unit 5 content

Learners must be able to identify and select the hand tools and materials required

to perform given carpentry tasks.

Learners must be able to identify and explain the Personal Protective Equipment and safe working methods used in given carpentry tasks.

Learners must produce setting out rods, using them to mark timber, set out and cut joints and use a range of joints to produce a carpentry product to a given specification.

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5.6. Unit 6 - Move, handle and store resources

Unit Title: Move, handle and store resources

Unit Level: Two


GLH: 40


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the requirements for working safely.

1.1. Outline the health and safety legislation concerned with moving and handling loads.

1.2. State current legislation for adopting safe working practices in a range of situations including confined spaces, below ground level, at height, with tools and equipment, with materials and substances, with movements/storage of materials by manual handling and mechanical lifting.

1.3. Give examples of procedures for storing workplace resources.

1.4. Describe the circumstances under which health and safety control equipment should be used.

1.5. Explain the importance of using health and safety control equipment according to given information.

1.6. State the workplace procedures for responding to emergencies.

2. Know how to move and handle resources safely.

2.1. List the lifting aids and equipment available in the work area.

2.2. State who is authorised to operate lifting equipment. 2.3. List the workplace resources for moving occupational

resources including sheet materials, loose material, bagged or wrapped material, fragile material, tools and equipment, components, liquids.

2.4. State the information required to use and store lifting aids correctly.

2.5. Identify the sources of information on safe working practices required of operatives, including methods of work, safe use of health and safety control equipment, safe use of lifting aids, protection of the environment.

2.6. State the security procedures for storing tools, equipment and personal belongings.

2.7. List the procedures for reporting accidents in the work area.

2.8. Explain own responsibilities in relation to potential hazards to be encountered in a range of work situations.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3. Know how to deal with problems and defects in the workplace.

3.1. State the procedures for rectifying inappropriate information and unsuitable resources.

3.2. Explain the importance of using the correct resources. 3.3. State the procedures for dealing with defects in

resources. 3.4. Describe how to report defects with resources. 3.5. Explain the importance of having in place procedures

for selecting and using resources. 3.6. Explain why it is important to protect the work area from

damage. 3.7. Give examples of methods and procedures for

protecting the work area from damage. 3.8. Explain why waste should be disposed of safely.

4. Move, handle or store occupational resources.

4.1. Follow procedures for using lifting aids and equipment. 4.2. Use lifting aids according to instructions / given

information. 4.3. Carry out the work according to the given occupational

resource information. 4.4. Store lifting aids and equipment in the appropriate place

and condition.

The unit specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Understand the requirements for working safely 2. Know how to move and handle resources safely 3. Know how to deal with problems and defects in the workplace 4. Move, handle or store occupational resources All the criteria must be met if the outcome is to be achieved. Delivering Unit 6 - Move, handle and store resources The aim of this unit is to allow learners to develop knowledge around the safe way to move, handle and store resources. It will introduce them to the current legislation concerned and look at the relevant health and safety requirements. They will learn about how different lifting equipment is used, who is authorised to use it, sources of information, security and who to report accidents to and identify hazards. They will also look at reporting defects in resources and procedures for selecting the correct resource, protect the work area and look at waste disposal. Learners will be expected to demonstrate how they will move, handle and store resources, using any equipment correctly and safely. Working within a supervised training environment consisting of classroom and workshop based teaching and group discussion, as well as personal research, the learners will first research and outline the various health and safety legislation for working safely within

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construction and should include the Health and Safety at Work Act 1994, Manual Handling Operations Regulations and Control of Substances Hazardous to Health. They will also need to be able to state the legislation around safe working practices in a range of situations including confined space, Confined Space Regulations 1997, working below ground level or at heights, The Work at Height Regulations 2005/2007 and using tools and equipment, the Provision and Use of Work Equipment 1998. Learners will be required to give examples of how they have stored resources correctly and safely either while training in the workshop or through previous work experience, as well as describing the various situations where health and safety control equipment that was used including Personal Protective Equipment (PPE), barriers and guards and signage, such as using plant to lift materials and storing hazardous substances or heavy materials. They should also be able to describe why this use of such equipment is important according to the given information both health and safety legislation and site instructions. Learners will also need to be able to state the workplace procedures for emergencies, identifying their responsibilities, where these will be explained, assembly points and safe routes, how to raise the alarm as well as who are the qualified first aiders.

Learners should be able to apply the researched information to move and handle resources correctly, they will need to be aware of the various lifting aids and equipment available including sack barrows, pallet trucks, fork lift trucks, trolleys, wheel barrow, hydraulic hoists as well as fixed moving equipment such as conveyor belts and hoists; for each piece of equipment they should also be able to state who is authorised to operate it. Learners should then look at their working area and list the resources available to carry out lifting and moving operations including resources for sheet materials, bagged or wrapped materials, fragile materials and tools, equipment, components and liquids. They will also need to identify and state the information available to carry out this work.

Learners will also be required to identify the sources of information for carrying out the work safely which could include method statements, the use of health and safety controls equipment including PPE, safe use of lifting equipment and protection of the environment and should know where this information is available. They will also need to consider and state how tools and equipment will be stored safely when not in use, as well as how their own personal belongings will be secure and this should include locker rooms, tool boxes and chests and secure storage facilities for larger equipment. They will also be required to understand and be able to list the procedures for reporting accidents and near misses that may occur and this should include accident and incident reporting books, identifying who these need to be reported to as well as being aware of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations and must be aware of and be able to explain their own responsibilities in relation to range potential hazards, trips and falls, chemical spills, fire, injury and diseases following both site guidelines and the Health and Safety at Work Act.

Learners should also be instructed in the correct procedures for identifying and rectifying inappropriate information and unsuitable resources. They should be able to identify who needs to be informed and how to go and replace damaged tools, equipment and materials. They must be able to explain why it is important to always use the correct resources in terms of health and safety, site guidelines and the finished project and why there is a need for correct procedures for both selecting and using resources, to ensure that the completed project meets agreed quality standards etc. They should be able to explain the hazards associated with not protecting a work area both in terms of risks to

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work force and resources and describe the potential impacts if this is not ensured, as well as describing the methods that will be used and where information regarding this could be sourced. In addition learners will be expected to explain how they will ensure that waste is correctly disposed of in terms of legislation for both health and safety and the environment and in accordance with site rules, and identify the risks associated if this is not carried out correctly.

There should also be the opportunity for learners to demonstrate their ability in moving, handling and storing resources correctly and safely, selecting the correct aids, identifying potential risks and implementing safe working controls as appropriate. They must be able to follow instructions to carry out tasks, both verbal and written, and carry out all work according to occupational resource information, carrying out all checks before commencing the work and reporting any hazards to the appropriate person. Once work has been completed learners must demonstrate how they will store any lifting aids used correctly. Unit 6 content

Learners must be able to outline health and safety legislation in regard to moving and handling loads, state current legislation regarding safe working practices in a range of situations including confined space, below ground level and at height, using tools, equipment, materials and substances and with moving and storing materials by manual and mechanical lifting. They must be able to give examples of procedures for storing workplace resources, describe when and how health and safety control equipment should be used, explaining the importance of using them according to given instruction and state workplace procedures for responding to emergencies.

Learners must list lifting aids and equipment available and state who is authorised to use each, list workplace resources available for moving occupational resources and state information required to use aids correctly. They should be able to identify sources of information on safe working practices required for operatives including methods of work, safe use of health and safety control equipment, safe use of lifting aids and protection of the environment. Learners must state security procedures for storing tools, equipment and personal belongings, list the procedures for reporting accidents and explain their responsibilities in relation to potential hazards.

Learners must be able to state the procedures for rectifying inappropriate information and unsuitable resources, explain the importance of using the correct resources and state how they would deal with defects, describing how this would be reported. They must explain why it is important to have procedures for selecting and using resources, why it is important to protect the work area from damage and give examples of methods and procedures of how this would be done. They must also explain how they would dispose of waste safely.

