FR03955 - Smart Meter Installations (Dual Fuel)

Latest framework version?Please use this link to see if this is the latest issued version of this framework:afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03955

Issue date: 05 October 2016

Smart Meter Installations(Dual Fuel) (England)

IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 22 AUGUST2017Modifications to SASE came into effect on 22 August 2017. Accordingly, SASE publication DFE-00167-2017 appliesboth to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and notcompleted by 22 August 2017.

For more details of the changes please read the following preface page to the framework document.

Issued byEnergy and Utility Skills

http://afo.sscalliance.org/frameworkslibrary/index.cfm?id=FR03955

Modifications to SASE came into effect on 22 August 2017. Accordingly, SASE publication DFE-00167-2017 applies both to new Apprenticeship starts from 22 August 2017 and all Apprenticeships commenced before and not completed by 22 August 2017.

The modifications allow for an exemption to the English and Maths regular minimum requirements for people with Special Educational Needs, Learning Difficulties or Disabilities. This means that adjusting the minimum requirements to Entry Level 3 in English and Maths can be considered by the provider, on an individual and case-by-case basis, where all of the conditions of the updated SASE section 18 (Intermediate level) or section 37 (Advanced level) for have been satisfied and can be evidenced. Full details relating to the exceptions eligibility criteria are contained in: Sections 15-23 of SASE for Intermediate Level ApprenticeshipsSections 34-42 of SASE for Advanced Level Apprenticeships

When applying this exemption, providers must STILL consider how to enable the Apprentice to access furtherliteracy and numeracy development – including Level 1 and Level 2 courses – as part of their overall trainingprovision.

The modifications to SASE have also extended the list of qualifications that meet the minimum Englishrequirements to allow for a British Sign Language (BSL) qualification, at the appropriate level, to be acceptedas an alternative to a qualification in English, where BSL is the primary language of the Apprentice.

Full details relating to BSL acceptance are contained in: Section 5(f) of SASE for Intermediate Level ApprenticeshipsSection 28(f) of SASE for Advanced Level Apprenticeships

Furthermore, the SASE modifications have further extended the list of qualifications that meet the minimumEnglish and Maths requirements to allow for the acceptance of a range of UK-wide qualifications, as analternative to qualifications gained in England.

Full details relating to the list of acceptable qualifications are contained in:

Sections 5(g-j) and 6(f-i) of SASE for Intermediate Level ApprenticeshipsSections 28(g-j) and 29(f-i) of SASE for Advanced Level Apprenticeships

The modifications include reference to the new numerical grades in the reformed GCSE system and theminimum grade requirements. A grade 4 (new grading) will be considered equivalent to a grade C (old grading). A grade 2 (new grading) will be considered equivalent to a Grade E (old grading).

Full details relating to the numerically graded GCSEs are contained in:

Sections 5 and 6 of SASE for Intermediate Level ApprenticeshipsSections 28 and 29 of SASE for Advanced Level Apprenticeships

Please note that some frameworks may have English and Maths grade/level requirements that are above theSASE regular minimum requirements. The exceptions relating to the use of British Sign Language or Entry Level3 qualifications, detailed above, do not apply to industry-specific minimum entry requirements. Please checkspecific framework documents to ascertain where this is the case and/or check directly with the Issuing Authorityresponsible for the framework.

The updated version of SASE, and guidance documents, can be accessed here:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/630068/Specification_of_Apprenticeship_Standards_for_England_.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/630068/Specification_of_Apprenticeship_Standards_for_England_.pdf

... Smart Meter Installations (Dual Fuel) (England)

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apprenticeshipFRAMEWORKS ONLINE

Smart Meter Installations (Dual Fuel) (England)




Framework summarySmart Meter Installations (Dual Fuel)

Intermediate Level Apprenticeship in Smart Meter Installations (DualFuel)

This framework includes information on Personal Learning and Thinking Skills

Pathways for this framework at level 2 include:

Pathway 1: Smart Meter Installations (Dual Fuel)

Competence qualifications available to this pathway:N/A

Knowledge qualifications available to this pathway:N/A

Combined qualifications available to this pathway:B1 - Level 2 Diploma in Smart Metering Dual Fuel

This pathway also contains information on:

Employee rights and responsibilitiesFunctional skills




Framework information

Information on the Issuing Authority for this framework:

Energy and Utility Skills

The Apprenticeship sector for occupations in electricity, gas and water supply, and wastemanagement (also includes gas utilisation, recycling and waste water collection and treatment)

Short description

This Intermediate level Apprenticeship has been developed to provide a route into the sectorand a foundation for onward career progression. It will specifically support employers todevelop a competent workforce for the required installation of Smart Meters in all homes in theUK by 2014. The Apprenticeship covers the installation of both gas and electric meters andassociated equipment, including communication equipment. The job role is Smart MeterInstaller (Dual Fuel).

This framework includes:

Level 2

Issue number: 8

Framework ID:FR03955

Date this framework is to be reviewedby: 01/03/2015 This framework is for use in: England




Contact information

Proposer of this framework

EU Skills has engaged employers on the development of this framework through the MeteringNetwork facilitated by the National Skills Academy for Power. The Metering Network is anestablished employer led group of organisations chaired by NPower.

