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Skills for Work:Energy

Intermediate 2

August 2008

Employability and Careers

Support Material

Energy: Employability and Careers – (Intermediate 2)

Scottish Further Education Unit 3

Acknowledgements SFEU is grateful to the subject specialists in Scotland’s Colleges and other agencies and industry bodies who have been involved in the writing of this and other support materials in the Skills for Work series. SFEU is also grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce extracts from Course and Unit Specifications and the Skills for Work Rationale. We are also grateful to the following for permission to use photographs and images of their equipment and components: • Ryan James King • Gary Honeyman • David Urquhart • RS Components • Scottish and Southern Electricity • Cascaid Ltd © Scottish Further Education Unit 2008 Scottish Further Education Unit (SFEU) Argyll Court Castle Business Park Stirling FK9 4TY website: www.sfeu.ac.uk e-mail: [email protected] SFEU is a Registered Scottish Charity No. SC021876 and a Company Limited by Guarantee No. SC143514 VAT No. 617148346

These support materials were produced with assistance from the European Social Fund.



Energy (Intermediate 2) Employability and Careers F3FP 11 Introduction These notes are provided to support teachers and lecturers presenting the Scottish Qualifications Authority Course F3FP 11, Energy: Employability and Careers (Intermediate 2). Copyright for this pack is held by the Scottish Further Education Unit (SFEU). However, teachers and lecturers have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged. Enquiries relating to this support pack or issues relating to copyright should be addressed to: Marketing Officer - Communications The Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Website: www.sfeu.ac.uk Further information regarding this Unit including Unit Specifications, National Assessment Bank materials, Centre Approval and certification can be obtained from: The Scottish Qualifications Authority Optima Building 58 Robertson Street Glasgow G2 8DQ Website: www.sqa.org.uk



Class Sets Class sets of this pack may be purchased direct from the printer. Costs are dependent on the size of the pack and the number of copies. Please contact: Elanders Hindson Merlin Way New York Business Park North Tyneside NE27 0QG Tel: 0191 280 0400 e-mail: [email protected] Disclaimer Whilst every effort has been made to ensure the accuracy of this support pack, teachers and lecturers should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SFEU will accept no responsibility for any consequences deriving either directly or indirectly from the use of this pack.



Contents

How to Use this Pack 10

Reference Section 11

What are Skills for Work Courses all about? 12

The Course in Energy (Intermediate 2) 15

Unit Outcomes, PCs and Evidence Requirements 18

Employability Skills Profile 20

Careers Scotland Support 21

Tutor Support Section 22

Learning and Teaching with Under 16s 23

General Guidance on Unit Delivery 27

Unit Induction 28

Signposting of Employability Skills 29

Generating Evidence and Assessment Opportunities for Employability Skills 31

Resources 37

Student Support Section 39

Tutor Note on Student Activities 40

Welcome to Energy: Employability and Careers 41

Introduction 42

Apprenticeships 44

Trades Work Activities, Personal Qualities and Skills 47

Electrician 47

Plumbers 53

Mechanical Fitter 59

Electricity Distribution Workers 64

Fuel and Energy Engineers 69

Mechanical Maintenance Fitter – Wave Power 74

How Green Are You? 78

Skills Evaluation 81



Employability Skills 84

Maintaining a Tidy Workplace 86

Working Co-operatively with Others 90

Selecting and Using Tools Correctly 92

Using Personal Protective Equipment Correctly 95

Willing to Learn New Skills or Techniques 101

Organising Work Effectively 102

Paying Attention to Quality and Working to Agreed Deadlines 104

Developing Investigation, Presentation and Creativity Skills 107

Glossary of Terms 109

Appendix 110



How to Use this Pack None of the material in this pack is mandatory. Rather, it is intended as a guide and an aid to delivery of the Unit and aims to provide centres with a flexible set of materials and activities which can be selected, adapted and used in whatever way suits individual circumstances. It may also be a useful supplement to tried and tested materials that you have developed yourself. The pack is available on the SFEU website in Word format to enable you to customise it to suit your own needs. The pack is organised into several sections: The Reference Section provides information on the rationale for, and ethos behind, Skills for Work courses, the course rationale, the Unit Outcomes and evidence requirements and the Employability Skills Profile for Energy (Intermediate 2), showing where the specified employability skills and attitudes can be evidenced and assessed throughout the Course and in this unit. The Tutor Support Section contains a suggested approach to teaching the Unit, advice on learning and teaching with under-16s, guidance on unit induction, unit delivery and advice on integrating the development of employability skills throughout the unit. The emphasis is on the student investigating and sourcing information on careers in the energy sector and the skills and knowledge needed to follow that career. Finally, this section suggests resources which may be useful for tutors and students. The Student Support Section contains guidance and instruction on a range of activities to cover the investigative and evaluation requirements of the outcomes of the unit. The notes are not a detailed study of careers and the requirements for entry but are intended as a catalyst to develop the student’s understanding of the skills and knowledge required to follow a career as a tradesperson, in the first instance with, the possibility of then taking their skills to a career in the energy sector. You may wish to place material from the student notes on your own Intranet by downloading this pack from the Skills for Work section of the SFEU website http://www.sfeu.ac.uk/skills_for_work Activities are identified with the symbol:



Reference Section



What are Skills for Work Courses all about? Skills for Work Courses are designed to help candidates to develop:

• skills and knowledge in a broad vocational area

• Core Skills

• an understanding of the workplace

• positive attitudes to learning

• skills and attitudes for employability. A key feature of these Courses is the emphasis on experiential learning. This means learning through practical experience and learning by reflecting on experience. Learning through practical experience Teaching/learning programmes should include some or all of the following:

• learning in real or simulated workplace settings

• learning through role play activities in vocational contexts

• carrying out case study work

• planning and carrying out practical tasks and assignments. Learning through reflecting at all stages of the experience Teaching/learning programmes should include some or all of the following:

• preparing and planning for the experience

• taking stock throughout the experience - reviewing and adapting as necessary

• reflecting after the activity has been completed - evaluating, self-assessing and identifying learning points.

The Skills for Work Courses are also designed to provide candidates with opportunities for developing Core Skills and enhancing skills and attitudes for employability.



Core Skills The five Core Skills are:

• Communication

• Numeracy

• Information Technology

• Problem Solving

• Working with Others Employability The skills and attitudes for employability, including self-employment, are outlined below:

• generic skills/attitudes valued by employers

• understanding of the workplace and the employee’s responsibilities, for example timekeeping, appearance, customer care

• self-evaluation skills

• positive attitude to learning

• flexible approaches to solving problems

• adaptability and positive attitude to change

• confidence to set goals, reflect and learn from experience.

• specific vocational skills/knowledge

• Course Specifications highlight the links to National Occupational Standards in the vocational area and identify progression opportunities

Opportunities for developing these skills and attitudes are highlighted in each of the Course and Unit Specifications. These opportunities include giving young people direct access to workplace experiences or, through partnership arrangements, providing different learning environments and experiences which simulate aspects of the workplace. These experiences might include visits, visiting speakers, role play and other practical activities.



A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for every young person. These are that they should become:

• successful learners

• confident individuals

• responsible citizens

• effective contributors. The learning environments, the focus on experiential learning and the opportunities to develop employability and Core Skills in these Courses contribute to meeting these aspirations.



The Course in Energy (Intermediate 2) Course Rationale This Course is intended to equip candidates with the necessary knowledge and skills which will enhance their prospects for employment in the wide range of opportunities within energy sectors. The Course will allow candidates to develop a range of employability skills which are of particular relevance to energy industries. Core Skills of Information Technology and Problem Solving will also be developed throughout the Course where opportunities arise. The Course will offer a variety of approaches to learning and teaching and will include a strong element of experiential learning. It is intended that some of the Course will be delivered and assessed in a different learning environment to that of the school through a partnership arrangement with a college, training provider, or employer. There are many technologies used in the production of energy and this course has been designed to contain both an electrical generation practical/skills element using wind turbines and a heat generation practical/skills element using solar panels. These elements were selected to ensure candidates received a range of skills using different technologies that are involved in the generation of energy. Other systems used to generate energy from both the traditional/conventional and renewable systems will be discussed and evaluated during the Course. The primary target group for this Course is school candidates in S3 and S4. However, the Course is also suitable for S5/S6 candidates and adult candidates who are seeking to enhance their employability and vocational skills in the energy sector. The general aims of the Course are to: • widen participation in vocationally-related learning for 14–16 year olds

• allow candidates to experience vocationally-related learning

• provide candidates with a broad introduction to the energy sector

• allow candidates the opportunity to develop skills relevant to the micro-generation energy sector

• develop the candidates’ engineering skills

• encourage candidates to evaluate the impact of energy generation on the environment

• encourage candidates to foster a good work ethic, including timekeeping, a positive attitude and other relevant employability skills

• provide opportunities to develop a range of Core Skills in a realistic context

• encourage candidates to take charge of their own learning and development

• provide a range of teaching, learning, and assessment styles to motivate candidates to achieve their full potential



• facilitate progression to further education and/or training In particular, the specific aims of the Course are to:

• encourage candidates to consider a career in the energy sector

• develop an awareness of the role of conventional and renewable energy systems in the UK

• develop an awareness of what opportunities there may be within the sector in terms of the types and range of career options

• provide candidates with knowledge and skills which are directly relevant to employment within the energy sector, eg. solar hot water and wind turbines