Learners must follow procedures for using lifting aids and equipment and use in accordance with instructions/given information, carry out work according to that information and store lifting aids and equipment in the appropriate place and condition.

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5.7. Unit 7 - Performing Joinery Operations

Unit Title: Performing Joinery Operations

Unit Level: Two


GLH: 30

Unique Reference Number: A/600/0088

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the hand tools and materials commonly used to perform joinery tasks.

1.1. Identify the hand tools used to perform joinery tasks. 1.2. Select the hand tools required to perform given joinery

tasks. 1.3. Identify the materials used to perform joinery tasks. 1.4. Select the materials required to perform given joinery

tasks.

2. Understand the important health, safety and welfare issues associated with joinery tasks.

2.1. Identify the PPE and safe working practices used to perform joinery tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given joinery tasks.

3. Be able to apply safe working practices to mark out and form joints for a timber product.


3.2. Set out and cut joints in timber. 3.3. Use a range of joints to produce a timber product to a

given specification.

The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Know the hand tools and materials commonly used to perform joinery tasks 2. Understand the important health, safety and welfare issues associated with joinery

tasks 3. Be able to apply safe working practices to mark out and form joints for a timber

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

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Delivering Unit 7 - Performing Joinery Operations

The aim of this unit is to develop the learner’s joinery operation skills through a range of practical tasks. It will demonstrate their knowledge of joinery tools, materials and Personal Protective Equipment (PPE) and how they will use this knowledge to prepare a range of joints.

Working within a controlled training environment, mainly workshop focused, learners will identify the various tools that are used in joinery and after being assigned a specific task select the correct hand tools required to complete the work. The tasks assigned should enable the learners to use the full range of tools to develop and demonstrate their abilities. They will also be expected to identify and select the correct materials for each task as well as the equipment required to carry out the work safely including clamps and vices. With all tasks the learners will be expected to keep waste and mess to a minimum.

Learners should also be able to identify and explain their selection of both PPE and the safe working methods required to carry out the tasks. The appropriate PPE should be worn correctly at all times while in the workshop, steel toe capped and soled boots at all times and masks while sanding and the learners will demonstrate their ability to implement safe working practices, using tools correctly and ensuring that they are safely stored when not in use, ensuring that leads to electrical tools do not cause tripping hazards etc.

Learners will be required to produce setting out rods and use them to mark out timber to enable them to set out and cut joints in timber. They should cut a range of these so that they are able to produce a piece of work to a given specification such as a door or window frame or storage unit. Again learners will be expected to identify the correct tools, materials, PPE and safe working methods to carry out this task. Unit 7 content

Learners must be able identify and select the hand tools and materials required to perform given joinery tasks.

Learners must be able to identify and explain the Personal Protective Equipment (PPE) and safe working methods used in given joinery tasks.

Learners must produce setting out rods, using them to mark timber, set out and cut joints and use a range of joints to produce a joinery product to a given specification.

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5.8. Unit 8 - Understanding the product information needed by customers: timber and panel

Unit Title: Understanding the product information needed by customers: timber and panel

Unit Level: Two


GLH: 18


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the regulatory framework and health and safety considerations for timber and panel products.

1.1. Explain why it is important to follow the manufacturer’s instructions for joinery products.

1.2. Explain the standards and criteria that softwood joinery must satisfy in order to be fit for purpose in building construction.

1.3. Describe the main hazards of working with timber and how to avoid injury to self and others.

1.4. Understand the main principles of preserving, storing, handling and ordering timber.

2. Know the features and

benefits of timber and panel products.

2.1. List examples of the two main groups of commercial timber-producing trees.

2.2. List the types of timber used in the most common joinery items produced for buildings.

2.3. Describe the main characteristics of timber and the main timber production and conversion processes.

2.4. Describe the advantages of grading timber, the different criteria used to do so, and the contexts in which each set of criteria is used.

2.5. Describe the features and benefits of, and required accessories for, the main types of timber and wood-based panel products.

2.6. Describe the features and benefits of, and required accessories for, the most commonly available metal products for use with timber.

3. Understand the practical application of timber and panel products.

3.1. Outline the main principles of roof construction, carcassing joinery, fencing, decking and large timber installations.

3.2. Describe the applications of timber in roof construction, carcassing, joinery, fencing, decking, large timber installations and wood-based products.

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The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Understand the regulatory framework and health and safety considerations for timber

and panel products 2. Know the features and benefits of timber and panel products 3. Understand the practical application of timber and panel products All the criteria must be met if the outcome is to be achieved. Delivering Unit 8 - Understanding the product information needed by customers: timber and panel The aim of this unit is to develop the learner’s knowledge of the regulatory framework and health and safety considerations of working with timber. It will also allow them to understand the types of timber and panel available, their grading, processes for preservation and the practical application.

Working within a supervised training environment consisting of classroom based teaching and personal research; the learners should first investigate the regulatory framework and health and safety considerations for timber and panel products. They will need to explain why it is important that they follow manufacturer’s instructions for joinery products and should include the effects of various preservatives that may have been added, health and safety information, disposal of waste and off cuts, and any limitations on where it could be used as well as the standards and criteria for softwood joinery within construction. This should include British and European standards such as those that relate to strength, durability and structural use.

Learners will be expected to describe the main hazards of working with timber such as injuries from the incorrect use of tools and manual handling as well as the safe working practices and control measures, including Personal Protective Equipment (PPE) that should be implemented to minimise risk. They will also need to understand the main principles of preserving, storing, handling and ordering timber taking into account the various issues relating to preservatives and how they are applied, where and how timber is stored prior to use to ensure it is not damaged and is safe, how to correctly move and handle timber including the various types of equipment that can be used and how to go about ordering, ensuring that there is a sufficient stock available as required but that it is not left too long before use.

Learners must be able to list trees in each of the two main groups, softwoods such as pine, fir, cedar and spruce and hardwoods such as oak, mahogany, elm and teak as well as listing the types of timber commonly used for construction related joinery items including redwood and whitewoods. They will need to describe how timber is produced and the conversion process, through and through and quarter sawn, as well as the main characteristics of timber such as insulation properties, noise control and high load capacities. Learners should research and describe the advantages and criteria of grading timber, appearance and structural, as well as the contexts in which each set is used.

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They will need to identify and describe the features and benefits, and required accessories for a range of timber and wood based panel products and also for commonly used metal products. Learners will be required to understand the practical application of timber and panel products and outline the principles and applications of roof construction, carcassing, joinery, fencing, decking and large timber installations and wood based products and should be able to describe how they would apply these in their work. Unit 8 content

Learners must be able to understand the regulatory framework and health and safety considerations, explaining why it is important to follow manufacturer’s instructions, explain standards and criteria for softwoods used in construction, describe the main hazards of working with timber and how to avoid injury to self and others and understand the main principles of preserving, storing, handling and ordering timber.

Learners must know the features and benefits of timber and panel products, list examples of the two main groups of timber-producing trees and types of timber used in joinery items for buildings, describe the characteristics and productions and conversion processes for timber as well as the advantages of grading and the different criteria and the context in which each is used. Describe the features and benefits of, and required accessories for, the main types of timber and panel based products and metal products for use with timber.

Learners must be able to understand the practical applications of timber and panel products outlining and describing the principles and applications of timber in roofing, carcassing, joinery, fencing, decking, large timber installations and wood based products.

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5.9. Unit 9 - Using and Maintaining Woodworking Tools

Unit Title: Using and Maintaining Woodworking Tools

Unit Level: Two


GLH: 24

Unique Reference Number: F/503/8122

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to use manual woodworking tools.

1.1. Explain the use of six manual tools used in carpentry. 1.2. Identify the manual tools required for a given task. 1.3. Demonstrate the correct use of the manual tools for a

given task.