The goal of the Metering Network is to introduce an employer-led strategic approach towardscompetence, training and assessment for the metering industry. With a particular emphasis onthe imminent smart metering roll out, the Metering Network activities are initially concentraingon re-skilling existing staff and introducing innovative, cost-effective delivery platforms for newsector entrants to help meet Government climate change targets and move towards a lowercarbon economy. Membership of the Metering Network includes:

Axiom Metering, B Global, British Gas, Carillion, DECC, Develop Training, EDF Energy, EnergyNetworks Association, Engage Consulting, Enterprise, EON, G4S, Health & Safety Executive,Lowri Beck, National Grid, Npower, Scottish power, Siemens, SSE, Meter-U, Freedom Group,Morrison, Association of Meter Operators, OFGEM.

For further details of the metering network please refer tohttp://www.power.nsacademy.co.uk/our-networks/metering-network

Developer of this framework

Name: Helen WhiteOrganisation: Energy & Utility Skills

Organisation type: Sector Skills CouncilJob title: Apprenticeships Manager

Phone: 0845 077 9922Email: [email protected]

Postal address: Friars Gate1011 Stratford RoadShirleySolihullB90 4BN

Website: www.euskills.co.uk




Issuing Authority's contact details

Issued by: Energy and Utility SkillsIssuer contact name: Jacqueline Hall

Issuer phone: 0845 077 9922Issuer email: [email protected]




Revising a framework

Contact details

Who is making this revision: Liz PridgeonYour organisation: Energy & Utility Skills

Your email address: [email protected]

Why this framework is being revised

6 October 2016 This Apprenticeship is being revised to add in another Awarding Organisationsqualifications.

Summary of changes made to this framework

Qualifications added from another Awarding Organisation

Qualifications removed

No qualifications have been removed from this framework.

Qualifications added

Qualifications added:

EAL Level 2 Diploma in Smart Metering - Dual Fuel (601/6690/3)

Qualifications that have been extended

None of the qualifications within this Apprenticeship have been extended.




Purpose of this framework

Summary of the purpose of the framework

The UK gas and electricity smart meter installations sector covers the activities associated withthe installation of smart meters and associated equipment for the gas and power industries.

The Government has set a target to have smart meters installed in all 27 million homes in theUK by 2019. Smart meters will enable energy companies to tell exactly how much energy acustomer is using without visiting their premises, meaning an end to estimated bills. Smartmeters give customers the power to manage energy use more effectively - by providingdetailed information on how much a customer spends on energy and when they spend it,customers will be better able to manage their energy costs.

Smart meters are the catalyst for technological change over the next 30 years, installation ofboth new-build and retrofitted improvements to residential buildings will require expensivework on millions of assets and dwellings. This will spearhead the Government’s commitment tomeeting reductions in carbon and optimising energy conservation.

With potentially 53 million gas and electricity meters in total across the UK that need to bechanged to smart meters, it is critical to facilitate an adequate supply of competent people withthe ability to install and commission dual fuel smart meters and communication systems inorder to meet the Government targets.

Smart meters are already being offered by some suppliers, but without a universal standard,installed meters may not be able to provide all the benefits envisaged by the government. Inaddition, smart meters could be rolled out without adequate testing, potentially leading toaccidental disconnection from the grid. In response to this risk, and to enable the workforcedevelopment required, the metering industry network representing the energy suppliers andtheir meter operator contractors, has driven the introduction of this Intermediate LevelApprenticeship.

The industry (the energy suppliers and their meter operator contractor) is forecasting arequirement for an additional 6000 new smart meter installers between 2014 and 2019. TheApprenticeship is critical in meeting this requirement - one of the large energy suppliers hascommitted to use this Apprenticeship to develop all new recruits. Other large energy supplierswish to use the Apprenticeship for circa 30% of their new recruits (there are other routes tojob competence outside of the Apprenticeship). The Apprenticeship is not appropriate fortraining the full requirement of new smart meter installers because it is perceived as the goldstandard, over and above the minimum sector development routes required for jobcompetence and therefore not appropriate for all trainees. The Apprenticeship specificallytargets dual fuel (electricity and gas). Other development routes for employees used by




employers utilise solely gas or electricity smart meters.

To underpin the smart metering roll out there is also a forecast requirement to up-skill theexisting 3000 meter installers to smart meter installers. These will not be undertaking theApprenticeship; instead they will work to the National Skills Academy for Power (the SkillsAcademy) National Assessment Specification.

The Apprenticeship promotes a rigorous, high standard of learning and development leading toimproved opportunities for Apprentices. It introduces a consistent new skill set spanningtraditionally separate industry routes (gas and electricity supply) and enhances this by addingmandatory additional areas of skills development (i.e. smart communications).

A key requirement for Smart Meter installers is they will have to have dual-fuel capability,know how to commission the communications for the smart meter, pair up the in-homedisplay device (IHD) and explain how it works to the customer. This requires a much broaderset of technical and softer skills than is normally expected from a meter installer. All of theseskills are a requirement of full job competence for Smart Meter Installer (Dual Fuel) and will bedeveloped through this Apprenticeship.