• provide opportunities for the personal development of skills and attitudes which will improve the candidates’ employment potential within the energy sector

• develop the candidates’ awareness of their individual strengths and weaknesses in relation to the requirements of the sector, and to reflect on how this affects their employability potential

• raise awareness of the impact of the energy sector on the environment

• raise awareness of the responsibilities of the energy industry with regard to the environment

Rationale for Course content The production and use of energy is important in everyone’s life and is also an important area of study and work. It is central to how we reduce our impact on the environment when generating heat or electrical energy or power and to reducing our CO2 emissions which are widely claimed to have an impact on climate change. The generation of energy has traditionally been done through the use of fossil fuels; oil, gas, and coal, with some renewable energy produced from hydro power. Nuclear power was seen, and is still seen by some, as a method of generating energy with zero carbon emissions, but the disposal of the radioactive spent fuel is of major concern and this can counteract the advantages it has with zero carbon emissions. The development of most renewable energy systems is a recent innovation where energy is generated from renewable energy sources, eg. wind, solar, geothermal, bio-fuels, tidal, and wave. These systems have the advantage of generating power with virtually zero carbon emissions. The bio-fuels and geothermal systems can release power on demand, but most of the others depend of sources of energy outwith the control of human beings, and consequently, do not have a constant power output. For example, solar is not effective at night or when it is particularly cold and cloudy; wind is not effective at low wind speeds or very high wind speeds, and while tides are regular, they occur only a few times per week and wind is required to generate waves in our oceans or seas.



The main themes of the course are: conventional energy production, renewable energy production, converting energy from one form to another, industrial or domestic energy generation facilities, practical work with solar panels and wind turbines (integrating team work into the assembly process), and investigating careers within the energy sector. Optional areas covered are the size of an individual’s carbon footprint, oil and gas extraction or conventional energy systems; their contribution to the total energy generated in the UK and their environmental affects. Candidates will study the overall status of energy in Scotland, and in the UK, in general. They will explore the conventional methods of production, including their efficiency levels, various energy conversion principles, and how energy can be conserved. They will also explore the more recent developments in energy production using renewable energy techniques and will develop practical skills in the areas of plumbing, electrical, and mechanical engineering. Careers within the energy sector have been integrated with employability skills which are developed through practical activities. The three optional Units offer different routes for candidates. They can opt for an individual investigation and evaluation of their own carbon footprint, investigate the size of the market segment taken up with conventional production techniques and their sustainability, and explore the use of the national grid as a means of transmitting electricity throughout the UK, or have an in-depth study into the formation and extraction of one type of fuel in its raw state which is particularly relevant to Scotland, ie. offshore oil and gas.



Unit Outcomes, PCs and Evidence Requirements National Unit Specification: statement of standards Unit: Energy: Employability and Careers (Intermediate 2) Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit Specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. Outcome 1 Review and evaluate own performance in specified employability skills. Performance Criteria a) Identify and review own strengths and weaknesses in relation to specified

employability skills. b) Seek feedback on own performance in specified employability skills. c) Identify action points for improvement of own performance taking account of

review and feedback. Outcome 2 Investigate careers within the energy sector according to a given brief. Performance Criteria a) Gather information from a variety of sources on specified careers within the

energy sector. b) Use information gathered to evaluate a selected career in relation to own

employability skills and attitudes. c) Check that all steps have been completed in accordance with the given brief. Evidence Requirements for this Unit Evidence must be produced to demonstrate that all Outcomes and Performance Criteria have been met. The evidence for this Unit will be generated from candidate reviews and a folio.



Candidate reviews Candidates must complete a review of their employability skills on four occasions. The reviews should be completed at regular intervals which allow the candidates to demonstrate progress between reviews. The reviews should be completed in supervised, open-book conditions and should be signed by both the candidate and the assessor. Folio Each candidate should compile a folio to provide evidence that they have: • gathered information from a variety of sources

• gathered information on three selected careers in the energy sector

• used the information to evaluate a selected career against own employability skills

Evidence for the folio should be gathered at appropriate points throughout the Unit in supervised, open-book conditions. The National Assessment Bank (NAB) pack for this Unit provides candidate review sheets and an investigation brief. Centres wishing to develop their own assessments should refer to the NAB to ensure a comparable standard. NB Centres must refer to the full Unit Specification for detailed

information related to this Unit.



Employability Skills Profile In addition to the specific vocational skills developed and assessed in this Course, employability skills are addressed as detailed in the table below. For the purposes of the table, the Units are referred to as A, B, C and D as indicated. Mandatory Units

Energy: Introduction = A Energy: Domestic Solar Hot Water Systems = B Energy: Domestic Wind Turbine Systems = C Energy: Employability and Careers = D

Optional Units Energy and the Individual = E Energy: Oil/Gas Extraction = F Energy: Conventional Production Technologies and the Grid = G

Employability skill/attitude Evidence

• maintaining good timekeeping and attendance A, B, C, D, E/F/G

• maintaining a tidy work place B, C

• seeking feedback and advice A, B, C, D, E/F/G

• following instructions B, C

• working co-operatively with others A, B, C

• selecting and using tools correctly and for the purpose they were designed

B, C

• using Personal Protective Equipment correctly and working safely

A, B, C

• following basic drawings correctly B, C

• checking quality of work A, B, C, D, E/F/G

• working to agreed deadlines A, B, C, D, E/F/G

• organising work effectively A, B, C, D, E/F/G

• working confidently A, B, C, D, E/F/G

• willingness to learn new skills or techniques B, C

• working independently A, B, C, D, E/F/G

• reflecting on own performance B, C

• learning from past experiences B, C

• awareness of a range of careers and job roles D

• developing investigation skills A, D, E/F/G

• developing presentation skills A, B, C, D, E/F/G

• developing creativity skills A, B, C, D, E/F/G



Careers Scotland Support for School/College Collaboration for Scotland’s Colleges in the Scottish Enterprise area Since August 2006 Careers Scotland (SE and HI areas) has been funded by the Scottish Government to support College/School Collaboration and encourage and promote vocational educational choices for pupils in schools. Careers Scotland (now part of Skills Development Scotland) has an important role to play in selection, recruitment and pre-entry career guidance, as well as ongoing support and pre-exit career guidance, to ensure the pupils’ experience of SfW is capitalised upon in any future career planning. Careers Scotland activity takes place locally and nationally under 4 objectives: • Providing careers advice, guidance and employability support to pupils and

their parents pre, during and post vocational education experience, focusing primarily but not exclusively on SfW pupils - demonstrating how these educational choices have implications for future career options, and support the achievement of future career goals and supporting effective transitions

• Providing targeted support to pupils at risk of becoming unemployed who would benefit from undertaking a vocational course

• Partnership working to ensure vocational study is given parity of esteem with other school and post school options, focusing on recruitment / selection and retention of pupils on vocational courses

• Capacity building through relevant shared CPD events and resource development to increase understanding of the process of uptake of vocational options and facilitate more effective support to pupils navigating these options

For further information on Careers Scotland (SE)’s involvement in school/college collaboration locally, please get in touch with your Careers Scotland Regional contact: South East (Edinburgh & Lothians; Forth Valley; Borders) Stephen Benwell 01786 452043 [email protected] North East (Tayside; Grampian; Fife) Val Ormiston 01592-631155 [email protected] South West (Dumfries & Galloway; Ayrshire; Lanarkshire) Jean Geddes 01698 742192 [email protected] West (Glasgow; Dunbartonshire; Renfrewshire) Sandra Cheyne 0141 242 8338 [email protected]



Tutor Support Section



Learning and Teaching with Under 16s Scotland’s Colleges have made significant progress in meeting the needs of young learners. Our knowledge of the learning process has increased significantly and provides a range of strategies and approaches which gives us a clear steer on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a stable learning environment where young students develop a sense of self-respect, learn from appropriate role models and see an opportunity to progress. There are basic enabling skills for practical application which can further develop the learning process for this group of students. So what are the characteristics of effective learning and teaching which will help to engage young learners? Ten ways to improve the learning process for under 16s (This list is not exhaustive!) 1. Activate prior knowledge and learning – ascertain what the learner knows

already and teach accordingly. Young people do have life experience but it is more limited than adult learners and they may not always be aware of how it will assist them in their current learning.

Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on computer; present key words from the course or unit and see how many they recognise or know something about.

2. Tune learners into the Big Picture – the tutor knows the curriculum inside out and why each lesson follows a sequence, however the young learner does not have this information and is re-assured by being given the Big Picture.

Tips – Mind map or concept map; use visuals, for example wall displays of diagrams, photographs, flow charts; explain the learning outcomes in language they will understand; We Are Learning Today (WALT) targets and What I’m Looking For (WILF) targets; give clear and visible success criteria for tasks.

3. Use Advance Organisers – these are lists of the key concept words that are

part of the course or unit.

Tip – Highlight on any text the concept words that you will be using; make a visible list and put it on display – concept words can be struck off or referred to as they occur (NB this helps with spelling and independent learning as they do not have to keep checking meaning); highlight essential learning and action points.

4. Vary the teaching approaches. The two main approaches are instructing and demonstrating, however try to provide opportunities to facilitate learning.