2. Be able to maintain manual and electrical tools.

2.1. Explain how to safely check the sharpness of manual tools.

2.2. Check sharpness is appropriate to tasks. 2.3. Use wheel, oilstone and honing guide to sharpen

chisels, plane blades and gouges. 2.4. Explain how to check the wiring of electrical tools. 2.5. Check wiring of two electrical tools to ensure safe

operation.

3. Be able to use electrical tools in woodwork.

3.1. Explain the use of five electrical woodworking tools. 3.2. Demonstrate the use of appropriate electrical tools to:

a) cut timber to given dimensions. b) drill holes to given dimensions. c) sand to a smooth finish. d) insert screws to a given depth. e) countersink screws. f) counterbore large diameter holes.

4. Know how to store woodworking tools.

4.1. Demonstrate the correct method of storage for: a) electrical tools. b) manual tools.

The unit specification maps the assessment criteria against each learning outcome. There are four learning outcomes: 1. Be able to use manual woodworking tools 2. Be able to maintain manual and electrical tools 3. Be able to use electrical tools in woodwork 4. Know how to store woodworking tools All the criteria must be met if the outcome is to be achieved.

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Delivering Unit 9 - Using and Maintaining Woodworking Tools The aim of this unit is to develop the learner’s skills with both manual and electrical woodworking tools through practical tasks. They will also look at how to maintain tools, checking for safety and sharpening as required and demonstrate correct, safe usage as well as being able to store correctly when work is completed.

Working in a controlled training environment consisting of classroom and workshop based teaching, learners will first explain the use of six manual tools used in carpentry including saws, planes, chisels, hammers and hand drills; they should be able to describe how each tool is used safely and the types of work for which it is designed. They will then be set short practical tasks and must be able to select the correct tools for the materials to be used and demonstrate how these are handled in the completion of the task, working in such a way as to ensure their own safety and the safety of others in the area and preventing damage to the tools.

Learners must be able to explain how they will check the sharpness of a manual tool before using; this should include both a visual check to ensure that there are no cracks or breaks to the blade and testing the tool on a small piece of material to ensure that it gives the required cut. This should be material similar to that which will be used in the task making sure it is appropriate to the task. They should demonstrate how they will use a wheel, oilstone to sharpen tools using a honing guide where necessary. Learners must also explain how they will check electrical tools for safety and carry out checks on two electrical tools, checking cable, plug top and casing of the tool for signs of damage or misuse. Having a range of tools that have damage to them and ensuring the learners can identify the damage could be used here to demonstrate this.

Once learners have demonstrated their ability in using manual tools they should then explain how they would use five electrical tools including saws, drills, sanders, planes and drivers, and this should include the types of work and materials each would be used with and the checks that would be carried out prior to use. Once learners have explained the tools they should demonstrate their ability by selecting and using the correct tools for the following: a) Cut timber to given dimensions

b) Drill holes to given dimensions

c) Sand to a smooth finish

d) Insert screws to a given depth

e) Countersink screws

f) Counterbore large diameter holes.

For each task, they should ensure that they take the correct health and safety measures prior to and during the task including wearing the required Personal Protective Equipment (PPE). Finally learners should demonstrate how they will store correctly both manual and electrical tools, cleaning them correctly after use, oiling where necessary, and using any provided storage cases. They must ensure that the tools cannot be damaged once stored, not stored on the floor to avoid possible water damage and that they pose no risk to others while stored, are securely placed on shelves etc.

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Unit 9 content

Learners must be able to outline and explain the use of six manual tools, identify tools for a given task and demonstrate correct usage of each.

Learners must be able to explain how to check manual tools for sharpness, check sharpness is appropriate to the task and use a wheel, oilstone and honing guide to sharpen chisels, plane blades and gouges. They must be able to explain how to carry out safety checks on electrical tools and check the wiring on two electrical tools to ensure safe operation.

Learners must be able to explain the use of five electrical tools and demonstrate the use of the appropriate tool to carry out:

a) Cut timber to given dimensions

b) Drill holes to given dimensions

c) Sand to a smooth finish

d) Insert screws to a given depth

e) Countersink screws

f) Counterbore large diameter holes.

Learners must be able to demonstrate the correct method for storing electrical and manual tools.

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5.10. Unit 10 - Erect timber roof structures

Unit Title: Erect timber roof structures

Unit Level: Two


GLH: 150


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the requirements for the erection of timber roof structures.

1.1. Interpret drawings and specifications for the work. 1.2. List the materials and resources required, including

timber, components and fixings. 1.3. List the hand and/or powered tools and ancillary

equipment required. 1.4. Identify personal protective equipment (PPE) for the

task in accordance with the specification. 1.5. State legislative requirements for disposing of waste. 1.6. State procedures for ensuring health and safety and

dealing with problems, accidents and emergencies.

2. Know how to prepare for the erection of timber roof structures.

2.1. Select the materials and resources required for the work.

2.2. Describe how to calculate the quantity, length and area of components required for erecting the specified structure.

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

2.4. State procedures for maintaining tools and equipment. 2.5. Describe how to protect the surrounding area from

damage during the task. 2.6. State procedures for working at height. 2.7. Describe procedures for manually and mechanically

moving roof structures.

3. Erect timber roof structures. 3.1. Operate hand and/or powered tools and equipment. 3.2. Erect timber roof structures in-situ. 3.3. Install pre-assembled timber roof-structures. 3.4. Form joints and openings associated with timber frame

erection. 3.5. Unload and store roof components. 3.6. Adhere to statutory requirements. 3.7. Dispose of surplus materials and waste in accordance

with legislative requirements.

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 the erection of timber roof structures 2. Know how to prepare for the erection of timber roof structures 3. Erect timber roof structures All the criteria must be met if the outcome is to be achieved. Delivering Unit 10 - Erect timber roof structures The aim of this unit is to allow learners to develop carpentry and joinery skills relating to roof timber structures. It will give them the opportunity to identify the materials and resources for the task, identify health and safety measures for working with timber, tools and at height and know how to prepare, and erect, roofing structures.

Working within a supervised training environment consisting of classroom and workshop based teaching the learners will firstly demonstrate their ability to interpret drawings and specification and from these list the materials and resources required to carry out the task including identifying the types and quantities of timber and fixings as well as other stipulated components. From the drawings and specifications learners must be able to list the necessary hand or power tools as well as equipment required to carry out the task and identify the correct Personal Protective Equipment (PPE) that they will be required to use within the workshop setting. Learners will be required to state legislative requirements for the disposal of waste including the EU Waste Framework Directive, Hazardous Waste Regulations and Waste Minimisation in New Developments. They should also be able to state the procedures for ensuring health and safety and dealing with problems, accidents and emergencies, stating how they would find out the required information, at site inductions, method statements and risk assessments, and how, and to whom issues and problems should be reported.

Learners will demonstrate that they are able to select the correct materials and resources using lists already prepared from task drawings and specifications, describing how they calculate quantities, lengths and areas for the given task and using cutting lists to ensure that waste is kept to a minimum. They will also identify the required hand and power tools to be used in the task as well as any equipment necessary to carry out the work safely. Learners should be able to state processes for maintaining tools and equipment, checking for sharpness of bladed tools and sharpening as required, cleaning all tools after use and storing correctly. In addition they must describe how they will go about protecting surrounding areas for damage, ensuring that they work area has the space to carry out the task, sheeting out areas below the work and using the correct equipment for holding timber while cutting and preparing. As this task would normally be carried out at height learners will need to research and state the procedures for working at height, being aware of the correct PPE including harnesses where required, ensuring that access and egress routes are safe, scaffolding and towers are correctly and competently erected and scaffold boards, toe boards and barriers are in place and secure. They will also need to describe the procedures for both manually and mechanically moving roof structures into place, taking into account correct manual handling guidance and the use of hoists and powered

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platforms for lifting components safely to height including who can erect and operate these.