An Apprenticeship is a job with an accompanying skills development programme designed byemployers in the sector. It allows the Apprentice to gain technical knowledge and real practicalexperience, along with functional and personal skills, required for their immediate job andfuture career. These are acquired through a mix of learning in the workplace, formal off the jobtraining and the opportunity to practice and embed new skills in a real work context. Thisbroader mix differentiates the Apprenticeship experience from training delivered to meetnarrowly focused job needs.

On completion of the Apprenticeship the apprentice must be able to undertake the full range ofduties, in a range of circumstances appropriate to the job, confidently and competently to thestandard set by the industry.

This Apprenticeship provides a route into the sector which will address the current and futureskills requirements of industry, as well as providing Apprentices with the skills for sustainableemployment and a real opportunity for onward career progression within the sector.

This Apprenticeship supports the delivery of skills required to address the Government’senergy challenge and support a low-carbon, resource efficient economy.

Aims and objectives of this framework (England)

Aim To contribute to the development of a sustainable workforce for the installation of dualfuel smart meters.

Objectives




To attract new entrants into the gas and electricity industries.To develop occupationally competent workers in the installation of dual fuel smart meters.To support progression within the industries.To support the Government’s target of replacing all meters in all 27 million households inthe UK with smart meters by 2020.To support the Governments' priority outlined in Skills for Sustainable Growth, to ensureApprenticeship frameworks offer high-quality, economically relevant provision.




Entry conditions for this frameworkThe Intermediate Level Apprenticeship is open to individuals of any age and does not imposeany restrictions to entry. Responsibility for selection and recruitment of apprentices lies withthe employer who will have a clear idea of their requirements.

The qualifications included within this Apprenticeship are demanding and many employers willlook for applicants who have gained a minimum of 2 GCSEs at grade C (including maths andscience) or above to demonstrate an ability to complete the Apprenticeship.

However, employers are asked to be flexible when recruiting people onto the Apprenticeship.Where employers/providers have robust learner support systems in place (such as tutorialsand mentoring programmes), an individual who historically has not done particularly well atreading, writing and numeracy may thrive on an Apprenticeship where the relevance andapplication of these subjects is understood.

Applicants should be mindful of the following:

· Gas and Electricity can be dangerous if not handled correctly so the safety of apprentices,their work colleagues and the public are of the upmost importance in this job. Apprenticesmust be very safety conscious and have a very responsible attitude to work.

· These are physically demanding jobs that involve bending and lifting so a basic level offitness is important to be able to conduct the job efficiently.

· These jobs can involve work outdoors, so apprentices should be prepared to work in anykind of weather.

· Apprentices will need to have good practical skills for handling tools and instruments andbe prepared for some hard work. This is a very skilled job and some aspects require significantamounts of concentration.

· Excellent communication skills are needed plus the ability to work within a team andindependently.

· The job may involve travelling as apprentices are often field based and will respond toemergencies day or night. Apprentices therefore need to be adaptable and flexible and adriving license is desirable.

· Cable core identification is often coloured and in these circumstances correct colour visionis important. If potential applicants are concerned about colour blindness they should discussthis with the recruiting employer to identify the job role(s) that would be most suitable.

· Apprentices will need to have an interest in the gas and power industry and in




mechanical/electrical/physical equipment and networks.

Initial Assessment

Initial assessment will be used by training providers and/or employers to identify prior learningand experience to tailor the Apprentice’s Individual Learning Plan, not for screening outapplicants. In the case of APL for competence, knowledge or Functional Skills, theApprenticeship programme must be tailored to allow the Apprentice to undertake newlearning, including learning at a higher level and develop new skills.


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Title for this framework at level 2

Intermediate Level Apprenticeship inSmart Meter Installations (Dual Fuel)

Pathways for this framework at level 2

Pathway 1: Smart Meter Installations (Dual Fuel)

Level 2


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Description of this pathway

The Intermediate Level Apprenticeship in Smart Meter Installations Dual Fuel requires aminimum total of 73 credits to be achieved. These are broken down as follows:

Combined qualification - 63 (of which 20 credits are knowledge and 43 credits are competence)

Functional Skills - 10

Entry requirements for this pathway in addition to the framework entryrequirements

There are no additional entry requirements other than the general Apprenticeship entryconditions.

Level 2, Pathway 1: Smart Meter Installations(Dual Fuel)


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Job title(s) Job role(s)

Smart Meter Installer(Dual Fuel)

Installing and commissioning low pressure gas and single phase electricitySmart Meters, including the installation and commissioning of smart metercommunications units.


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Qualifications

Competence qualifications available to this pathway

N/A

Knowledge qualifications available to this pathway

N/A


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Combined qualifications available to this pathway

B1 - Level 2 Diploma in Smart Metering Dual Fuel

No. Ref no. Awarding organisationCreditvalue

Guidedlearning

hours

UCASpointsvalue

B1a 600/1888/4 BPEC 63 322 N/A

B1b 600/1282/1 City & Guilds 63 322 N/A

B1c 601/6690/3 EAL 63 322 N/A

Relationship between competence and knowledge qualifications

Learners will develop the underpinning knowledge required for the job role through thecombined qualification. The qualification includes separate knowledge and competence unitswhich are separately identified and assessed.

The knowledge unit is titled 'Applied Practices and Principles for Installing Low Pressure NaturalGas Smart Meters up to U6 only' and is a unit of 20 credits (150 GLH).