Tips – Ask students what they know now that they did not know before, or what they can do now they could not do before, at appropriate points in the lesson or teaching block; ensure there are problem solving activities that can be done individually or in groups; ask students to demonstrate what they have



learned; use a range of question and answer techniques that allow participation and dialogue, eg. provide hints and cues so that they can arrive at answers themselves.

5. Preview and review of learning. This helps to embed previous learning and listening skills and provides another opportunity to elicit learner understanding. Consolidates and reinforces learning.

Tips – At the beginning of each lesson, or session, review previous learning and preview what is coming up; at the end of each lesson or session, review what has taken place and what will be focussed on next time – these can both be done through question and answer, quizzes and mind mapping activities.

6. Language in the learning environment. Do not assume that the language which is used in the learning environment is always understood by young learners, some words may be familiar but do not have the same meaning when used vocationally.

Tips - At appropriate points ask students what words mean; explore the various meanings of words to find out if they may have come across this language in another context; by looking at the structure and meaning of words there is an opportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment. This is one of the most difficult tasks a tutor has to do whatever the curriculum area. With young learners this may have to be repeated several times.

Tips – Ask a student to repeat back what you have asked them to do before beginning a task; ask them to explain the task to one of their peers; use the KISS principle – Keep It Short and Simple so that they can absorb and process the information.

8. Effective feedback. Feedback is very important for the learner to assess their progress and to see how and what they can improve. Provide opportunities to engage in dialogue about the learning function of assessment – provide details of the learner’s strengths and development needs either in written or spoken form. With younger learners identifying one or two areas for development is sufficient along with acknowledgement of what has been done well.

Essentially, learners are helped by being given a specific explanation of how work can be improved. You can also use summative assessment formatively, ie. as an opportunity to identify strengths, development needs and how to improve.

Tips – Ask students themselves to identify their own strengths and development needs – self evaluation; peer evaluation of work can be successful once they have been taught how to do it; the tutor can produce a piece of work and ask students to assess it anonymously; have a discussion about the success criteria for the task and ensure the students are clear about



them; allow learners to set criteria for success and then measure their achievements against these.

9. Managing the learning behaviour. Under 16s are coming into Scotland’s Colleges and training establishments from largely structured and routine-driven environments in schools and early feedback from those undertaking Skills for Work courses indicates that they very much enjoy the different learning environment that colleges and other training providers offer. Remember though that these are still young learners. They will still expect tutors to provide structure and routine, and will perform best in a calm, orderly learning environment. Young students will respond to firm, fair, and consistent management. Such routines have to be established quickly and constantly reinforced.

Tips - Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at all times; set out your expectations from day one and provide a consistent message; have clear beginnings, middles and endings for each session; be a positive role model for your students, ie. be there before they are and manage the learners with respect; always deliver what you promise; build up good relationships and get to know the learners, make the curriculum interesting and stress the relevance of the learning; set up a positive behaviour management system. By following these guidelines you will build up two-way respect, which, while sometimes challenging to achieve, can be very powerful and work to everyone’s benefit.

10. Care and welfare issues. School/college partnerships mean increasing numbers of young learners in college. Tutors have to be aware of their professional responsibilities and mindful of young people’s rights. However tutors have rights too, in terms of feeling safe and secure in working with young people and there are basic steps staff can take to minimise risks. It is essential that colleges ensure that tutors have a working knowledge of the Child Protection policies (local authority and college documentation) and follow procedures and policies diligently. School/College Liaison Officers will be familiar with these documents and can provide support and advice. There are also training sessions on Child Protection available from SFEU (see the following page).

Tips - Avoid one-to-one situations with young students in a closed area; do not do or say anything that could be misinterpreted; if the opportunity arises, do some observation in schools to see and discuss how teachers use the guidelines for their own protection as well as the young person’s.

Most young people are a delight to work with and they will positively enjoy the experience of learning in college. However, there will inevitably be some who are disengaged, disaffected and who have not yet had an opportunity to experience success. ‘Skills for Work’ is a unique educational initiative that young people can be motivated to buy into – you as the tutor are key to the success of these programmes.



Skills for Work Workshops To take this 10 point plan forward and to add to it, you can attend one of SFEU’s ‘Get Skilled Up’ half day workshops for tutors delivering Skills for Work Courses, when we explore further the learning process and look at a range of specific teaching and learning techniques to use with the under 16 age group. To find out when the next event is visit our website www.sfeu.ac.uk or contact the Learning Process team at SFEU on 01786 892000. Child Protection Workshops These are run on a regular basis by staff at SFEU in Stirling and also in colleges. For more information on these workshops please contact members of the Access and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786 892000.



General Guidance on Unit Delivery The main purpose of this unit is to enable students to identify their own strengths and weaknesses with respect to employability skills and match this information with possible careers within the energy sector enable students. They will look at the skill requirements for entering a trade and taking their careers further into the energy sector. The unit gives students a flavour of the type of work a tradesperson can progress to, providing they continually evaluate and update their skills and knowledge. Examples of careers which students might investigate are: ♦ electrician allowing progression onto a PV solar panel system installer ♦ high voltage engineer — power distribution ♦ plumber allowing progression onto solar hot water system installer or ground

source heat pump system installer ♦ hydro engineer ♦ oil/gas engineer ♦ nuclear engineer ♦ electrical engineer ♦ control engineer ♦ maintenance engineer — various energy systems ♦ systems design Students will also develop self-evaluation skills through the process of reviewing their own strengths and weaknesses throughout the Unit. Self-evaluation however, can be a difficult task for someone with little life experience so it is important for the tutor to flesh out the underlying skills. Although this unit could be entirely presented in a classroom environment it would be helpful if visits were arranged employers. Alternatively, you could invite professionals who have progressed through an apprenticeship scheme and then moved to the energy sector to come into the school/college. Delivery of this Unit should focus as much as possible on practical tasks to involve the student in investigating the variety of work that is possible through obtaining a trade and the range of employability skills which can be readily transferred to the energy sector. Students should be given adequate support and allowed the opportunity to carry out the activities both individually and as a group. The information is not presented in a sequential manner in accordance with the outcomes. The students need to know what a tradesman is in the first place in order to evaluate any specific skills relating to that job. The entrance requirements to a trade are not an exact science and the qualifications entrance criteria suggested here should only be taken as a guide.



There is a wealth of information available via the Internet and the websites given are only a flavour of the material available. It is at the discretion of the tutor which web resources they choose to use. Students should be encouraged to present their findings to the class in order to promote confidence and improve attitudes to attainment. Unit Induction An induction session in week 1 will prepare students well for the unit and help to clarify aims and expectations, what the unit is all about and any uncertainties they may have about the unit and how it will be delivered. Induction may include the following: • an outline of the Unit content – what they’re going to be doing • how it fits in to the Energy (Intermediate 2) Course • your plans for teaching the Unit – how they’ll be learning the skills • assessment methods and schedule • where employability fits in – start by asking them what they think! • you might also think about inviting a representative from a service provider to

speak to the class about the types of employment available in their organisation, about careers, employment and educational opportunities prospects in the energy industry, and to reinforce the value that employers put on employability skills. This could be an appropriate point to invite professionals who have progressed through an apprenticeship scheme and then moved to the energy sector to come and meet the students and talk about their route into the sector.

• the importance of regular attendance and good timekeeping to encourage the students to get into good habits – as if they were at work and in employment!

• at unit induction the students should be introduced to information literacy skills including different search engines and the ways in which to search with key words



Signposting of Employability Skills In addition to the specific vocational skills developed in this Unit, students will have opportunities to develop and apply their knowledge and understanding of the employability skills. Throughout the pack there are numbered flags like the one shown here, showing which specific employability skill can be highlighted and/or assessment evidence recorded when students are busy with the various activities in the Unit.

1 Maintaining good timekeeping and attendance *

8 Following basic drawings correctly 15 Reflecting on own

performance

2 Maintaining a tidy workplace 9 Checking quality of

work* 16 Learning from past experiences *

3 Seeking feedback and advice* 10 Working to agreed

deadlines* 17

Awareness of a range of careers and job roles*

4 Following instructions 11 Organising work

effectively * 18 Developing investigation skills*

5 Work cooperatively with others 12 Working

confidently* 19 Developing presentation skills*

6

Selecting and using tools correctly and for the purpose they were designed

13 Willingness to learn new skills or techniques

20 Developing creativity skills*

7

Using Personal Protective Equipment correctly and working safely

14 Working independently*

The employability skills marked with an asterisk* are directly assessed in this Unit. However opportunities to learn and develop all of these skills are distributed throughout the course. Some of the skills can be delivered and assessed discretely but there are also many opportunities for this to take place during group activities. You should be on the lookout for evidence of competence in any of the employability skills which occur naturally. There are many opportunities for this and plenty of overlap for any student who may have missed a specific lesson. Evidence observed outwith a formal plan is also perfectly valid.

1, 5, 6, 7



It is strongly advised that course teams meet together to discuss and agree a co-ordinated approach to the teaching and developing of the employability skills throughout the Course and to ensure that the team has a common interpretation of the skills and attitudes. You will find or create countless opportunities to help students develop their employability skills. The following pages show some ways of going about it to get you thinking! Further advice and approaches to integrating employability skills can be found in the Energy Course Guidance support materials.



Generating Evidence and Assessment Opportunities for Employability Skills Employability Skills

Delivery Advice

Possible Activities/Contexts

1

Maintaining good timekeeping and attendance

• Good timekeeping and attendance is relevant throughout the Course. • Discuss the importance of good timekeeping within the energy sector and

get students to assess their past timekeeping record. They should identify what improvements, if any, are needed. This should take place at the start of the Course and will set the expected standards.