Learners will then carry out the erection of a range roofing structures, pitched and flat roofs, joists, access points and windows taking responsibility for their own work, selecting all materials, tools, equipment and components. They will need to ask for help where needed in the moving and fixing of the structure and supporting peers when asked, and demonstrate how they use hand and power tools safely and correctly. They will be required to erect structures in-situ and install pre-assembled sections ensuring that all lifting and moving is carried out correctly as well as forming joints using the hand tools as well as creating openings. Once completed the learners should demonstrate how they will unload roof components, using safe means to move them from height and store correctly and as instructed. During their work they will need to adhere to statutory requirements, that the design and materials used meet current building regulations, and once all work is completed dispose of any waste in accordance with legislative requirements as previously identified.

Unit 10 content

Learners must know the requirements for the erection of timber roof structures, interpret drawing and specifications, list materials, resources, tools and equipment and Personal Protective Equipment (PPE) required for the task and state legislative requirements for disposing of waste and the procedures for ensuring health and safety as well as dealing with problems, accidents and emergencies.

Learners must know how to prepare for the erection of timber roof structures, they must be able to select the correct materials and resources, describe how they will calculate quantities, lengths and areas of components, identify hand and power tools and powered access equipment, state procedures for maintaining tools and equipment, describe how to protect the surrounding areas and describe procedures for moving roof structures both manually and mechanically.

Learners must erect roof structures, safely operating hand and power tools and equipment, erect structures in-situ and pre-assembled, form joints and opening associated with the timber frame erection, unload and store roof components and ensure that they adhere to statutory requirements as well as disposing of surplus materials and waste in accordance with legislative requirements.

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5.11. Unit 11 - Maintenance operations on non-structural carpentry

Unit Title: Maintenance operations on non-structural carpentry

Unit Level: Two


GLH: 30

Unique Reference Number: D/503/4935

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand how to select resources to carry out required routine maintenance on non-structural carpentry.

1.1. Identify non-structural carpentry products requiring maintenance.

1.2. Explain how the damage occurred to various non-structural carpentry items.

1.3. Calculate the resources and methods to repair the components safely.

2. Know how to select methods

tools, and equipment, to carry out safely the maintenance and repair.

2.1. Describe the repair activity based on given maintenance sheets.

2.2. Describe the organisational procedures for access, emergency procedure, work method, storage and removal of waste, and security of tools and equipment.

2.3. Describe how to minimise the damage to work and surrounding work areas.

2.4. Describe safe maintenance operations at ground and above ground locations.

2.5. Describe organisational procedures for waste management, including of the reduction of waste and environmental disposal.

3. Be able to carry out required maintenance specified in given information and make good.

3.1. Describe the legislation and safe working practises when carrying out routine maintenance activities.

3.2. Carry out safely the specified repairs at ground level and above ground level.

3.3. Describe site clearance on completion of the repairs, including disposal of hazardous waste.

The unit specification maps the assessment criteria against each learning outcome. There are three learning outcomes: 1. Understand how to select resources to carry out required routine maintenance on non-

structural carpentry. 2. Know how to select methods tools, and equipment, to carry out safely the

maintenance and repair.

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3. Be able to carry out required maintenance specified in given information and make good.

All the criteria must be met if the outcome is to be achieved. Delivering Unit 11 - Maintenance operations on non-structural carpentry The aim of this unit is to allow learners to develop the carpentry skills associated with maintenance tasks to non-structural carpentry products such as doors, windows and fencing. They will understand how to select the correct resources, tools and equipment to carry out the work and be able to complete the given tasks safely and to the required standard. Working within a supervised training environment consisting of classroom and workshop based teaching, the learners will first identify the non-structural carpentry products requiring maintenance through visual inspection and from maintenance sheets, these could be actual products requiring maintenance or workshop based examples. They should investigate the damage incurred and explain how this has happened and where possible, describe how they can prevent the damage reoccurring following their repairs. Once all damage has been inspected learners will need to calculate the resources and methods required to carry out safe repair, including any preventative works, and ensure that the selected resources enable the completed work to be to an agreed standard. Learners should know how to select the correct methods, tools and equipment to carry out repairs. They should be given prepared maintenance sheets and from the information contained be able to describe the activities they will need to carry out. They must be able to describe the preventative measures they will take to minimise the risk of damage to the repairs they carry out and the surrounding area, including removing items from the vicinity and sheeting up prior to commencing work, and ensuring that all tools used are fit for purpose and used correctly. Learners will need to know and be able to describe the procedures for access, who can authorise access and what, if any, safety controls should be implemented as well as the working methods for the task based on industry standards and method statements. In carrying out maintenance operations, learners should be aware of and describe organisational procedures for the management of waste, how to remove and store it, based on site instructions and current legislation and this should include how to reduce the waste produced through not over ordering, careful measuring and use of off cuts as well as how to dispose of waste with consideration to the environment. They must also describe how they will ensure security of tools and equipment, locking away tools when not in use, securing equipment in designated areas including removing keys from powered access equipment in line with site instructions. In addition they will need to explain how to work safely at and above ground, taking into account safe working methods, Personal Protective Equipment (PPE), correct use of access equipment and the use of signs and barriers to secure areas. Learners must be able to describe legislation and safe working practices that will apply while carrying out maintenance work, and should include Working at Height Regulations 2005 and Manual Handling Operations Regulations 1992 as well as risk assessment and

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method statements applied locally. They must also be given the opportunity to carry out practical tasks within a controlled environment, working from both maintenance sheets and through visual inspections of a range of repair activities, applying all necessary health and safety procedures to perform the repairs correctly. Using the information already identified learners must be able to clear and clean the site on completion of repairs safely and including the correct disposal of hazardous materials and describe how this was done. Unit 11 content

Learners must be able to understand how to select resources for routine maintenance tasks, identifying non-structural carpentry products requiring maintenance, identifying and explaining how damage occurred and calculate the resources and methods required to complete the works safely.

Learners must know how to select methods, tools and equipment to safely carry out maintenance and repairs, describing the activity as given on a maintenance sheet, describing organisational procedures for access, emergency procedures, work methods, storage and removal of waste and security of tools and equipment. They must be able to describe how to minimise damage to work and the surrounding area, safe maintenance operations at and above ground level, and organisational procedures for waste management including reduction of waste and environmental disposal.

Learners must be able to carry out specified tasks, describing the legislation and safe working practices to be applied, work safely at and above ground level and describe site clearance processes including disposal of hazardous waste.

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5.12. Unit 12 - Teamwork Skills

Unit Title: Teamwork Skills

Unit Level: Two


GLH: 16


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the meaning of teamwork.

1.1. Define team and teamwork. 1.2. Describe effective team working skills and qualities.

2. Understand the role and responsibilities of team members.

2.1. Describe the role and responsibilities of different team members.

2.2. Describe own role within a team.

3. Know how to work within a team.

3.1. Identify a team goal. 3.2. Work with others towards a common goal. 3.3. Describe ways to promote effective team working, for

example, communication, respect and support for others.

3.4. Describe techniques that could be used to overcome conflict within a team.

4. Know how to review

performance of a team. 4.1. Assess performance of the team. 4.2. Describe ways to improve own team working skills.

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

1. Understand the meaning of teamwork 2. Understand the role and responsibilities of team members 3. Know how to work within a team 4. Know how to review performance of a team

All the criteria must be met if the outcome is to be achieved. Delivering Unit 12 - Teamwork Skills The aim of this unit is to allow the learners to develop their understanding of teamwork. Through classroom based teaching and discussions as well as personal research, learners will gain an understanding on teamwork including the roles, responsibilities and

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skills required for teamwork as well as being able to review both the team and their own performances. Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, the learners will firstly develop a definition of team and teamwork, describing the differences between these and other forms of working and the benefits and possible detrimental effects of each. They must also be able to identify the various skills and qualities that teamwork requires such as the ability to work well with others, listen and accept other points of view while being able to clearly state you own opinions, accept instruction from others and take responsibility. For each skill or quality they should describe how this benefits the ability to work successfully with others. Learners should use a portfolio to record all of their work, referencing both the learning outcomes and assessment criteria to assist in assessment of work.