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Transferable skills (England)

Functional Skills / GCSE (with enhanced functional content) and Key Skills(England)

Apprentices must complete or have completed one of the English transferable skillsqualifications and one of the Mathematical transferable skills qualifications listed below in orderto successfully complete their Apprenticeship and this will carry the QCF five credit values. Ifthey do not have these qualifications as part of their evidence an Apprenticeship certificatecannot be awarded.

EnglishMinimum

levelor grade

Creditvalue

Functional Skills qualification in English 1 5

GCSE qualification in English (with enhanced functional content) E 5

Key Skills qualification in Communication achieved either before September2013 as part of the Apprenticeship, or...*

1 5

GCSE Qualification in English* C N/A

A' Level or AS Level qualification in English Language* E N/A

A' Level or AS Level qualification in English Literature* E N/A

A' Level or AS Level qualification in English Language and Literature* E N/A

GCSE or O' Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Language** A N/A

A' Level or AS Level qualification in English Literature** A N/A

A' Level or AS Level qualification in English Language and Literature** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.


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MathematicsMinimum

levelor grade

Creditvalue

Functional Skills qualification in Mathematics 1 5

GCSE qualification (with enhanced functional content) in Mathematics E 5

Key Skills qualification in Application of Number achieved either beforeSeptember 2013 as part of the Apprenticeship, or...*

1 5

GCSE qualification in Mathematics* C N/A

A' level or AS Level qualification in Mathematics* E N/A

A' Level or AS Level qualification in Pure Mathematics* E N/A

A'Level or AS Level qualification in Further Mathematics* E N/A

GCSE or O'Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Mathematics** A N/A

A' Level or AS Level qualification in Pure Mathematics** A N/A

A' Level or AS Level qualification in Further Mathematics** A N/A

* achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship.

** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

Inclusion of Information and Communications Technology (ICT)

ICT is not included as a mandatory outcome of this Apprenticeship because these skills are notessential to effective performance in the job role that this Apprenticeship underpins.Employers were consulted on whether ICT should be included and it was agreed that it wouldnot be relevant to the framework. The rationale agreed by all employers for not including ICTas a mandatory outcome is as follows:

'The rationale for not including ICT as a mandatory outcome of the framework was based onthis being a requirement specific to the employer rather than the industry in general - i.e.there will be a need for employers to train apprentices on their own systems (hand held deviceetc.) but not on generic ICT skills. ICT literacy would be an advantage for a new starter but itwould not be an essential. The use of a hand held device to complete work would notnecessarily be well supported by developing generic ICT skills on a laptop/PC with standardpackages, as the software used by employers will be specific to them. Having ICT as a


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packages, as the software used by employers will be specific to them. Having ICT as amandatory outcome could exclude some learners.

Progression routes into and from thispathwayProgression routes into the Apprenticeship:

Applicants may come from a range of routes including:

work or work experience either in the gas or power sector or from other engineeringsectorstraining and/or experience which could include a portfolio showing what they have doneacademic qualification(s) such as one or more relevant GCSEs i.e. in science, engineeringor mathsachievement of Key/Functional Skillssuccessful completion of a relevant Young Apprenticeship for example in an engineeringor utility subjectsuccessful completion of a (14-19) Diploma in particular Engineering or Environmentaland Land-Based studiesIndividuals must meet the entry conditions (see entry conditions) of the IntermediateLevel Apprenticeship and the recruiting employer.

Existing members of the workforce may also progress into this Intermediate LevelApprenticeship.

Progression routes out of the Apprenticeship:

On completion of the Intermediate Level Apprenticeship and under normal circumstances,apprentices will continue to work as a competent smart meter installer (dual fuel). Whilst incontinued employment by a company, individuals will be provided with the necessary on-goingon and off job training, including refresher training and new skills training, to enable them tocarry out their job role competently.

In addition to the mandatory units within the qualification, Apprentices may decide to completeadditional units from the list below to enable them to broaden the scope of the activities theyare competent to perform. These activities sit outside of the job role of a typical Smart MeterInstaller (Dual Fuel) and have been included as additional units at the request of employersrepresented on the Metering Network to support the development of a flexible workforce.These units can be completed as part of the Apprenticeship or on a stand alone basis. Completion of these units will support onwards progression opportunities.

• Install Multi Phase Meter – ‘Whole Current’ (New Connection)


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• Change Multi Phase Meter – ‘Whole Current’ • Install Single Phase Meter and Associated Equipment on Multi phase cutout ‘Whole Current’(New Connection) • Change Single Phase Meter and Associated Equipment on Multi phase cutouts – ‘WholeCurrent’• Prepare, install and commission medium pressure natural gas smart meter and regulator upto 6.0m3/hr

For the right individual, this can be just the start of an exciting career in the gas or powerindustry where extensive onwards progression opportunities exist.

Emerging environmental policies are likely to lead to a continuation of the shift to local energygeneration. Currently, many policies are promoting generation through small scale wind, solarthermal and solar photovoltaic, bio-energy, micro geothermal energy, combined heat andpower and fuel cells. Smart meters have an early, specific role in the successful integration ofthese technologies with the future developments of a national – then international - smart gridnetwork. There will be thousands of further jobs generated to fit these millions of retro-fitmeters, technology installations and connections.