• Staff should make their expectations clear right from the start of the course or Unit.

• A good initial activity is to have the students write the class guidelines themselves by identifying pros and cons of good and poor attendance and timekeeping – the benefits in the workplace of one and the consequences of the other.

• These guidelines or ground rules can be posted in the workshops and classes and referred to on a regular basis.

• Relate the ground rules to the world of work, eg. arrive on time, back from breaks on time etc. The measure of a student’s success in this aspect is for them to be honest in their appraisal of their performance and in making progress. ‘Distance travelled’ should be adopted, rather than a particular minimum percentage of classes attended.

• Attendance and timekeeping should be monitored throughout the Course. Students should be given feedback on their performance – both good and bad – in this regard. If you take note of patterns of performance it should be easy to give the students accurate feedback.

• Turning up for classes on time

• Returning from breaks on time

• Arriving on time to visits

• Sticking to planned work schedules regarding timing of activities

• Staying in class for the duration of the planned activity (no extended toilet breaks)



Seeking feedback and advice

Working confidently

• Discuss the benefits of getting feedback from staff and asking for advice. This can increase the students’ level of confidence in what they are doing and can reinforce their views of the direction they are taking. Success can be greatly increased by using knowledge and experience gained from others.

• Young students can be wary of seeking advice for fear of highlighting their own lack of understanding or of being singled out for ridicule perhaps based on past experience.

• Staff should emphasise that in the workplace it is essential that they seek advice if they are not sure about something as the consequences of not doing so could be quite serious eg. misusing tools, poor techniques can result in injury.

• Students should be praised for seeking advice and making progress and reassured that staff welcome their questions and it also helps them to demonstrate another employability skill: positive attitude to learning.

• Ask questions • Check work progress with

staff • Check tool safety with staff • Seek tutor feedback • Confirm instructions when

unsure

3

12



Checking quality of work

• Discuss how the checking of their tasks can lead to a higher quality of

work and hence meet the standards required.

• Students should be made aware of acceptable standards in terms of the quality of practical, investigative and presentation work.

• Quality checking as work progresses

Working to agreed deadlines

• Discuss the need to keep to deadlines and the effects that can result if

they are not maintained. Demonstrate the importance in the real world of keeping to deadlines eg. industry employs project managers whose main role is to keep work on schedule.

• Students made aware of the benefits of keeping to deadlines and of the possible outcomes of work going beyond deadlines.

• Staff discuss with students their progress and ability to meet the deadlines.

• Plan work schedule to meet deadlines

• Check progress against schedule and deadlines

Organising work effectively

• Particularly relevant in Outcome 2 of this Unit, where students can get

carried away with investigating careers, throwing their timing out and leaving insufficient time to complete their work. They can also have difficulty organising and structuring the material they have gathered.

• Tutors will need to guide students on the parameters of the investigation, the method of investigation, the format and method of putting together the folio of evidence.

• Investigation planning and progress monitoring

• Keep work tidy, manageable and easily accessible

9

10

10



Willingness to learn new skills or techniques

• Discuss the benefits of learning new skills and how it is essential in a constantly changing world to maintain employment or gain promotion.

• Students will have an opportunity to demonstrate a positive attitude to learning in all Units in the Course.

• A positive attitude to learning can also be stimulated by the enthusiasm and expert knowledge of the staff member.

• Listening to instructions

• Applying feedback

• Asking questions

• Discussions with tutor

• Checking quality

• Assisting others

• Genuine participation in review process

• Perseverance

• All of the other employability skills

Working independently

• Discuss the advantages and disadvantages of working individually, eg.

advantages could include taking full responsibility, having complete ownership and not depending on others; to disadvantages such as not being able to share problems with others and having little social interaction.

• Individual activities and

research

• Discussions with tutor

• Checking quality

• Self evaluation

• Range of materials for investigations

• Individual presentations

13

14



Learning from past experiences

• Discuss how past experiences can be a useful way of learning. These

experiences don’t need to be successful - poor experiences or failure can still be useful learning situations.

• Students should be aware that learning can come both from past experiences that were successful and fulfilling and from those that were unsuccessful or demoralising.

• Tutors should try and bring out the positive when things go wrong.

• Practical tasks

• Assembly tasks

• Testing energy systems

• Investigations

• Presentations

Awareness of a range of careers and job roles

Particularly relevant to this Unit. • Discuss the careers available within the energy sector and the routes, skills

and qualifications needed for these careers.

• Students should be aware of the range of careers available within the energy sector.

• Students should be aware of the qualifications needed for careers in the energy sector.

• Students should be aware of the employability skills required for a range of careers in the energy sector.

• Discussions on careers

• Investigations

• Site visits

• External speakers

• Careers advisors


Developing investigation skills

• Discuss the role of investigating to find out information. Students are very

used to using the internet to find things out but they don’t always see it as carrying out investigations. Discuss the various methods of finding out information using a wide range of sources e.g. internet, interviews, papers, TV, books, experiments etc. Validate Internet sites – is it a reliable website?

• Use a full range of resources for investigations.

• Investigations and Interviews

• Books, journals, Internet, papers, leaflets

• Extracting useful information

16



Developing presentation skills

• Students often find giving presentations a daunting task. They should

progress from a group presentation onto individual presentations. Staff should demonstrate how presentations should be planned and practised. Students may feel comfortable using mobile phone technology to video a presentation, load it onto a computer and run it on the screen.

• Staff should demonstrate how to give a presentation.

• Give students opportunities to give very short talks throughout the Course to help develop these skills

• Give encouragement to help them overcome fears.

• Use a range of media to help overcome fears eg. PowerPoint or video.

• Short talks

• Tutor support and discussions

• Group presentation


• Planning

Developing creativity skills

• Creativity should be introduced as a skill which comes up with novel solutions to a problem. Creativity in design is the most usual way to demonstrate this but other ways can be used to show creativity eg. a new procedure to assemble a system, giving a presentation, methods of reducing their carbon footprint, integrating energy systems etc.

• Creativity will be recognised when students give presentations, ie. the methods they use should increasingly involve the use of technology eg. from initially giving a simple talk, moving on to using PowerPoint, digital pictures or/and video etc.

• e novel ways of doing things. • Encourage a wide range and imaginative ways of presentation. • Encourage the integration of presentation methods.

• Group presentations


• Planning work

• Use of technology



Resources It is essential that computers are available for teaching this unit as well as an overhead projector and electronic white board. Online resources and websites Apprenticeships http://www.skillsdevelopmentscotland.co.uk/ SMART objectives – Strengths and Weaknesses http://www.coaching-life.co.uk/articles/smartgoals.html Branches of Engineering and Careers Path Options The Institution of Engineering and Technology www.theiet.org Apprenticeships Learning and Skills Council – England www.apprenticeships.org.uk Make Your Choice Engineering Construction Industry Training Board http://www.ecitb.org.uk/ecitbresources/114/ Apprenticeship framework Engineering Construction England and Wales Sep 2007 http://www.ecitb.org.uk/documents/Guidance_for_Providers_on_Delivery_of_Apprenticeship_Framework.pdf Women into Engineering WISE Women Into Science Engineering and Construction http://www.wisecampaign.org.uk/ Green Energy Jobs – recruitment for the renewable energy industries http://www.greenenergyjobs.com/ Engineering Council UK – engineering careers www.engc.org.uk British Energy - Careers http://www.british-energy.com/pagetemplate.php?pid=262



Radio Spares - Energy Measurement Devices RS Components Ltd – commercial site http://uk.rs-online.com/web/home.html Apprenticeship Directory (Learning and Skills Council) http://www.apprenticeships.org.uk/list/apprenticeshipsdirectory/adminandprof/learninganddvelopmentdrecttrainingandsupport.htm

Pelamis Wave Energy – commercial renewable energy from ocean waves http://www.pelamiswave.com/ Renewable Energy – forum for Scotland’s renewable energy industry http://www.scottishrenewables.com/ British Wind Energy Association – Carbon Reductions UK wind energy database http://www.bwea.com/ukwed/index.asp

Energy Efficiency Partnership for Homes – home energy check Glossary of Energy Efficiency Terms http://www.eeph.org.uk/resource/glossary/ Commonwealth Games – Jobs (BBC News item 30 Mar 2008) http://news.bbc.co.uk/1/hi/scotland/glasgow_and_west/7321396.stm Apprenticeship Training (City Building Glasgow – commercial firm) http://www.citybuildingglasgow.co.uk/ Health and Safety Executive http://www.hse.gov.uk/ Safety Passport – Health and Safety Executive http://www.hse.gov.uk/press/2003/e03197.htm Passport schemes for health safety and the environment: a good practice guide http://www.hse.gov.uk/pubns/indg381.pdf



Student Support Section



Tutor Note on Student Activities It is essential that computers are available for teaching this unit as well as an overhead projector and electronic white board. This section includes both student notes and activities. These materials are offered to centres as a flexible set of materials and activities which can be selected, altered and used in whatever way suits individual centres and their particular situation. For example, in the case of the student activities you might want to talk through the instructions with the learners and then give the instructions out on paper as reminders. You are encouraged to adapt and use the materials creatively in ways which will best engage your students. It is not intended that the Student Support Section is issued to students as complete pack. There are some activities that require students to use Internet sources including a range of online resources particularly in the investigation element in Outcome 2. Here it might be appropriate to allocate class time in a flexible learning environment either within a dedicated IT room or within mainstream college facilities. All students should have access to an Internet ready computer. The online research and activities will provide students with a more blended approach to teaching and learning. School students will be familiar with this approach. For students returning to study, you may need to spend time supporting them in the use of electronic resources. There are specific weblinks shown that could be issued in paper format.