Learners must next be able to describe the various roles involved in a team and the responsibilities associated with each, a team leader allocating particular jobs to other team members, setting deadlines. For each they should be able to identify the skills and personal qualities required to be able to carry out the role effectively possibly through working in smaller groups and exploring a particular role and then feeding into the group.

Learners should then form a team or number of teams depending on the size of the class and be assigned a task, either practical or theoretical and could be associated with tasks from other units in the diploma. The group should identify the team goal and then assign roles to each of the group, supporting each other to develop the skills and qualities required and then work together to achieve the goal. They need to be able to promote effective team working through the use of skills such as communication and respect, describing how they have done this and why it was important in their work on the task. They should also be able to describe techniques that could be used to overcome conflicts that could arise within the team. Taking a direct approach to address the issues, talking to those directly involved and with the team leader making the final decision but being able to explain to all parties how they come to their conclusion. Bargaining, offering those involved compromise to address the issue or reassigning roles, again being able to explain to all involved how these will support the team’s ultimate aim. At the start of the project the group should have agreed a group agreement and this could also be used to overcome the conflict.

Finally the learners should be able to assess the performance of the group, did they achieve the goal, what worked and what could have been handled better, as well as describing the skills they need to develop to improve their own team working skills.

Unit 12 content

Learners must be able to define team and teamwork as well as describing effective team working skills and qualities.

Learners must be able to describe the roles and their responsibilities of different team members and to be able to describe their own role within a team.

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Learners must be able to identify a team goal, demonstrate their ability to work with others towards that goal, describe ways to promote effective team working and techniques to overcome conflict within the group.

Learners must be able to assess the performance of the team and describe ways to improve their own team working skills.

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5.13. Unit 13 - Introduction to Self Employment

Unit Title: Introduction to Self Employment

Unit Level: Two


GLH: 10


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Identify self-employment opportunities.

1.1. Describe own skills, abilities and achievements that might be useful in self-employment.

1.2. Describe possible self employment opportunities.

2. Produce a simple business plan.

2.1. Identify required resources. 2.2. Estimate costs and potential income. 2.3. Prepare a simple business plan.

3. Understand the legal and practical aspects of being self employed.

3.1. Describe barriers to and aspects of self-employment. 3.2. Identify sources of help. 3.3. Describe main legal aspects of self employment.


1. Identify self-employment opportunities 2. Produce a simple business plan 3. Understand the legal and practical aspects of being self employed

All the criteria must be met if the outcome is to be achieved. Delivering Unit 13 - Introduction to Self Employment: Level 2 The aim of this unit is to introduce learners to the skills, knowledge and resources required to work self-employed. It will look at the learners existing attributes and examine how this could be of use if self-employed as well as the opportunities that self-employment can present. They will also identify the resources required, possible costs and produce a business plan before looking at the barriers, sources of help and legal aspects to self-employment. Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research; learners will firstly identify their own skills and examine how these may be of use if they were working as self-employed. This

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could include identifying the work that they were confident in taking on to ensure that produced work is to an expected standard to help develop a good reputation and reduce their costs due to snagging. They will need good mathematical skills to be able to prepare quotes for work that were both competitive and allowed them to earn a good salary, as well as budgeting for an expansion in their work and to calculate tax and national insurance contributions, learners should be aware that they could employ an accountant but take into account the additional costs this would involve. Other skills that they may consider are those such as patience, attention to detail, a confident approach with people and good presentation and communication skills. For each of these and others the learners should explain how they have developed and use these skills providing evidence for each and describing how they will be of benefit to self-employment. Learners should be able to describe the possible opportunities that self-employment can present such as being able to set their own work patterns, being able to grow a business and the long-term impacts that this can have on later life, employing others and going for larger contracts, gaining a good reputation with larger contractors and becoming part of their supply chain as well as developing their skills as both a trades and business person. They must also be able to identify the required resources to first start out as self-employed, having the right tools and equipment as well as the knowledge on how to use them safely and correctly, transportation that is fit for purpose, a space to prepare quotes, invoices and tax returns and the equipment and IT skills necessary to do this correctly. Learners should, through research, be able to estimate their initial start up and running costs and identify potential income through competitive pricing of work, the availability of that work and investigating potential trade discounts that they could get on tools, equipment and materials through wholesalers. Using this information the learners must prepare a basic business plan that should include:

Company name

Business description

Staff, with their experience, knowledge and skills

Services they can provide

Premises and resources

Financial information, start up and operating costs, anticipated income

Risk analysis

Market research.

Learners must also describe the possible barriers to working as self-employed, possible slow start while they build a reputation, competitors, down turn in the markets, rising costs of materials and resources and the impact that these could have. They must also be able to identify potential sources of help that could include local chambers of commerce, business start-up support organisations, networking groups and possible local and national government support and advice and be able to explain how these would be accessed. Finally learners need to consider the legal aspects of being self-employed and describe how they will ensure that they adhere to these and should include insurances, public and employee liability, registering for tax and self-employed national insurance and

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registering the business with Companies House, as well as any specific requirements relating to their area of work, membership of a trade association etc. Unit 13 content

Learners must be able to describe their own skills, abilities and achievements that would be useful in self-employment and describe possible opportunities.

Learners must be able to identify resources, estimate costs and potential income and prepare a simple business plan.

Learners must be able to describe the barriers to and aspects of self-employment, identify sources of help and describe the main legal aspects of self-employment.

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5.14. Unit 14 - Building a Personal Career Portfolio

Unit Title: Building a Personal Career Portfolio

Unit Level: Two


GLH: 24

Unique Reference Number: T/505/5063

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know about own skills, experience, knowledge and personal qualities.

1.1. Describe how personal qualities, skills, experience and knowledge can help in achieving personal goals.

1.2. Describe in detail own: a) Personal qualities b) Skills c) Experience d) Knowledge.

1.3. Identify different types of information that can be used to evidence own: a) Personal qualities b) Skills c) Experience d) Knowledge.

1.4. Select information that can be used to establish current relevant, adequacy and/or validity of own: a) Personal qualities b) Skills c) Experience d) Knowledge.

2. Be able to build a portfolio of information to evidence personal qualities, skills and achievements.

2.1. Select personal, educational and career opportunities for which a portfolio can be used.

2.2. Assemble a portfolio to evidence own: a) Personal qualities b) Skills c) Achievements

3. Be able to produce Curriculum Vitae (CV).

3.1. Identify the essential elements of a CV. 3.2. Produce own CV using a standard format. 3.3. Modify own CV for a specific purpose.

4. Be able to plan to achieve personal goals.

4.1. Describe own personal goals. 4.2. Develop an action plan to show how own personal

goals are going to be achieved.

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

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There are four learning outcomes:

1. Know about own skills, experience, knowledge and personal qualities 2. Be able to build a portfolio of information to evidence personal qualities, skills and

achievements 3. Be able to produce a Curriculum Vitae (CV) 4. Be able to plan to achieve personal goals

All the criteria must be met if the outcome is to be achieved. Delivering Unit 14 - Building a Personal Career Portfolio The aim of this unit is to allow the learners to identify and develop a career portfolio that can be presented to potential employers in the future. They will identify their own personal attributes from their personal life as well as employment and education, matching these attributes to employer’s requirements.

Working within a supervised training environment consisting of classroom based teaching and group discussion as well as personal research, the learners should firstly examine their own skills, qualities, experiences and knowledge through personal reflection and discussion to identify what they are and where these can be evidenced. They should describe each one in detail including what each is, how they have achieved it and where they use it, as well as how each can be further developed to help the learners achieve personal future goals. Learners should consider the information they have selected as evidence for each of the attributes and identify the types of information that can be used, selecting those that have a current relevance, adequacy or validity to their current position and immediate aims.

Learners will then collect together the evidence and information selected and begin to create a portfolio that will continue to be developed as the learners gain new attributes. Learners should work with peers and the tutor to decide how best to present the portfolio, ensuring that the information contained is logically structured and that all elements can be identified especially those that will be of most interest to potential employers.