Medium term workforce planning forecasts a significant number of smart meter installers willbe required to progress into a series of both traditional and emerging power sector and greenenergy career pathways. Evidence provided by Energy & Utility Skills is estimating around£200 billion will be needed to replace existing end-of-life assets, meet growth expectations andthe shift to renewable technologies by 2030. Major training programmes will be requiredacross all sectors and levels to provide the personnel with the appropriate skills to build andmaintain the required new infrastructure. The bulk of training is likely to comprise traditionalengineering and technician training but, with new technologies becoming more prevalent, newdisciplines will also be needed.

Apprentices will be particularly suitable to pursue a number of career pathways and may(where opportunities exist) be able to progress through the following Apprenticeships andqualifications:

Apprenticeships

Intermediate Level Apprenticeship in PlumbingThe Power Industry Intermediate Level Apprenticeship (Transmission and Distributionpathway)The Power Industry Advanced Level Apprenticeship (Transmission and Distributionpathway)The Gas Industry Advanced Level Apprenticeship (Utilisation pathway)Electrotechnical Advanced Level Apprenticeship (Electrical Installation and/orMaintenance pathway)Building Energy Management Systems Advanced Level Apprenticeship


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Advanced Level Apprenticeship in Domestic Plumbing and Heating (Gas-Fired Water andCentral Heating Appliances pathway)Higher Level Apprenticeship in Power Systems Operations and Management

Qualifications

Core Gas Safety Certificate (CNN1 - required to progress within the gas industry) Level 2 Diploma in Electrical Installation (Micro Generation) Level 2 Green Deal Adviser Level 3 Diplomas in Gas Utilisation Installation and MaintenanceLevel 3 Energy Assessor Level 3 Electrical Meter Installer (HV/CT) Level 3 Diploma in Electrical Power Engineering - CT/VT Metering Level 3 Diploma Electrical Power Engineering - Distribution and Transmission Level 3 Awards in Environmental Technologies: Small Scale Photo Voltaic, Solar ThermalHot Water Systems, Heat Pump Systems, Water Harvesting Level 3 Awards in Energy Awareness and Renewable Energy in the Home Level 3 Diplomas for Domestic Energy Assessors and Home Inspectors Level 4 Diploma in Non-Domestic Energy Assessment Level 4 Engineering Management Level 4 Award in the Design and Verification of Electrical Installations

The apprentice's knowledge about career pathways, information sources and the names ofrelevant professional bodies are developed as part of the Employee Rights and Responsibilitiescomponent of this Intermediate Level Apprenticeship.

For further information on the wide range of exciting career opportunities within the gas andelectricity industries please visit http://www.thinkpowersector.co.uk/ orwww.euskills.co.uk/careers


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Employee rights and responsibilitiesTo ensure full coverage of the nine national outcomes/standards for Employee Rights andResponsibilities (ERR), an ERR workbook has been developed by EU Skills. The workbook is notaccredited, but records and formally assesses learning for ERR and must be completed by allapprentices as one of the mandatory outcomes of the Apprenticeship.

Assessment is conducted by the assessor who also assesses the apprentice’s competence andknowledge qualifications. Quality assurance is achieved through existing centre InternalVerifier and External Verifier processes.

The knowledge in the workbook is intended to be covered throughout the Apprenticeship;therefore, whilst induction is a critical way of meeting some of the ERR requirements; theworkbook should be revisited throughout the Apprenticeship to embed learning.

Completion of the workbook is evidenced at the certification stage by submission of theworkbook sign-off form. This form must be completed by the apprentice and signed by theapprentice, the employer and the training provider in order to verify the knowledge has beengained by the apprentice throughout the Apprenticeship. An Apprenticeship completioncertificate will not be issued without receipt of the ERR workbook sign off form.

The workbook was developed by EU Skills in partnership with Adams Associates and can bedownloaded from EU Skills website: www.euskills.co.uk




The remaining sections apply to all levels and pathways within this framework.

How equality and diversity will be metUnder-representation

The gas and power industries are affected by a gender imbalance. No data is available fromthe Gas Safe Register in terms of the gender and ethnicity of the gas utilisation workforce,however it is accepted that females are under-represented. 27% of the gas transmission anddistribution sub-industry is female compared to the 43% UK average. 7% of the workforce isfrom a black or minority ethnic (BME) background compared to 8% of the UK average. In thepower industry females constitute only 26.8% of the workforce compared to the 43% UKaverage. Females are even more poorly represented in technical roles at 1.7% of theworkforce compared the UK average of 8.6%. In addition, only 4% of the power industryworkforce is from a black or minority ethnic (BME) background compared to 8% of the UKworkforce.

Barriers to entry and progression

Unfounded social perceptions about the suitability of technical roles within the industry forwomen provide the main barrier to entry and progression for these under-represented groups.

