Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics ... · 2020-03-06 · Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics

Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence)

Specification

New Apprenticeship Standards – Competence Qualification (England only) First registration September 2016

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third-party material in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 92898 1

All the material in this publication is copyright © Pearson Education Limited 2017

Contents

1 Introducing BTEC competence-based qualifications for the new Apprenticeship Standards 1

Overview 1

Sizes of competence-based qualifications 1

2 Qualification summary and key information 3

3 Qualification purpose 4

Qualification objective 4

Apprenticeships 4

Progression opportunities 5

Industry support and recognition 5

4 Qualification structure 6

Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence) 6

5 Programme delivery 8

Elements of good practice 8

6 Centre resource requirements 10

General resource requirements 10

7 Access and recruitment 11

Prior knowledge, skills and understanding 11

Access to qualifications for learners with disabilities or specific needs 11

8 Assessment 12

Language of assessment 12

Internal assessment 12

Assessment Strategy 13

Types of evidence 13

Assessment of knowledge and understanding 14

Appeals 14

Dealing with malpractice 14

Reasonable adjustments to assessment 16

Special consideration 16

9 Centre recognition and approval 18

Centre recognition 18

Approvals agreement 18

10 Quality assurance of centres 19

11 Unit format 20

Unit number 20

Unit title 20

Level 20

Guided learning (GL) 20

Unit overview 20

Assessment requirements 20

Additional information 20

Performance requirements 20

Skills 21

Knowledge and understanding 21

UNITS 23 Unit 1: Complying with Statutory Regulations and Organisational

Safety Requirements 25

Unit 2: Using and Communicating Technical Information 30

Unit 3: Working Efficiently and Effectively in an Engineering Environment 35

Unit 4: Handing Over and Confirming Completion of Maintenance Activities 42

Unit 5: Carrying Out Fault Diagnosis on Engineered Systems 47

Unit 6: Carrying Out Preventative Planned Maintenance on Engineered Systems 53

Unit 7: Maintaining Mechanical Equipment 59

Unit 8: Maintaining Electrical Equipment 66

Unit 9: Maintaining Fluid Power Equipment 73

Unit 10: Wiring and Testing Electrical Equipment and Circuits 80

Unit 11: Carrying out Fault Diagnosis on Electrical Equipment and Circuits 86

Unit 12: Modifying or Rewiring Electrical Circuits 93

Unit 13: Testing Electrical Equipment and Circuits 100

Unit 14: Carrying out Condition Monitoring of Plant and Equipment 106

Unit 15: Carrying Out Fault Diagnosis on Fluid Power Equipment and Circuits 111

Unit 16: Testing Electronic Equipment and Circuits 118

Unit 17: Carrying Out Fault Diagnosis on Fluid Power Equipment and Circuits 124

Unit 18: Assisting in the Installation of Equipment to Produce an Engineered System 130

Unit 19: Repairing Electronic Equipment 138

Unit 20: Producing Off-line Programs for Programmable Logic Controller Equipment 145

Unit 21: Producing Operating Programs for Industrial Robots 151

Unit 22: Carrying Out Fault Diagnosis on Mechanical Equipment 157

12 Further information and useful publications 163

13 Professional development and training 164

14 Contact us 165

Annexe A: Assessment Strategy 167

Pearson BTEC Level 3 Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence) – Specification – Issue 1 – February 2017 © Pearson Education Limited 2017

1

1 Introducing BTEC competence-based qualifications for the new Apprenticeship Standards

Overview

In October 2013, the government began the implementation of the plan to reform Apprenticeships in England. The reform includes changes that move the design of Apprenticeships into the hands of employers with the aim of making them more rigorous and responsive to employers’ needs. Employer groups, referred to as Trailblazers, now lead on the development of Apprenticeships for occupations where they identify the need for apprentices.