Using the information and skills identified, learners should next be able to produce a clearly structured CV. They should first identify the elements that need to be included such as personal profile, key skills, educational information such as subjects studied and grades, employment history including role and key responsibilities as well as all dates; ensuring there are no gaps, and interests. They should look at how the CV can be modified so that it is relevant to specific purposes, ensuring that it contains information requested and including key words included in adverts and job specifications. Finally learners should consider and describe their personal goals such as their employment aims and identify the steps required to achieve it. From this information they should then develop an action plan to show how they can progress from their current position to the achievement of their goal including study, work experience and employment. Learners should be able to understand how the portfolio, with all the above information included will be of benefit by identifying the opportunities, including

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educational, personal and career that can be used for as evidence of the learners’ suitability. Unit 14 content

Learners must be able to describe in detail their own personal qualities, skills, experience and knowledge.

Learners must be able to describe how their personal skills, qualities, abilities, experience and knowledge can help to achieve personal goals.

Learners must be able to identify different types of information that can be used as evidence of personal skills, qualities, abilities, experience and knowledge and select appropriate information to establish current relevance, adequacy and/or validity.

Learners must be able to assemble evidence into a portfolio that is structured logically allowing all elements to be identified.

Learners must be able to produce a CV, identifying the essential elements, clearly structure it and ensure it contains all key information for general purposes and be able to modify it for specific purposes.

Learners must be able to explain personal goals and develop a detailed action plan to show how these are going to be achieved.

Learners must be able to identify personal, educational and career opportunities for which a portfolio can be used.

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5.15. Unit 15 - Preparing for Work

Unit Title: Preparing for Work

Unit Level: Two


GLH: 27


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to identify career or work options.

1.1. Using a range of information sources, record career or job options.

1.2. Assess options to select a choice of career or job to meet his/her requirements, giving reasons.

2. Understand the requirements for a work or training opportunity.

2.1. Describe the employer or training organisation requirements for successful applicants.

2.2. Assess the extent to which own skills, experience and qualities match the requirements.

3. Be able to complete applications for work or training.

3.1. Complete an application form providing the information requested at the level of detail required.

3.2. Check the form for spelling, grammatical accuracy and appropriate sentence structures, amending where necessary.

3.3. Produce a clearly structured and legible CV which includes relevant information and summarises his/her own experience, qualities and skills.

4. Be able to present him/herself at an interview.

4.1. Arrive in good time for an interview. 4.2. Use body language, facial expression and tone of voice

to indicate positive interest in the position available. 4.3. Give responses that provide the information requested

in interview questions. 4.4. Assess his/her own performance at interview,

suggesting improvements.

5. Be able to plan his/her own career path.

5.1. Produce an action plan for future work or training, showing clear objectives and timings for necessary actions.

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

1. Be able to identify career or work options. 2. Understand the requirements for a work or training opportunity. 3. Be able to complete applications for work or training. 4. Be able to present him/herself at an interview.

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5. Be able to plan for future work or training.

All the criteria must be met if the outcome is to be achieved. Delivering Unit 15 - Preparing for Work The aim of this unit is to provide the learner with an introduction to the process and skills requirements required for moving into employment. This will take the learner from the initial stage of identifying a career option and how to access opportunities through the application process and onto the interview stage before developing a plan for future work and training.

Working within a supervised training environment consisting of classroom based teaching, solo and group working and with role play to demonstrate and practice interview skills, the learner should be introduced to the various organisations and individuals who can support them through advice and guidance on career options as well as where they can look at the various sources of employment opportunities such as employment web sites, newspapers and magazines, recruitment agencies and government organisations such as Jobcentre Plus and the National Apprenticeship Service. Next they should look at employers or training organisations requirements for success and identify their own skills that match these requirements. They should have the opportunity to practice completing acceptable application forms and check that all information is correct in regards to spelling and grammar and should, by the end of the unit, be able to produce two fully and correctly completed applications. In addition the learner will produce a simple CV that includes contact details, work, education and training history, as well as stressing their strengths and skills. The learner will be given the opportunity to work within a group to identify the skills required when being interviewed and be able to practice these through role play and to show evidence of their ability to work effectively and responsibly with others. They will be able to explain how to prepare in advance, include appropriate dress, travel planning, employer research and techniques for answering questions, as well as being able to demonstrate positive body language during mock interviews. Unit 15 content

Learners must provide at least two sources of information on career options such as the National Apprenticeship Service, Prospects etc. and have identified a career or job that matches their own requirements.

Learners must identify what employers are looking for in new recruits and to be

able to match their own skills to these requirements.

Learners must produce at least two fully completed application forms that are legible and contain all the requested information. The forms should have been checked for spelling and grammar with amendments as required. They should also produce a simple CV that contains all the expected information including,

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contact details, personal profile, skills and strengths and education, training and employment history.

Learners must be able to explain how to prepare for an interview including appropriate dress and why it is important to arrive in good time at an interview. Demonstrate positive body language and give appropriate answers to questions in an interview situation.

Learners must produce an action plan that details future work or training aims listing all necessary short term actions.

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6. Appendix 1 - Resource Suggestions Centres can use a variety of engaging assessment activities to capture evidence of learners’ understanding. Activities such as:

Case studies

Group discussion recorded on flip chart

Written and oral questioning

Presentations

Multiple choice questionnaires

Role play

Simulations Note: this is not an exhaustive list

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7. Appendix 2 - Assessment Documentation

7.1. Learner Evidence Record Unit 1 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Exploring Health, Safety and Welfare in Construction

Ofqual Unit Reference Number: J/600/0062

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

Assessment Criteria Evidence Portfolio Ref

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.

Learning Outcome 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.

Learning Outcome 3: Understand the importance of control measures in risk assessment.


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

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7.2. Learner Evidence Record Unit 2

NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Sustainability in the Construction Industry Ofqual Unit Reference Number: L/600/0063 Learning Outcome 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.

Learning Outcome 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.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Sustainability in the Construction Industry Ofqual Unit Reference Number: L/600/0063 Learning Outcome 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.

Learning Outcome 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.

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7.3. Learner Evidence Record Unit 3 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Construction Drawing Techniques Ofqual Unit Reference Number: K/600/0068 Learning Outcome 1: Know the different types of drawings used in the construction industry.


1.1. Identify the different types of drawings used in the construction industry.

1.2. Describe the purpose of the different types of drawings used in the construction industry.

Learning Outcome 2: Know the drawing equipment and materials used to produce construction sketches and drawings.


2.1. Identify the main items of drawing equipment used to produce construction sketches and drawings.

2.2. Identify the different materials used to produce construction sketches and drawings.

2.3. Select the equipment and materials needed to produce specified construction sketches and drawings.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Construction Drawing Techniques Ofqual Unit Reference Number: K/600/0068 Learning Outcome 3: Be able to apply construction drawing standards and conventions to produce sketches and working drawings.


3.1. Identify the construction drawing standards and conventions used in the construction industry.

3.2. Apply construction drawing standards and conventions to produce sketches and working drawings.

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7.4. Learner Evidence Record Unit 4 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: First and Second Fixings Carpentry Skills Ofqual Unit Reference Number: H/503/4936

Learning Outcome 1: Be able to set up and operate fixed and transportable circular saws.


1.1. Describe the current legislation and good practices that apply to the use of circular saws, including risks and Personal Protective Equipment.

1.2. Set up circular saws according to manufacturer’s instructions, including carrying out checks.

1.3. Select and fit saw blades appropriate to the activity being carried out.

1.4. Cut timber and sheet to a contractor specification.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: First and Second Fixings Carpentry Skills Ofqual Unit Reference Number: H/503/4936 Learning Outcome 2: Be able to carry out first fixings.