Solutions to entry and progression

Apprenticeships are seen as a vital route to encourage and facilitate a greater diversity ofindividuals into the industry. This Apprenticeship does not discriminate. Employers/providersmust be able to demonstrate that there are no overt or covert discriminatory practices inselection and employment. All promotional, selection and training activities must comply withrelevant legislation, in particular, the protected characteristics of the Equality Act 2010. Forguidance please refer to:www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/

Equal opportunities policies and procedures will contribute to the Employee Rights andResponsibilities component of this Apprenticeship. It is recommended thatemployers/providers conduct an exit interview if the Apprentice leaves the Apprenticeshipbefore completion.

The larger employers in the industry are actively involved in initiatives to increase therepresentation of women and BME groups in the industry. Energy & Utility Skills will supportthese initiatives by promoting specifically to these groups. Take up will be monitored throughanalysis of statistical returns from the National Apprenticeship Service (NAS) and throughApprenticeship Certification England. Where questions arise concerning policy and practice,Energy & Utility Skills will work closely with NAS to identify causes and to implement positive




action where appropriate.

Energy & Utility Skills will continue to host stands at careers fairs where we can promote thisApprenticeship to all groups including females and BME. In addition we have developed anumber of case studies of successful women working in the gas sector, which we are using toencourage new female entrants.

These case studies can be accessed at: http://www.euskills.co.uk/careers/

Energy & Utility Skills and power industry employers established the National Skills Academyfor Power to develop the capacity, capability, quality and consistency of training and educationto deliver the skills needs of a sustainable UK power industry. One of the National SkillsAcademy’s strategic objectives is to:

"Increase the attractiveness and diversity of the sector to future and existing employees,learners and trainers, demonstrating clear recognised career and development paths and'connecting up' the promotion of the sector to new recruits and learners in line with theeducation system through schools, careers advisors and Further and Higher Education."

The National Skills Academy for Power has established the Sector Attractiveness WorkingGroup with the purpose to:

"Broaden the "pool" of potential employees in the power industry through increased sectorprofile and attractiveness."

The working group has produced a sector attractiveness strategy which focuses on two keyactivity areas: stakeholder engagement and learner engagement. It will identify solutions toentry and progression.

The National Skills Academy for Power is working with industry employers and the UKRC - theUK Government's lead organisation for the provision of advice, services and policy consultationregarding the under-representation of women in science, engineering, technology and the builtenvironment (SET) - to identify ways to attract women to the power industry.




On and off the job guided learning(England)

Total GLH for each pathway

GLH attached to the Apprenticeship refers to the time taken by the apprentice to develop thepractical skills and underpinning knowledge to demonstrate competence in their job role.

GLH must be delivered during contracted working hours. The working week for an apprentice isrecommended to be 30 hours, unless an Apprentice has a part time employment contract inwhich case apprentices must work a minimum of 16 hours a week. Where this is the case, theApprenticeship must be extended in order for the apprentice to complete the GLH.

For apprentices aged:• 16 - 18, the Apprenticeship must last at least 12 months;•19 and over, the Apprenticeship must be at least 12 months, unless relevant prior learning isrecorded. Where this is the case, Apprenticeships will not be less than six months and mustinclude new skills and new learning.

GLH:•must be planned, reviewed and evaluated jointly between the apprentice and tutor, teacher,mentor or manager;•must allow access as and when required by the apprentice either to a tutor, teacher, mentoror manager;•are delivered through one or more of the following methods: individual and group teaching,e-learning, distance learning, coaching, mentoring; feedback and assessment;collaborative/networked learning with peers; guided study; •Apprenticeship delivery must be planned to make full and effective use of the duration,including the opportunity for apprentices to embed and extend their learning through repeatedworkplace practice;•completed in relation to accredited components of the framework achieved prior to the thatapprenticeship training may count towards the GLH requirement for the framework;•where an apprentice completes an Apprenticeship part way through the final 12 month period(which is after the first 12 months), an apprentice must receive a proportion of the minimumof 280 GLH which is at least equal to the proportion of the final 12 month period spent on theApprenticeship.

This Intermediate Level Apprenticeship will take a minimum of 54 weeks to complete. 528 GLHmust be completed over the duration of the Apprenticeship. Delivery of the Apprenticeship willbe split into two key stages:




be split into two key stages:

Stage 1 – Formal training. This period of formal training is anticipated to take 30 weeks for theaverage Apprentice.

Stage 2 – Solo operations with significant mentor support. This period will allow theconsolidation of the Apprentices knowledge and skills and is anticipated to take 24 weeks. Thisperiod will include a minimum of two 12 weekly reviews which the Apprentice mustsuccessfully pass in order to complete their Apprenticeship.

Minimum off-the-job guided learning hours

Off the job GLH are the hours associated with learning that takes place "away from theimmediate pressures of the job" for example, in a training room on the employers' premises.

Over the duration of the Intermediate Level Apprenticeship a minimum of 356 GLH These arebroken down as follows:

21 GLH - Induction150 GLH - Knowledge unit in combined qualification45 GLH - Functional Skills in Maths45 GLH - Functional Skills in English30 GLH - Personal Learning and Thinking Skills30 GLH - Employment Rights and Responsibilities26 GLH - Mentoring (at least 1 hour per month during the formal training period and atleast 3 hours per month during the solo operations period)9 GLH - Progress Reviews (at least 2 hours every 12 weeks for the duration

How this requirement will be met

Delivery and recording of off the job GLH:Off the job GLH are the hours associated with learning that takes place “away from theimmediate pressures of the job” for example, in a training room on the employers’ premises.