Welcome to Energy: Employability and Careers This unit is intended for students who may be interested in a career in the energy sector. You’ll also be involved in investigating careers in the energy sector, reflecting on your own identified strengths and weaknesses and selecting which career in the energy sector would suit you best. In addition, you’ll review your performance of the employability skills undertaken throughout the Skills for Work energy course and evaluate their own strengths and weaknesses.

Image Copyright Ryan James King – From a beach in Lewis Scotland In this unit we will look at some careers in the energy sector where we generate ‘power’ from sources such as the wind, waves, the sun (solar), and traditional sources such as fossil fuels eg. gas and coal.



Introduction The energy sector comprises many different areas of technology. However energy provision falls into two main categories: • renewable, and • non-renewable Non-renewable energy provision is the type supplied from coal-fired and nuclear power stations. Renewable energy comes from sources such as hydro, wind, and wave power generation. The energy sector provides the opportunity for employment in a wide range of roles. The jobs will vary from non-technical to senior management and engineering positions. Some examples of the professions required by the energy industry are: electricians, mechanical and electrical engineers, managers, planners, draughtsmen, design engineers, commissioning engineers, geo-technical surveyors, instrument technicians and many more.

Image courtesy of Scottish and Southern Electricity – Two technicians working on high voltage power lines



The Background to Trades-people To become a time-served tradesperson you have to serve a recognised apprenticeship. The apprenticeship allows the person to gather skills and knowledge over a range of work experience. The apprenticeship allows the person to concentrate on particular skills like using special tools and test equipment.

Image courtesy of Cascaid - Careers Scotland An electrician using test equipment

In the past an electrician had to serve five years apprenticeship, but nowadays the length of the apprenticeship is four years. Timescales can vary from trade to trade.



Apprenticeships

Employers advertise in the national newspapers and online for apprenticeships and if you are successful, the usual start date is August. This means you usually need to apply well before August. However you can get taken on at anytime throughout the year by employers. Most apprenticeships now take 4 years to complete. The 1st year of the apprenticeship is usually spent in a ‘training centre’ where the apprentice will spend periods of time in different skill areas. For example: • Electrical installation and fitting • Mechanical fitting and turning • Plumbing – brazing and welding • Electrical and mechanical engineering drawing In this way, the apprentice will get a taste of a variety of skills across a range of trades in the 1st year. After the 1st year the apprentice will concentrate on the skills required for the specific trade for which he/she is employed. One day a week will be spent at a college to learn the theory associated with the trade. When the first year is complete the apprentice will then spend the majority of their time in the employer’s workplace: • 4 days will be spent in the employer’s workplace • The 5th day will be spent at a college – this is called day release.

Apprentices!



The employer’s training manager and a representative from the college – called the Modern Apprentice Advisor - will agree a four-year training plan with the apprentice. This is a joint agreement and the employer, the college representative and the apprentice all sign up to completing their own part of that agreement. When the four years are complete, the first year in the training centre and then three years in the workplace, and all the requirements of the training and education have been met, then the apprentice will become a fully qualified tradesperson. If you go through an apprenticeship you will then be issued with what is known in the trade as ‘papers’. These papers are a record and recognition that you have trained to become a tradesperson in a particular skills area. These ‘papers’ should be kept safe as new employers may ask to see them.



Once you have become a tradesperson you can progress your career to become an engineer or an engineering manager at a senior level within the energy sector. Let’s look at the following trades to see what they do, and the entry requirements required by employers. The above diagram is applicable to the energy sector.

Tradesperson – SVQ Level 3 or NC Practice award

Engineering Technician – Full NC / HN certificate + Initial professional development

Incorporated Engineer – HND / BSc qualifications + professional development

Chartered Engineer – BEng (Hons) / MSc degree + advanced professional development



Trades Work Activities, Personal Qualities and Skills Electrician

Image courtesy of Cascaid Limited Installation electricians install and maintain electrical services such as lighting, power and heating. They work in a wide range of buildings including houses, offices, factories, hospitals and power stations. Maintenance electricians locate electrical faults and repair them for domestic, business and industrial premises.



Work Activities Installation electricians install all the cables, wiring, meters, switchgear, conduit (metal channel for cable), fitments and equipment needed in new buildings and conversions of old buildings. They use technical drawings and plans that show which areas of the building need electricity. They interpret the instructions, deciding how to run cabling and where to place switches, sockets, lights and other devices. On smaller projects, electricians may plan their own work.

Image courtesy of Cascaid Ltd The work involves measuring, cutting, joining and fitting cabling using a variety of hand and power tools, like pliers, screwdrivers, hacksaws and drills.

Image courtesy of RS Components



In conversions of old buildings, electricians must first remove the old system and its wiring. Installation electricians earth the system and then test it very thoroughly to make sure all the circuits have been correctly and safely installed. Image courtesy of RS Components – two ammeters used for measuring the amount of electricity flowing in a circuit Service electricians repair faults in domestic and office appliances. This involves travelling to the customer's home or business premises, locating and diagnosing the fault, isolating the circuit and then making the repair. Some faults can only be found when the supply is on, for example, faults within electronic circuits, so the electrician will use insulated tools and special equipment to find the fault. Image courtesy of RS Components – a Programmable Logic Controller panel used to change or install a program



Maintenance electricians work in manufacturing companies, wind-farms, wave power, and electricity companies servicing and repairing machines and equipment.

Image courtesy of RS Components – a digital tester for electrical circuits Electricians may need to travel to work on different installations, involving staying away occasionally. Personal Qualities and Skills • To be an electrician, you must have practical skills because you will use a

variety of tools and equipment. You must be able to read and interpret technical drawings.

• Electricians need strong problem solving skills. You have to be well

organised, thorough and methodical and follow safety procedures very carefully. You must enjoy seeing a job through from start to finish.

• You will also need good communication and interpersonal skills to work well

with other electricians and other professionals. Also, you should be able to explain your work clearly to customers and reassure them with your knowledge in a calm, professional manner.

• Electricians should be physically fit because the job usually involves

kneeling, bending and lifting heavy equipment. It may also involve working at heights, in confined spaces, in damp and dusty atmospheres. Normal colour vision is required.



Activity: Qualifications for Entry Entrance qualifications, as well as other skills, are important to employers who may consider you for an interview. This exercise is to help you plan for the qualifications you will need if you are interested in becoming an electrician. Use the internet, magazines and newspapers, or any other suitable sources of information to help in this exercise. At school what subjects would you choose to be considered for a career as an electrician? What grades should you aim for in each subject?



Answers: Qualifications for Entry • Standard Grade subjects: Maths, Physics, English, Technical Studies,

Graphical Communication, Metalwork. • You should always aim for the highest grades. The grades expected would be

grade 2 and above – a combination of grades 2 and 3 for the above subjects may be acceptable.

• You can also join an access course at a college, eg. a pre-apprenticeship

scheme that offers vocational studies and progress from there.



Plumbers

Image courtesy of Cascaid A plumber at work

Work Activities Plumbers install, repair and maintain the water supply, drainage and central heating in houses and other locations. They use a variety of tools to carry out their work. Plumbers install, maintain and repair hot and cold water systems, sanitary services (baths, showers and toilets, for example), heating systems, and pipework and controls for gas supply. Plumbers work in a variety of locations including people's homes, and all kinds of industrial and commercial buildings. They use a variety of hand and power tools including wrenches, spanners, saws, cutters and welding gear. They cut, bend, join and fix materials such as lead, copper, aluminium, plastic, zinc and iron.



Installation work includes central heating systems and their controls and pipework, sanitary systems, drainage systems, guttering and rainwater systems, and large refrigeration systems for industry. When the equipment has been installed, the plumber tests it to make sure that it is working efficiently and safely.

Image courtesy of RS Components – Water Quality Tester



Maintenance and repair work includes routine servicing and emergency repairs. Repair work involves finding faults, replacing or repairing damaged parts, carrying out tests and making sure that the system works properly.

Image courtesy of Cascaid A plumber repairing pipes

Plumbers may be called out at short notice to do emergency repairs, especially in winter if pipes freeze.



Personal Qualities and Skills • As a plumber you will need good practical skills and you must work carefully,

following specifications and often interpret plans and drawings correctly.

Image courtesy of Cascaid • As you will be meeting customers, usually in their own homes or business

premises, you must be polite. • You need to be physically fit. The work involves a lot of bending, kneeling

and working in cramped and awkward spaces. Plumbers use powered cutting tools which can be very sharp and dangerous.

• Sometimes plumbers work at height, so you must not suffer from any medical

condition, such as blackouts or dizziness, which could be a danger to yourself or others.