Pearson has been working closely with different Trailblazers in developing assessment programmes and different types of qualifications to support the delivery of these new Apprenticeships. One type of qualification that Trailblazers have valued as a part of these new Apprenticeships is competence-based qualifications.

In the new Apprenticeships, competence-based qualifications give learners the opportunity to develop and demonstrate their competence, in line with the Apprenticeship Standards developed by Trailblazers. These new Apprenticeship Standards describe the knowledge, skills and behaviours (KSBs) required to carry out a specific occupation well, and to operate confidently in a sector. They focus on how an apprentice should demonstrate mastery of an occupation, and meet professional registration requirements in sectors where these exist.

Competence-based qualifications are outcome-based with no fixed learning programme, allowing flexible delivery to meet the individual needs of learners and their employers. Learners will work towards their qualification in the workplace or in settings that replicate the working environment, as specified in the assessment requirements set out by Trailblazers.

Employers, or colleges and training centres working in partnership with employers, can offer these qualifications as long as they have access to appropriate physical and human resources and the necessary quality assurance systems in place.

Sizes of competence-based qualifications

For all regulated qualifications, we specify a total number of hours that learners are expected to undertake in order to complete and show achievement for the qualification – this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification.

Within the TQT, we identify the number of Guided Learning Hours (GLH) that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study.

As well as guided learning, there may be other required learning that is directed by tutors or assessors. This may include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research.


2

As well as TQT and GLH, qualifications can also have a credit value, equal to one tenth of TQT, rounded to the nearest whole number.

TQT and credit values are assigned after consultation with employers and training providers delivering the qualifications.

Competence-based qualifications for the new Apprenticeship Standards are available in the following sizes:

● Award – a qualification with a TQT value of 120 or less (equivalent to a range of 1–12 credits)

● Certificate – a qualification with a TQT value in the range of 121–369 (equivalent to a range of 13–36 credits)

● Diploma – a qualification with a TQT value of 370 or more (equivalent to 37 credits and above).


3

2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence)

Qualification Number (QN) 601/9067/X

Regulation start date 20/06/2016

Operational start date 01/09/2016

Approved age ranges 16–18

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements in Section 8 Assessment.

Total Qualification Time (TQT)

3236

Guided learning 3236

Assessment Portfolio of Evidence (internal assessment).

Grading information The qualification and units are graded pass/fail.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our access and recruitment policy (see Section 7 Access and recruitment).

Funding The Trailblazer Apprenticeship funding rules can be found on the Skills Funding Agency’s website at: www.gov.uk/government/collections/ sfa-funding-rules

Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our UK Information Manual, available on our website: qualifications.pearson.com


4

3 Qualification purpose

Qualification objective

The Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence) is for learners employed as Advanced Manufacturing Engineering (AME) apprentices.

Role-specific occupational requirements

Mechatronics maintenance technicians ensure that the plant and equipment perform to the required standard to facilitate production targets regarding safety, quality, delivery and cost in high-value manufacturing environments. Typically, the work would cover a broad range of activities, including installation, testing, fault-finding and the ongoing planned maintenance of complex automated equipment. This requires the application of a complex blend of skills, knowledge and occupational behaviours across the electrical, electronic, mechanical, fluid power and control systems disciplines.

This qualification gives learners the opportunity to:

● develop the fundamental technical skills and the underpinning knowledge and understanding required to become competent in their job role. For details of the units included in this qualification, please see Section 4 Qualification structure

● develop appropriate professional attitudes and behaviours that will support personal success in their job role and the long-term success of their organisation

● develop a range of inter- and intrapersonal skills to support progression to, and success in, further study and career advancement

● achieve a nationally-recognised Level 3 qualification.

The units in the qualification are based on the Employer Units of Competence (EUCs) that set out the skills, technical knowledge and understanding, and the behaviours needed in employment in the role of mechatronics maintenance technician in the automotive sector.

Apprenticeships

Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence) is a mandatory requirement within the Mechatronics Apprenticeship Standard. Learners must achieve this qualification before progressing to the End-point Assessment (EPA).