Off-the-job GLH will be delivered through the knowledge unit, Functional Skills, PLTS, ERR,progress reviews, mentoring and coaching. This could include GLH delivered through access toa computer through working hours, day release, block release etc.

EU Skills recommends that a plan is developed at the outset of the Apprenticeship todetermine how the GLH requirement will be met. GLH should be recorded by the apprentice;for example through a diary or portfolio.

Evidence of completion of the total off the job GLH:




Off-the-job GLH will be evidenced through:•Certificate of achievement for the combined qualification•Certificate of achievement for the Functional Skills•Completed ERR workbook sign off sheet•Completed Personal Learning and Thinking Skills (PLTS) logbook sign off sheet

This evidence need to be submitted in order to apply for an Apprenticeship completioncertificate. In addition, when claiming an Apprenticeship completion certificate, providers willbe required to submit an Apprentice Declaration and Authorisation form to EU Skills viaApprenticeship Certification England (ACE - http://ace.apprenticeships.org.uk/). As part of thisform, Apprentices and the claimant of their completion certificate must sign to declare that theapprentice has received the required minimum levels of Guided Learning Hours (GLH) as setout in this framework. This form can be downloaded from www.euskills.co.uk

Minimum on-the-job guided learning hours

On the job GLH refer to the time taken to develop the practical skills applied in the context ofthe apprentices' day to day job role. It can be seen as the time the apprentice spendsundertaking activities that are routine for their job role and that provide the opportunity learn,develop and practice skills.

The minimum on the job GLH are 172. These GLH are delivered through the competence unitswithin the combined competence and knowledge qualification.

How this requirement will be met

On-the-job GLH will be delivered and evidenced through successful completion (demonstratedthrough a certificate of achievement) of the combined qualification.

This evidence need to be submitted in order to apply for an Apprenticeship completioncertificate. In addition, when claiming an Apprenticeship completion certificate, providers willbe required to submit an Apprentice Declaration and Authorisation form to EU Skills viaApprenticeship Certification England (ACE - http://ace.apprenticeships.org.uk/). As part of thisform, Apprentices and the claimant of their completion certificate must sign to declare that theapprentice has received the required minimum levels of Guided Learning Hours (GLH) as setout in this framework. This form can be downloaded from www.euskills.co.uk

GLH must be recorded by the apprentice, for example through a log, diary or portfolio.




Personal learning and thinking skillsassessment and recognition (England)

Summary of Personal Learning and Thinking Skills

The Creative Thinking, Independent Enquiry, Reflective Learning, Team Working, SelfManagement Effective Participation groups of skills together comprise the Personal Learningand Thinking Skills (PLTS) framework. PLTS have been included in the Specification ofApprenticeship Standards for England (SASE) so that apprentices can prove that they areeffective employees.

The PLTS framework has been mapped to the mandatory units of the competencequalifications included within this Apprenticeship to assessment criteria level.

The mapping demonstrates that the PLTS framework is not fully explicit within the mandatoryunits but that some of the groups of skills are fully or partially implicit depending on whichcompetence qualification the learner chooses. Because EU Skills cannot guarantee that theSASE requirement for PLTS is met through the mandatory units of the competencequalifications an assessable PLTS logbook has been developed.

The purpose of the logbook is to act as central location for the apprentice to record examplesof where they have demonstrated PLTS within their work; it also provides an opportunity forapprentices to record their recognition of their own PLTS development throughout theirApprenticeship.

Whilst a mapping exercise has been completed to evidence where opportunities for delivery ofPLTS arise, this should not be seen as a restrictive list; PLTS will be evidenced in the optionalunits of the competence qualification, in the knowledge qualification, in the Functional/KeySkills and through the tasks that an apprentice will conduct as part of their job role as well asin activities which the apprentice may conduct alongside the Apprenticeship, for example theDuke of Edinburgh Award. Providers are encouraged to utilise all other opportunities to meetthe PLTS requirements. PLTS will need to be considered as part of the overall assessmentstrategy for the Apprenticeship and should be integrated holistically within the elements of theApprenticeship framework.

Completion and assessment of the logbook is a mandatory requirement for all apprentices.PLTS are assessed, recognised and evidenced through the logbook which will be evidenced atthe point of certification through a sign off form which must be submitted to the certifyingauthority before an Apprenticeship completion certificate can be issued.

The apprentice must be made aware of the requirement to complete PLTS during their




The apprentice must be made aware of the requirement to complete PLTS during theirinduction to the Apprenticeship. The assessor is expected to guide the apprentice through thelogbook to ensure they fully understand the requirements. The assessor must be familiar withthe PLTS framework so that they are able to confirm that the apprentice has covered all ofPLTS within the Apprenticeship. The assessor will compare the examples recorded by theapprentice in the logbook with the PLTS framework to ensure that all PLTS are covered. Spaceis provided in the logbook specifically for the assessor to comment on the PLTS achievementsby apprentices.

The mapping report, PLTS Logbook and PLTS framework can be downloaded fromwww.euskills.co.uk.

Creative thinking

The focus of the Creative Thinking group of skills is:

Young people think creatively by generating and exploring ideas, making original connections.