• Normal colour vision is required as there are many instances when you may

have to tell the difference between water pipes and gas pipes

Image courtesy of RS Components – A colour scheme used by plumbers to

identify pipes



Activity: Qualifications for Entry Entrance qualifications, as well as other skills, are important to employers who may consider you for an interview. This exercise is to help you plan for the qualifications you will need if you are interested in becoming a plumber. Use the internet, magazines and newspapers, or any other suitable sources of information to help in this exercise. At school what subjects would you choose to be considered for a career as a plumber? What grades should you aim for in each subject?



Answers: Qualifications for Entry • Standard Grade subjects: Maths, English, Technical Studies, Graphical

Communication, Metalwork. • You should always aim for the highest grade. The grades expected would be

grade 4 and above – a combination of grades 4 and 5 for the above subjects may be acceptable.

• You can also join an access course at a college eg. a pre-apprenticeship

scheme that offers vocational studies which will allow progression.



Mechanical Fitter Work Activities Mechanical fitters install, repair and maintain heavy industrial equipment in power stations and the grid and at other locations. They use a variety of tools to carry out their work. Mechanical fitters install, maintain and repair steelwork, steam boilers, controls for gas supplies, lifts and hoists, turbines, pistons and engines. Mechanical maintenance fitters work in a variety of locations and all kinds of industrial and commercial buildings. They use a variety of hand and power tools including wrenches, spanners, saws, cutters and welding gear. They cut, bend, join and fix materials such as steel, copper, aluminium and iron. Installation work includes controls and pipework for large industrial systems for industry, eg. wind farm turbines, wave power generators, water turbines.

Image courtesy of RS components – a safe pair of hands



When the equipment has been installed, the mechanical maintenance fitters test it to make sure that it is working efficiently and safely. Maintenance and repair work includes routine servicing and emergency repairs.

RS Components – Data Recorders Repair work involves finding faults, replacing or repairing damaged parts, carrying out tests and making sure that the system works properly. Mechanical maintenance fitters may be called out at short notice to do emergency repairs eg. especially in winter if their equipment freezes and equipment can seize up or leak oil.



Personal Qualities and Skills • As a mechanical maintenance fitter you will need good practical skills and

you must work carefully, following specifications and often interpreting plans and drawings.

• As you will be meeting customers usually at business premises, you must be

polite. • You need to be physically fit. The work involves a lot of bending, kneeling

and working in cramped and awkward spaces. • Mechanical maintenance fitters use sharp and powered cutting tools and,

sometimes, work at height, so you must not suffer from any medical condition, such as blackouts or dizziness, which could be a danger to yourself or others.

Image courtesy of Cascaid



Taking your career further - working in the energy sector Electricians, mechanical fitters and plumbers can work in most areas within the energy sector. Here are some examples: • Wind-farm • Wave Power • Hydro Power • Tidal power • Nuclear power stations • Coal-fired power stations • Oil / gas-fired power stations • PV solar installation, maintenance and repair • Micro-wind generation - wind turbine installation, maintenance and repair • Micro-hydro generation - wind turbine installation, maintenance and repair



Activity Researching careers Click on the following links to search for careers: http://www.greenenergyjobs.com/ http://www.scottishrenewables.com/ http://www.british-energy.com/pagetemplate.php?pid=262 http://www.scottish-southern.co.uk/SSEInternet/PowerfulOpportunities/Public/Default.aspx?TierSlicer1_TSMenuTargetID=124&TierSlicer1_TSMenuTargetType=4&TierSlicer1_TSMenuID=6 There are many more websites you can use to broaden your research. Your tutor may suggest others. List the careers that might interest you and discuss these with your tutor so that you can decide the type of trade you could investigate.



Electricity Distribution Workers

Pylon and power transmission cables Image courtesy of Scottish and Southern Electricity

Electricity distribution workers maintain and repair electricity generating systems. They may specialise in working on substation equipment, underground cables or overhead power lines.



Work Activities Electricity distribution workers maintain the local electricity generating systems that supply homes and industry with heat, light and power. There are several types of job within this area. Electrical fitters install, repair and maintain all types of generating equipment within substations, such as switchgear, and other types of equipment that are used to control and monitor the flow of energy. Transformers are one of the main components of a substation:

Electrical substation transformer Image copyright James King

Cable jointers work on underground distribution cables, making connections to overhead lines or other parts of the generating system. They also repair cables. Linesmen/women build overhead electricity distribution lines, maintain equipment and carry out repairs as necessary.

Image courtesy of Scottish and Southern Electricity



Electricity can be very dangerous!

Image courtesy of RS Components Electricity distribution workers will need a strict 'permit to work' before they can begin the installation or repair of equipment or cables. Personal Qualities and Skills • To be an electricity distribution worker, you must be able to follow safety

procedures as electricity supply plants can be highly dangerous. • You must have strong manual and mechanical skills. • Linesmen/women must have a head for heights, while jointers and general

duties assistants, who often work in trenches, must not mind working in cramped and dirty conditions in all types of weather. You need to be physically fit.

• You should be good at fault finding and solving problems.



Activity Qualifications for Entry Entrance qualifications, as well as other skills, are important to employers and one of the requirements to be invited for an interview. This exercise is to help you plan for the qualifications you will need if you are interested in becoming an electricity distribution worker. Use the Internet, magazines and newspapers, or any other suitable sources of information to help you in this exercise. At school what subjects would you choose to be considered for a career as an electricity distribution worker? What grades should you aim for in each subject?




Graphical Communication, Metalwork. • You should always aim for the highest and the grades expected would be

Grade 3 and above – a combination of Grade 2 and 3 for the above subjects. • You can also join an access course at a college eg. a pre-apprenticeship

scheme that offers vocational studies.



Fuel and Energy Engineers

Image courtesy of Cascaid Ltd Also known as: • Energy technologist • Oil technologist Introduction Fuel and energy engineers research and develop ways to improve the efficient use of energy and to minimise environmental damage from its conversion into usable forms. Many industries employ them to assess environmental impact and to manage energy usage. They may also work in fuel production industries, manufacturing companies (boilers, furnaces, gas turbines and engines), or as consultants. Work Activities Fuel and energy engineers tackle the problem of providing us with safe and reliable sources of energy. Without energy, we wouldn’t have heating, lighting, or the power we need to run manufacturing industries and transport systems. Most energy is produced by the combustion of fossil fuels. However, atmospheric pollution from power stations, transport and industrial processes causes problems such as acid rain, global warming and the reduction of the ozone layer. For these reasons, many fuel and energy engineers are developing renewable energy technologies.



Many fuel and energy engineers work in the extraction of fossil fuels like coal, oil and natural gas. Their aim is to use these existing fuels as efficiently as possible, thereby conserving reserves for as long as possible. They also research, test and develop techniques to minimise atmospheric pollution, for example, reducing emissions of oxides from sulphur and nitrogen in the coal-fired power generation industry. (Strict emission legislation is implemented by both the UK and the European Union.) In the oil industry, fuel and energy engineers may develop lubricants and detergents to make sure combustion engines are clean and working efficiently. Other fuel and energy engineers are based in educational research departments, working on projects such as methods to improve diesel and gas turbine combustion, and investigations into the formation of pollution. Fuel and energy engineers also research, develop and test alternative sources of energy such as tidal, wave, wind, solar and geothermal power. In manufacturing, fuel and energy engineers design, research, test, commission and install energy equipment like furnaces, boilers, gas turbines and engines. In research work, technologists may use computer aided design (CAD) to create 3-D models, and other computer systems to analyse fluid dynamics. Fuel and energy engineers may also be involved in car manufacture, helping to meet strict exhaust emission legislation and working on more efficient catalytic converters. Every area of industry uses a large amount of energy to power its production processes. Some fuel and energy engineers work directly for industrial employers while others are consultants advising employers on energy usage and pollution control.




Personal Qualities and Skills • You must have the ability to solve problems using a combination of logic and

creativity. Fuel and energy engineers need excellent knowledge of energy and fuel engineering principles, as well as a strong awareness of environmental issues.

• You must be willing to:

o keep up-to-date with changes in technology o learn the latest information on environmental issues o apply new UK and European Union legislation governing emissions.

• Excellent communication and interpersonal skills are needed to work in

teams alongside other engineers, and to explain complex ideas clearly to people who do not have a technical background. Those fuel and energy engineers who work in manufacturing companies may need marketing and sales skills.

• You will need a good knowledge of computers, including CAD, and strong

mathematical skills. • Fuel and energy engineers must have leadership skills to supervise teams of

engineering technicians. The ability to motivate and encourage others will be an advantage.




Activity Qualifications for Entry Entrance qualifications, as well as other skills, are important to employers who may invite you for an interview. This exercise is to help you plan for the qualifications you will need if you are interested in becoming a fuel and energy engineer. Use the Internet, magazines and newspapers, or any other suitable sources of information to help you in this exercise. At school what subjects would you choose to be considered for a career as a fuel and energy engineer? What grades should you aim for in each subject?



Answers: Qualifications for Entry • Higher grade subjects: Maths, Physics, English, Technical Studies, Graphical

Communication. Standard grade metalwork. • You should always aim for the highest and the grades expected would be

Highers at Grade C and above. • You can also study for a Higher National qualification (HNC) at a college.



Mechanical Maintenance Fitter – Wave Power Work Activities Mechanical maintenance fitters install, repair and maintain heavy industrial equipment in power stations and the grid and at other locations. They use a variety of tools to carry out their work. Mechanical maintenance fitters install, maintain and repair steelwork, steam boilers, controls for gas supplies, lifts and hoists, engines, turbines and pistons.