2.1. Describe how to fix frames and linings.

2.2. Describe how to fit and fix floor coverings and flat roof decking.

2.3. Describe how to erect timber stud partitions.

2.4. Describe how to assemble, erect and fix straight flights of stairs, including handrails.

2.5. Carry out first fixing to a contractor specification.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: First and Second Fixings Carpentry Skills Ofqual Unit Reference Number: H/503/4936 Learning Outcome 3: Be able to carry out second fixings.


3.1. Describe how to install side hung doors and associated ironmongery.

3.2. Describe how to install mouldings.

3.3. Describe how to install service.

3.4. Describe how to install wall and floor units and fitments.

3.5. Carry out second fixing to a contractor specification.

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7.5. Learner Evidence Record Unit 5 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Performing Carpentry Operations Ofqual Unit Reference Number: K/600/0071 Learning Outcome 1: Know the hand tools and materials commonly used to perform carpentry tasks.


1.1. Identify the hand tools used to perform carpentry tasks.

1.2. Select the hand tools required to perform given carpentry tasks.

1.3. Identify the materials used to perform carpentry tasks.

1.4. Select the materials required to perform given carpentry tasks.

Learning Outcome 2: Understand the important health, safety and welfare issues associated with carpentry tasks.


2.1. Identify the PPE and safe working practices used to perform carpentry tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given carpentry tasks.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Performing Carpentry Operations Ofqual Unit Reference Number: K/600/0071 Learning Outcome 3: Be able to apply safe working practices to perform carpentry tasks.



3.2. Set out and cut joints in timber.

3.3. Use a range of joints to produce a carpentry product to a given specification.

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7.6. Learner Evidence Record Unit 6 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Move, handle or store resources Ofqual Unit Reference Number: K/600/0071

Learning Outcome 1: Understand the requirements for working safely.


1.1. Outline the health and safety legislation concerned with moving and handling loads.

1.2. State current legislation for adopting safe working practices in a range of situations including confined spaces, below ground level, at height, with tools and equipment, with materials and substances, with movements/storage of materials by manual handling and mechanical lifting.

1.3. Give examples of procedures for storing workplace resources.

1.4. Describe the circumstances under which health and safety control equipment should be used.

1.5. Explain the importance of using health and safety control equipment according to given information.

1.6. State the workplace procedures for responding to emergencies.

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Evidence Record continued

NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery

Unit Title: Move, handle or store resources Ofqual Unit Reference Number: K/503/4310

Learning Outcome 2: Know how to move and handle resources safely.


2.1. List the lifting aids and equipment available in the work area.

2.2. State who is authorised to operate lifting equipment.

2.3. List the workplace resources for moving occupational resources including sheet materials, loose material, bagged or wrapped material, fragile material, tools and equipment, components, liquids.

2.4. State the information required to use and store lifting aids correctly.

2.5. Identify the sources of information on safe working practices required of operatives, including methods of work, safe use of health and safety control equipment, safe use of lifting aids, protection of the environment.

2.6. State the security procedures for storing tools, equipment and personal belongings.

2.7. List the procedures for reporting accidents in the work area.

2.8. Explain own responsibilities in relation to potential hazards to be encountered in a range of work situations.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery

Unit Title: Move, handle or store resources

Ofqual Unit Reference Number: K/600/0071

Learning Outcome 3: Know how to deal with problems and defects in the workplace.


3.1. State the procedures for rectifying inappropriate information and unsuitable resources.

3.2. Explain the importance of using the correct resources.

3.3. State the procedures for dealing with defects in resources.

3.4. Describe how to report defects with resources.

3.5. Explain the importance of having in place procedures for selecting and using resources.

3.6. Explain why it is important to protect the work area from damage.

3.7. Give examples of methods and procedures for protecting the work area from damage.

3.8. Explain why waste should be disposed of safely.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Move, handle or store resources Ofqual Unit Reference Number: K/503/4310 Learning Outcome 4: Move, handle or store occupational resources.


4.1. Follow procedures for using lifting aids and equipment.

4.2. Use lifting aids according to instructions / given information.

4.3. Carry out the work according to the given occupational resource information.

4.4. Store lifting aids and equipment in the appropriate place and condition.

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7.7. Learner Evidence Record Unit 7 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Performing Joinery Operations Ofqual Unit Reference Number: A/600/0088 Learning Outcome 1: Know the hand tools and materials commonly used top perform joinery tasks.


1.1. Identify the hand tools used to perform joinery tasks.

1.2. Select the hand tools required to perform given joinery tasks.

1.3. Identify the materials used to perform joinery tasks.

1.4. Select the materials required to perform given joinery tasks.

Learning Outcome 2: Understand the important health, safety and welfare issues associated with joinery tasks.


2.1. Identify the PPE and safe working practices used to perform joinery tasks.

2.2. Explain the selection of the PPE and safe working practices to be used in given joinery tasks.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Performing Joinery Operations Ofqual Unit Reference Number: A/600/0088 Learning Outcome 3: Be able to apply safe working practices to mark out and form joints for a timber product.



3.2. Set out and cut joints in timber.

3.3. Use a range of joints to produce a timber product to a given specification.

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7.8. Learner Evidence Record Unit 8 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Understanding the product information needed by customers: timber and panel Ofqual Unit Reference Number: L/600/4002 Learning Outcome 1: Understand the regulatory framework and health and safety

consideration for timber and panel products.


1.1. Explain why it is important to follow the manufacturer’s instructions for joinery products.

1.2. Explain the standards and criteria that softwood joinery must satisfy in order to be fit for purpose in building construction.

1.3. Describe the main hazards of working with timber and how to avoid injury to self and others.

1.4. Understand the main principles of preserving, storing, handling and ordering timber.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Understanding the product information needed by customers: timber and panel Ofqual Unit Reference Number: L/600/4002

Learning Outcome 2: Know the features and benefits of timber and panel products.


2.1. List examples of the two main groups of commercial timber-producing trees.

2.2. List the types of timber used in the most common joinery items produced for buildings.

2.3. Describe the main characteristics of timber and the main timber production and conversion processes.

2.4. Describe the advantages of grading timber, the different criteria used to do so, and the contexts in which each set of criteria is used.

2.5. Describe the features and benefits of, and required accessories for, the main types of timber and wood-based panel products.

2.6. Describe the features and benefits of, and required accessories for, the most commonly available metal products for use with timber.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Understanding the product information needed by customers: timber and panel Ofqual Unit Reference Number: L/600/4002 Learning Outcome 3: Understand the practical application of timber and panel products.


3.1. Outline the main principles of roof construction, carcassing joinery, fencing, decking and large timber installations.

3.2. Describe the applications of timber in roof construction, carcassing, joinery, fencing, decking, large timber installations and wood-based products.

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7.9. Learner Evidence Record Unit 9 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Using and Maintaining Woodworking Tools Ofqual Unit Reference Number: F/503/8122 Learning Outcome 1: Be able to use manual woodworking tools.


1.1. Explain the use of six manual tools used in carpentry.

1.2. Identify the manual tools required for a given task.

1.3. Demonstrate the correct use of the manual tools for a given task.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Using and Maintaining Woodworking Tools Ofqual Unit Reference Number: F/503/8122

Learning Outcome 2: Be able to maintain manual and electrical tools.


2.1. Explain how to safely check the sharpness of manual tools.

2.2. Check sharpness is appropriate to tasks.

2.3. Use wheel, oilstone and honing guide to sharpen chisels, plane blades and gouges.

2.4. Explain how to check the wiring of electrical tools.

2.5. Check wiring of two electrical tools to ensure safe operation.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Using and Maintaining Woodworking Tools Ofqual Unit Reference Number: F/503/8122

Learning Outcome 3: Be able to use electrical tools in woodwork.


3.1. Explain the use of five electrical woodworking tools.

3.2. Demonstrate the use of appropriate electrical tools to: a) cut timber to given dimensions. b) drill holes to given dimensions. c) sand to a smooth finish. d) insert screws to a given depth. e) countersink screws. f) counterbore large diameter holes.