They try different ways to tackle a problem, working with others to find

The outcome statements for the Creative Thinking group of skills state that apprentices:

· Generate ideas and explore possibilities

· Ask questions to extend their thinking

· Connect their own and others’ ideas and experiences in inventive ways

· Question their own and others’ assumptions

· Try out alternatives and follow ideas through

· Adapt ideas as circumstances change

Please refer to the summary of Personal Learning and Thinking Skills for information on howCreative Thinking will be achieved and evidenced and where it is located in this Apprenticeship.

Independent enquiry

The focus of the Independent Enquiry group of skills is:

Young people process and evaluate information in their investigations, planning what to do andhow to go about it.

They take informed and well-reasoned decisions, recognising that others have different beliefs




and attitudes.

The outcome statements for the Independent Enquiry group of skills state that apprentices:

· identify questions to answer and problems to resolve

· plan and carry out research, appreciating the consequences of decisions

· explore issues, events or problems from different perspectives

· analyse and evaluate information, judging its relevance and value

· consider the influence of circumstances, beliefs and feelings on decisions and events

· support conclusions by using reasoned arguments and evidence

Please refer to the summary of Personal Learning and Thinking Skills for information on howIndependent Enquiry will be achieved and evidenced and where it is located in thisApprenticeship.

Reflective learning

The focus of the Reflective Learning group of skills is:

Young people evaluate their strengths and limitations, setting themselves realistic goals withcriteria for success. They monitor their own performance and progress, inviting feedback fromothers and making changes to further their learning.

The outcome statements for the Reflective Learning group of skills state that apprentices:

· assess themselves and others, identifying opportunities and achievements

· set goals with success criteria for their development and work

· review their progress, acting on the outcomes

· invite feedback and deal positively with praise, setbacks and criticism

· evaluate their experiences and learning to inform their future progress

· communicate their learning in relevant ways for different audiences

Please refer to the summary of Personal Learning and Thinking Skills for information on howReflective Learning will be achieved and evidenced and where it is located in thisApprenticeship.

Team working




The focus of the Team Working group of skills is:

Young people work confidently with others, adapting to different contexts, taking responsibilityfor their own part. They listen and take account of different views. They form collaborativerelationships, resolving issues to reach agreed outcomes.

The outcome statements for the Team Working group of skills state that apprentices:

· collaborate with others to work towards common goals

· reach agreements, managing discussions to achieve results

· adapt behaviour to suit different roles and situations, including leadership roles

· show fairness and consideration to others

· take responsibility, showing confidence in themselves and their contribution

· provide constructive feedback to others

Please refer to the summary of Personal Learning and Thinking Skills for information on howTeam Working will be achieved and evidenced and where it is located in this Apprenticeship.

Self management

The focus of the Self Management group of skills is:

Young people organise themselves, showing personal responsibility, initiative, creativity andenterprise with a commitment to learning and self-improvement. They actively embracechange, responding positively to new principles, coping with challenges and looking foropportunities.

The outcome statements for the Self Management group of skills state that apprentices:

· seek out challenges or new responsibilities and show flexibility when priorities change

· work towards goals, showing initiative, commitment and perseverance

· organise time and resources, prioritising actions

· anticipate, take and manage risks

· deal with competing pressures, including personal and work-related demands

· respond positively to change, seeking advice and support when needed

· manage their emotions, and build and maintain relationships




Please refer to the summary of Personal Learning and Thinking Skills for information on howSelf Management will be achieved and evidenced and where it is located in this Apprenticeship.

Effective participation

The focus of the Effective Participation group of skills is:

Young people actively engage with issues that affect tem and those around them. They play afull part in the life of their workplace, college or wider community by taking responsible actionto bring about improvements for others as well as themselves.

The outcome statements for the Effective Participation group of skills state that apprentices:

· discuss issues of concern, seeking resolution where needed

· present a persuasive case for action

· propose practical ways forward, breaking these down into manageable steps

· identify improvements that would benefit others as well as themselves

· try to influence others, negotiating and balancing diverse views to reach workablesolutions

· act as an advocate for views and beliefs that may differ from their own

Please refer to the summary of Personal Learning and Thinking Skills for information on howEffective Participation will be achieved and evidenced and where it is located in thisApprenticeship.




Additional employer requirementsIn addition to the mandatory units within the qualification, employers may decide to includeadditional units from the list below into the Apprenticeship programme they offer to broadenthe scope of the activities successful Apprentices will be competent to perform. Theseactivities sit outside of the job role of a typical Smart Meter Installer (Dual Fuel) and have beenincluded at the request of the employers represented on the Metering Network to support thedevelopment of a flexible workforce. These units are not required for certification and do notattract public funding.

• Install Multi Phase Meter – ‘Whole Current’ (New Connection)• Change Multi Phase Meter – ‘Whole Current’ • Install Single Phase Meter and Associated Equipment on Multi phase cutout ‘Whole Current’(New Connection) • Change Single Phase Meter and Associated Equipment on Multi phase cutouts – ‘WholeCurrent’• Prepare, install and commission medium pressure natural gas smart meter and regulator upto 6.0m3/hr

www.afo.sscalliance.orgFor more information visit

Documents

FR03955 - Smart Meter Installations (Dual Fuel)