Part of the wave power Pelamis device used for generating electricity from waves at sea.

Floor tile removed to perform maintenance Image courtesy of Gary Honeyman

Mechanical maintenance fitters work in a variety of locations and all kinds of industrial and commercial buildings. They use a variety of hand and power tools including wrenches, spanners, saws, cutters and welding gear. They cut, bend, join and fix materials such as steel, copper, aluminium and iron. Installation work includes controls and pipework for large industrial systems for industry, eg. wind farm turbines and wave power generators. When the equipment has been installed, the mechanical maintenance fitters test it to make sure that it is working efficiently and safely. Maintenance and repair work includes routine servicing and emergency repairs. Repair work involves finding faults, replacing or repairing damaged parts, carrying out tests and making sure that the system works properly. Mechanical maintenance fitters may be called out at short notice to do emergency repairs eg. oil leaks, and especially in winter if the equipment freezes and seizes up.



Personal Qualities and Skills

Image courtesy of Cascaid Ltd

• As a mechanical maintenance fitter you will need good practical skills and you must work carefully, following specifications and often interpreting plans and drawings.

• As you will be meeting customers usually at business premises, you must

be polite.

• You need to be physically fit. The work involves a lot of bending, kneeling and working in cramped and awkward spaces. Mechanical maintenance fitters use sharp and powered cutting tools and, sometimes, work at height, so you must not suffer from any medical condition, such as blackouts or dizziness, which could be a danger to yourself or others.



Activity Qualifications for Entry Entrance qualifications, as well as other skills, are important to employers who may invite you for an interview. This exercise is to help you plan for the qualifications you will need if you are interested in becoming a mechanical maintenance fitter. Use the Internet, magazines and newspapers, or any other suitable sources of information to help you in this exercise. At school what subjects would you choose to be considered for a career as a mechanical maintenance fitter? What grades should aim for in each subject?




Graphical Communication, Metalwork. • You should always aim for the highest grade and the grades expected would

be Grade 2 and above – a combination of 2 and 3 for the above subjects may also be acceptable.

• You can also join an access course at a college eg. a pre-apprenticeship

scheme that offers vocational studies.



How Green Are You? Self Evaluation Manufacturers of the standard electric light bulb will stop production within the next 10 years. The reason for this is that we are starting to use a new type of light, the ‘low energy’ light bulbs, also known as ‘compact fluorescent lamps’. These new lights use around a ‘tenth’ of the energy of the light bulb shown below.



Activity What things do you do every day to save energy? This will help you think about energy awareness - it‘s surprising the number of ideas and actions you can come up with.

16



Answers: What things do you do every day to save energy? Possible answers: • switch off your computer if not in use • switch off the lights if no longer in the room • use the shower at half power • close a window or a door to retain the heat • only fill a kettle with enough water for its purpose. These are not necessarily skills, but it does show your awareness. You’ve used when you use a process of reflection and self evaluation to come up you’re your ideas.



Skills Evaluation To gain employment in the energy sector you will need to do a self evaluation of your skills to identify any strengths and weaknesses in personal and technical skills and knowledge.

Strengths

Weaknesses You need to think about strengths and weaknesses - both are equally important because: • your strengths and weaknesses will be highlighted during review and feedback

meetings which you will have with your employer • your weaknesses can be improved or eliminated and strengths developed. This is sometimes referred to as a ‘skills gap analysis’ where you should identify and record your strengths and weaknesses.



As a result of the ‘skills gap analysis’ a set of ‘SMART’ objectives should be drawn up. The evidence for these SMART objectives could be from a variety of sources such as industry representatives, teachers and mass media. If you click on the following link it will help you understand goals, aims and objectives: http://www.coaching-life.co.uk/articles/smartgoals.html Here is a simple explanation:

Your objectives should be ‘specific’ – set firm goals eg. I want to get a job at technician engineering level.

You should be able to ‘measure’ whether you can achieve these goals. How would you know if you were on the right path to get a trade that would enable entry to the energy sector? Take it in small steps and choose the technical subjects that will allow entry to any industry sector. From here you can then move to the energy sector at a later date.

Can you get there? – Can you ‘achieve’? Identify what may prevent you from gaining entry; for example, you may need more qualifications.

Are they realistic? - You may have set your aims too high. Does your lifestyle allow you take on more pressure because you will need to work much harder?

Can you use your time in a positive way and achieve the goals on ‘time’? Can you give up your spare time for extra study and work?



Activity Make a list of your strengths and weaknesses. You should think about the following and work out how you can practise to improve some of these skills. • Do you need to practise your writing skills such as completing application

forms? • You should have good oral communications skills as these are very important

to employers. Practise by doing a presentation to a small group of students. • What qualifications do you have already? • What qualifications would you like to gain? • Have you done any voluntary work or been involved in a youth movement? If

so you’ll have gained skills like communication and planning. • Have you planned a trip? • Do you care for somebody? • What hobbies do you have? You will need to keep a note of these – they’ll be used at the end of this unit.



Employability Skills As well as qualifications, employers will look for skills and knowledge and factors dealing with your personality and attitudes, so you need to think about the following: Maintaining good timekeeping, attendance and appearance An employer will expect you to arrive on time eg. if the start time is 9am, then five past is regarded as lateness! Some employers use what is called a ‘flexi-time’ system where they allow you to start between certain hours – you could ask about this at an interview. Plan ahead to make sure that you’re not late due to public transport problems or traffic jams. Your appearance will give your employer and their customers a lasting impression - don’t turn up crumpled! Activity How can you plan ahead? Think of ways of planning ahead for your journey to and from work.



Answer – How can you plan ahead?

• Make sure you have a watch or mobile for checking the time.

• Use GPS (global positioning system) to plan alternative road routes.

• Use the AA route guide: (http://www.theaa.com/travelwatch/planner_main.jsp?database=B) to find alternative routes.

• Car share – this is good for the environment and for team building.

• Get a copy of the train timetable – some routes have multiple trains

running.

• Get a copy of the bus timetable – many buses use similar routes.

• Weather permitting – use a bicycle.

• Walk if you can – it is cheaper and healthier.



Maintaining a Tidy Workplace A tidy workplace makes it safer for everybody. If your tools and equipment are locked away safely then you will know exactly where they are the next time you need to use them. Some workshops have designated tool areas or racks.

Toolrack Image courtesy of RS Components

Activity What can you do to maintain a tidy workplace?

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Answer - What can you do to maintain a tidy workplace?

• Always clean up after you – keep a small hand-brush in your toolbox.

• Keep cleaning wipes in your toolbox.

• Put your tools back in their proper place eg. a locked toolbox.

• Make sure there is an area where you can store your tool box eg. cupboard.

• Identify your tools so that you can easily see them eg. use reflective tape.

• Set up a weekly rota with your colleagues to clean the work area before the

end of each day.

• Use the correct bin to discard waste material eg. keep a bin for scrap metal.

• File away all documentation, drawings and manuals.

• Put up signs to remind people.



Seeking advice and following instructions

• Asking for advice is not a weakness.

• It shows that you are interested and willing to get help.

• It shows you are keen to show that you can carry out a task in a clear and accurate manner.

• Staff are usually very willing to help other staff members regardless of who

they may be.

• It’s normal practice for an employer to review your performance and give you feedback. Any feedback given to you should be recorded, written down and at the time of the review ask how you might improve.

• Feedback from customers is very important, both for you and for the

employer. Ask the customer if they are happy with the work carried out.

Image courtesy of RS Components Activity What can you do to make it easy to seek advice and follow instructions?



Answers: What can you do to make it easy to seek advice and follow instructions? • Make sure you have a list of telephone contacts - both landline and mobile. • Ensure you have an e-mail address set up. • You could design your own business card, so you and the customer will now

have a two-way communication link. • Talk to your colleagues and managers. • Listen to instructions and pay attention to the detail. • When you complete a set of instructions you should write down your

experience and keep a logbook of the tasks you performed. This will help you learn from your mistakes.

• As well as writing down the instructions you could record them on your mobile

phone. • Try to obtain remote access to your department from your home computer –

this will help you plan the next day’s activities.



Working Co-operatively with Others Working co-operatively is essential for all workplaces. Employers are very keen to have all their workers working together in a positive way. It is often the case that you will not be working on your own.

Image courtesy of RS Components Activity Think of ways in which you could improve your working relationships with others.

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Answers: Improving your working relationships with others

• Respect – respect all your colleagues no matter what level or position they hold in the company.

• Show good manners – please and thank you.

• Be friendly – a smile goes a long way.

• Be flexible and helpful eg. if somebody asks for help, assist them in

whatever way you can.

• Attend regular team meetings each morning to discuss the day’s work ahead.

• Take turns making the tea or coffee.

• Singing or whistling is not always a good idea – especially if you can’t sing

or whistle!!



Selecting and Using Tools Correctly and for the purpose they were designed for A very important set of skills that every tradesperson needs to have is to select the correct tools to do the job. For example there are many types of hammers and if the wrong one is chosen then you could cause damage to equipment.