Learning Outcome 4: Know how to store woodworking tools.


4.1. Demonstrate the correct method of storage for: a) electrical tools. b) manual tools.

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7.10. Learner Evidence Record Unit 10 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Erect timber roof structures Ofqual Unit Reference Number: H/503/7349 Learning Outcome 1: Know the requirements for the erection of timber roof strutures.


1.1. Interpret drawings and specifications for the work.

1.2. List the materials and resources required, including timber, components and fixings.

1.3. List the hand and/or powered tools and ancillary equipment required.

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

1.5. State legislative requirements for disposing of waste.

1.6. State procedures for ensuring health and safety and dealing with problems, accidents and emergencies.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Erect timber roof structures Ofqual Unit Reference Number: H/503/7349 Learning Outcome 2: Know how to prepare for the erection of timber roof structures.


2.1. Select the materials and resources required for the work.

2.2. Describe how to calculate the quantity, length and area of components required for erecting the specified structure.

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

2.4. State procedures for maintaining tools and equipment.

2.5. Describe how to protect the surrounding area from damage during the task.

2.6. State procedures for working at height.

2.7. Describe procedures for manually and mechanically moving roof structures.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Erect timber roof structures Ofqual Unit Reference Number: H/503/7349 Learning Outcome 3: Erect timber roof structures.


3.1. Operate hand and/or powered tools and equipment.

3.2. Erect timber roof structures in-situ.

3.3. Install pre-assembled timber roof-structures.

3.4. Form joints and openings associated with timber frame erection.

3.5. Unload and store roof components.

3.6. Adhere to statutory requirements.

3.7. Dispose of surplus materials and waste in accordance with legislative requirements.

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7.11. Learner Evidence Record Unit 11 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Maintenance operations on non-structural carpentry Ofqual Unit Reference Number: D/503/4935 Learning Outcome 1: Understand how to select resources to carry out required routine maintenance on non-structural carpentry.


1.1. Identify non-structural carpentry products requiring maintenance.

1.2. Explain how the damage occurred to various non structural carpentry items.

1.3. Calculate the resources and methods to repair the components safely.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Maintenance operations on non-structural carpentry Ofqual Unit Reference Number: D/503/4935

Learning Outcome 2: Know how to select methods tools, and equipment, to carry out safely the maintenance and repair.


2.1. Describe the repair activity based on given maintenance sheets.

2.2. Describe the organisational procedures for access, emergency procedure, work method, storage and removal of waste, and security of tools and equipment.

2.3. Describe how to minimise the damage to work and surrounding work areas.

2.4. Describe safe maintenance operations at ground and above ground locations.

2.5. Describe organisational procedures for waste management, including of the reduction of waste and environmental disposal.

83


Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Maintenance operations on non-structural carpentry Ofqual Unit Reference Number: D/503/4935

Learning Outcome 3: Be able to carry out required maintenance specified in given

information.


3.1. Describe the legislation and safe working practises when carrying out routine maintenance activities.

3.2. Carry out safely the specified repairs at ground level and above ground level.

3.3. Describe site clearance on completion of the repairs, including disposal of hazardous waste.

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7.12. Learner Evidence Record Unit 12 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Teamwork Skills Ofqual Unit Reference Number: L/503/0993 Learning Outcome 1: Understand the meaning of teamwork.


1.1. Define team and teamwork.

1.2. Describe effective team working skills and qualities.

Learning Outcome 2: Understand the role and responsibilities of team members.


2.1. Describe the role and responsibilities of different team members.

2.2. Describe own role within a team.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Teamwork Skills Ofqual Unit Reference Number: L/503/0993

Learning Outcome 3: Know how to work within a team.


3.1. Identify a team goal.

3.2. Work with others towards a common goal.

3.3. Describe ways to promote effective team working, for example, communication, respect and support for others.

3.4. Describe techniques that could be used to overcome conflict within a team.

Learning Outcome 4: Know how to review performance of a team.


4.1. Assess performance of the team.

4.2. Describe ways to improve own team working skills.

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7.13. Learner Evidence Record Unit 13 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Introduction to Self Employment: Level 2 Ofqual Unit Reference Number: H/501/5786

Learning Outcome 1: Identify self-employment opportunities.


1.1. Describe own skills, abilities and achievements that might be useful in self-employment.

1.2. Describe possible self employment opportunities.

Learning Outcome 2: Produce a simple business plan.


2.1. Identify required resources.

2.2. Estimate costs and potential income.

2.3. Prepare a simple business plan.

87


Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Introduction to Self Employment: Level 2 Ofqual Unit Reference Number: H/501/5786

Learning Outcome 3: Understand the legal and practical aspects of being self employed.


3.1. Describe barriers to and aspects of self-employment.

3.2. Identify sources of help.

3.3. Describe main legal aspects of self employment.

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7.14. Learner Evidence Record Unit 14 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Building a Personal Career Portfolio Ofqual Unit Reference Number: T/505/5063

Learning Outcome 1: Know aboutown skills, experience, knowledge and personal qualities.


1.1. Describe how personal qualities, skills, experience and knowledge can help in achieving personal goals.

1.2 Describe in detail own: a) Personal qualities b) Skills c) Experience d) Knowledge.

1.3 Identify different types of information that can be used to evidence own:

a) Personal qualities b) Skills c) Experience d) Knowledge.

1.4 Select information that can be used to establish current relevant, adequacy and/or validity of own:

a) Personal qualities b) Skills c) Experience d) Knowledge.

89



NOCN Level 2 Diploma in Construction Crafts – Carpentry and Joinery Unit Title: Building a Personal Career Portfolio Ofqual Unit Reference Number: T/505/5063

Learning Outcome 2: Be able to build a portfolio of information to evidence personal qualities, skills and achievements.


2.1. Select personal, educational and career opportunities for which a portfolio can be used.

2.2 Assemble a portfolio to evidence own:

a) Personal qualities b) Skills c) Achievements

Learning Outcome 3: Be able to produce a Curriculum Vitae (CV).


3.1. Identify the essential elements of a CV.

3.2. Produce own CV using a standard format.

3.3. Modify own CV for a specific purpose.

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NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Building a Personal Career Portfolio Ofqual Unit Reference Number: T/505/5063 Learning Outcome 4: Be able to achieve personal goals


4.1. Describe own personal goals.

4.2 Develop an action plan to show how own personal goals are going to be achieved.

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7.15. Learner Evidence Record Unit 15 NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Preparing for Work Ofqual Unit Reference Number: L/503/2663 Learning Outcome 1: Be able to identify career or work opportunities.


1.1. Using a range of information sources, record career or job options.

1.2. Assess options to select a choice of career or job to meet his/her requirements, giving reasons.

Learning Outcome 2: Understand the requirements for a work or training opportunity.


2.1. Describe the employer or training organisation requirements for successful applicants.

2.2. Assess the extent to which own skills, experience and qualities match the requirements.

92


Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Preparing for Work Ofqual Unit Reference Number: L/503/2663 Learning Outcome 3: Be able complete applications for work or training.


3.1. Complete an application form providing the information requested at the level of detail required.

3.2. Check the form for spelling, grammatical accuracy and appropriate sentence structures, amending where necessary.

3.3. Produce a clearly structured and legible CV which includes relevant information and summarises his/her own experience, qualities and skills.

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Evidence Record continued NOCN Level 2 Diploma in Construction Crafts - Carpentry and Joinery Unit Title: Preparing for Work Ofqual Unit Reference Number: L/503/2663

Learning Outcome 4: Be able to present him/herself at an interview.


4.1. Arrive in good time for an interview.

4.2. Use body language, facial expression and tone of voice to indicate positive interest in the position available.

4.3. Give responses that provide the information requested in interview questions.

4.4. Assess his/her own performance at interview, suggesting improvements.

Learning Outcome 5: Be able to plan his/her own career path.


5.1. Produce an action plan for future work or training, showing clear objectives and timings for necessary actions.

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8. Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

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Date:

Learner sign:

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