All of these tools will be used by a variety of trades people eg. plumber’s and electricians

Image courtesy of RS components



Activity For the following two tools select whether they will be used with one hand or two hands and whether they can be used on wood, metal or concrete. Use the Internet to do this exercise: a useful website to see the range of tools available is: http://uk.rs-online.com/web/home.html 1. Hammers 2. Power drills



Answers: Tool Selection Hammers Sledgehammers are for heavy work eg. hammering in metal or wooden posts – hold with two hands. Ball pein hammers are for light work eg. shaping metal - use single handed. Power drills A hammer drill – use this two handed for drilling holes through concrete and walls. A cordless power drill driver – use this single handed for drilling small holes in metal or wood, or for inserting screwnails.



Using Personal Protective Equipment Correctly Personal Protective Equipment is also known as PPE. It is mandatory to wear this PPE and if you do not comply you can be asked to leave the place of work and in some cases you will lose your job. It is the responsibility of the employer to provide you with the correct PPE and give you the training to use it. It is the responsibility of the employee (that’s you!) to wear and use this PPE at all times in areas designated as a safety zone.

A safety barrier

Image courtesy of RS Components There are standard items of PPE that are generally issued to workers on construction sites and other work areas.



Activity Safety – PPE Make a list of PPE that could be used by an electrician and a plumber.

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Answers: Safety - PPE All of the PPE shown below could be worn by both plumbers and electricians. Steel toe cap safety boots

Safety glasses Safety gloves

Knee pads

Face mask and visor



High visibility jacket and harness

Hard hat with ear protectors attached Overalls (also known as boilersuit) High visibility clothing

Images courtesy of RS Components



Once you have been issued with the PPE you need to behave and work in a safe manner. Just because you’re wearing the PPE, it doesn’t mean that you are behaving or working in a safe manner! For example, you shouldn’t walk about with your hands in your pockets. If your hands are free then there is more chance that you could stop serious injury with the help of your hands. Activity Working and behaving in a safe manner In groups discuss safe working practice and acceptable behaviour. Make a list and compare the list with other groups Look at the ‘safety passport’ to help you – click on the following link: http://www.hse.gov.uk/pubns/indg381.pdf



Answers: Working and behaving in a safe manner Behaviour

• Don’t walk about with your hands in your pockets – you are a danger to yourself and others.

• Don’t run in the workshop – you could knock someone down or trip and fall.

• Don’t throw tools or equipment – pass them hand to hand.

• Vandalism – report anybody you see damaging tools or equipment.

• Don’t Smoke. Smoking is forbidden in work areas .It is only acceptable in a

designated smoking area – if you smoke this is a good opportunity for you to give up completely!

• Don’t shout loudly – you may well startle somebody working at heights or

working on other dangerous tasks.

• Never approach somebody from behind to surprise them when they are working.

Some of these practices may cause you to get an official warning from your employer. Working in a Safe Manner

• Use correct PPE as instructed and make sure you are trained to do the job asked of you.

• Make sure a risk assessment has been carried out on the task you will be

performing eg. If you are working with chemicals make sure you have a ‘barrier’ cream on as well as gloves as the chemicals can penetrate them.

• Hygiene is important for your health and you should get into the habit of

regularly washing your hands.

• Report hazards that may cause an accident eg. spilt oil.

• If the job requires two people, don’t try to do it alone.

• Use and obey safety signs.

• Report any abuses of safety eg. working at heights without a harness.

• If you are given or issued with tools or equipment that are damaged – do not use them – return them to stores and label them as unsafe.



Willing to Learn New Skills or Techniques You should follow the training plan agreed with your employer’s training officer. • You need to have a flexible attitude – you could stay on longer at work to

complete a job or come in earlier in the morning. • Ask for additional training or work to help you practise your skills eg. for

electrical you can practise stripping cable. For plumbing you can practise joining two pipes together by a joining method called brazing.

• Complete your logbook daily, and write down any new skill or technique you

have learned. Highlight any areas where you think you could improve and draw sketches to help remind you. Make a point of practising them.

During apprenticeship training from the 2nd year to the 4th year you would normally be working with a fully qualified tradesperson. You would gain a lot of extra knowledge if you ask questions regularly. If the tradesperson does not know the answer – you find out! Practice makes perfect.

An apprentice practises his electrical installation skills Courtesy of Carnegie College School of Engineering and Technology – Dave Urquhart



Organising Work Effectively Organising work effectively and working in a confident manner. One way to organise your work effectively is to plan ahead. If you plan ahead and are well prepared for the job, then you will perform that task confidently. Note: It’s good to be confident but don’t be over confident as this could lead to

dangerous situations particularly where high voltages or gases are involved. There is a difference between confidence and competence.

Activity Discuss with your tutor the difference between confidence and competence. In groups, discuss how you could organise your work more effectively. You could think about some of the following questions:

• What is the job you are to complete?

• How many people will be working together?

• Who is required to complete the work?

• What equipment will you need?

• When will the job start and finish?

• How is the job going to be carried out?



Answer: Confidence versus Competence Confidence means you feel and think you can do something Competence means you can do something. You will have gained a high level of skills and have practised them over many years so that that you are able to plan and complete complex tasks effectively. Answer: Organising work Effectively

• You need to have a plan – sometimes known as a planning schedule – similar to a school timetable.

• The plan should include where the work will be carried out, the number of

people who are performing the work and who they are, what job they are doing, how long are they have to do it and on what dates/ times:

For example: School building - Two people – an electrician and a plumber – installing a shower unit – lasting 2 days – starting on the 1st day of July – ending on 2nd of July.

• You know the task is on a particular day or week and then make sure that the correct PPE, tools and equipment are available for that day. You should visit the work site and perform a risk assessment and look at the layout and access to the building.

For example: Working at heights – depending on how high you may be working you will have a choice of equipment that needs to be readily available. These may have to be booked or hired from other businesses for example: • ladders • cherry-picker • scaffolding Transport will be required, so a company van should be prepared and all the tools and equipment necessary to carry out the job should be ready and waiting.



Paying Attention to Quality and Working to Agreed Deadlines An employer will expect you to produce the highest quality of work within a specified time. Two examples are: Example 1: An electrician rewiring a house in 5 working days in accordance with the IEEE regulations. The IEEE standards are the quality standards that electricians work to in all their installations.

Example 2: A plumber or gas-fitter installing a gas central heating system in accordance with CORGI standards. CORGI is the national watchdog for safety in the UK. The CORGI standards are the quality standards that plumbers or gas-fitters need to comply with for any work on gas installations. You need to gain CORGI certification.

Corgi Registered



Activity Quality and Deadlines Write down two reasons why deadlines are important? Write down three things you can think of that an employer would regard as quality work?



Answer: Quality and Deadlines Deadlines:

• The customer will be very happy if you finish on time.

• Your employer will be very happy if you finish on time.

• A deadline means completing the job as per your plan – it meets your employer’s scheduled plan.

• If you complete the job on time, it means that other planned work can go

ahead.

• The customer is more likely to give your employer more work. Quality:

• If the work meets the required standards – it will pass any inspection or testing – so your employer will not be breaking the law.

• If the work exceeds the required standards – your employer will probably

get more work from that customer due to the very high standards.

• It means you have completed the work up to the required standards, with no extra cost and time.

• A clean and functional product – you have not left a mess and whatever

you are building or installing will operate correctly and looks good.



Developing Investigation, Presentation and Creativity Skills During this unit you are expected to develop these skills. Equally, an employer might expect you to have these skills. Investigation skills are a form of research, where you might use many sources of information such as books, journals, Internet, papers and other people. Presentation skills take some time to develop. One of the most common is a Power-Point presentation. Throughout your career you may be asked to make presentations to a variety of audiences. Sometimes you might be asked to make a 10 minutes spoken presentation using Power-Point at an interview for example. Creativity skills are wide and varied. It could be that you have very good practical skills and can create high quality parts or artefacts with your hands. It could also mean you have a very good imagination and mathematical knowledge to design large structures. Activity This is an individual task that requires you to research material on a topic dealing with a career in energy, put the information into a Power-Point presentation, and then present it to the class. You need to obtain feedback from your tutor and your classmates on how you performed during the presentation. If you imagine you have been invited for a job interview, you should practise and prepare for the interview.



Now that you have thought about many of the employability skills you should produce a plan to improve your chances of gaining employment. Activity Formulate a plan to improve future performance and a list of corrective actions to improve or remove the identified weaknesses. You could create a table to show Column 1 Your Strengths Column 2 Your Weaknesses Column 3 Feedback on employability skills Columns 4 Action points showing how you think you can improvement your

performance



Glossary of Terms You can add to this list as you come across new terms

Term Meaning CAD Computer Aided Design

CORGI Council for Registered Gas Installers

Cherry-picker A large portable hydraulic lift

IEEE Institute of Electrical and Electronic Engineers

PPE Personal Protective Equipment

PV Photo voltaic



Appendix Interview Practice – Job Vacancy – energy advisor This exercise should give students practice in the technical aspects of a job interview where they may be interviewed by a small group of people. The group will consist of 5 people. 4 students will be the interviewers and the 5th student will be the person being interviewed. This will involve all 5 students investigating aspects of the key issues for the energy sector. Suggested topics: • Energy efficiency • Renewable energy • Nuclear power As a result of this, the students will accumulate a bank of interview questions and possible answers. All five students will rotate their roles such that everybody gets opportunity to be the interviewee. The interview should be formal and imitate the current settings as expected in a real life situation, eg. the student would be expected to make a 5-10 minute presentation to the interviewers. This is an opportunity for developing some key aspects of the energy units: • Seeking information • Peer evaluation • Presentation skills • Portfolio collation

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