Vocational skills: learners will need to develop a solid grasp of the core job skills and then apply them in the workplace using a logical and systematic approach. These skills will allow learners to demonstrate that they have the required manual dexterity to carry out their current role. Their competencies are transferable and can be built on over time, as the technology involved continues to rapidly advance. As a core, the learner needs to have a solid grasp of:

● statutory regulations and how to comply with stringent organisational safety requirements

● how to use and interpret a range of engineering data sources and supporting documentation


5

● key performance indicators, utilising lean techniques to improve efficiency and effectiveness

● where appropriate, how to support installation, testing and commissioning a wide range of equipment

● how to carry out complex fault diagnosis and repair on high technology engineered systems: o maintaining mechanical equipment o maintaining fluid and pneumatic power equipment o maintaining electrical and electronic equipment o maintaining process control equipment

● how to minimise machinery downtime by carrying out preventative planned maintenance

● confirmation testing and subsequent smooth handover of equipment and plant.

The published Mechatronics Apprenticeship Standard can be found at: www.gov.uk/government/publications/apprenticeship-standard-mechatronics-maintenance-technician

Progression opportunities

Learners who achieve the Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Development Competence) qualification will have achieved 10% of the overarching Apprenticeship requirements. On completing their Apprenticeship, learners can apply for Engineering Technician (EngTech) certification.

Learners who have achieved the qualification and not completed the full Apprenticeship could progress to engineering operative or semi-skilled fitter job roles within the engineering industry or to other qualifications such as the Pearson BTEC Level 3 Foundation Diploma in Engineering and the Pearson Edexcel Level 3 NVQ Diploma in Engineering Maintenance.

Industry support and recognition

This Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Development Competence) was developed in close collaboration with the AME Apprenticeship Employer Group, professional bodies and other awarding organisations.

This qualification is supported by:

● The AME Apprenticeship Employer Group, which includes: BMW Group UK, EEF, Ford, GTA England, Jaguar Land Rover, NFEC, Aston Martin, Toyota, Nissan, GTA England, GM Vauxhall

● Institute of Engineering and Technology (IET) – professional society for the engineering and technology community

● Institute of Mechanical Engineers (IMechE) – professional engineering institution (the apprentice may choose to seek professional body registration in the form of EngTech accreditation. The AME Apprenticeship Employer Group has worked closely with IMechE on the design of the assessment, which will give an apprentice everything they need for EngTec.

● Semta (Sector Skills Council).

http://www.gov.uk/government/publications/apprenticeship-standard-mechatronics-maintenance-technician

http://www.gov.uk/government/publications/apprenticeship-standard-mechatronics-maintenance-technician


6

4 Qualification structure

Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence)

Learners will need to meet the requirements outlined in the table below before the qualification is awarded.

Minimum number of GL that must be achieved 3236

Mandatory GL that must be achieved 2496

Minimum optional GL that must be achieved 740

Number of mandatory units that must be achieved 8

Minimum number of optional units that must be achieved 1

Unit number

Mandatory units Level Guided learning

Learners must complete all eight mandatory units in this group.

1 Complying with Statutory Regulations and Organisational Safety Requirements

3 18

2 Using and Communicating Technical Information 3 18

3 Working Efficiently and Effectively in an Engineering Environment

3 50

4 Handing Over and Confirming Completion of Maintenance Activities

3 100

5 Carrying Out Fault Diagnosis on Engineered Systems 3 530

6 Carrying Out Preventative Planned Maintenance on Engineered Systems

3 380

7 Maintaining Mechanical Equipment 3 700

8 Maintaining Electrical Equipment 3 700


7

Unit number

Optional units Level Guided learning

Learners must complete a minimum of 740 GL

9 Maintaining Fluid Power Equipment 3 700

10 Maintaining Process Control Systems 3 700

11 Carrying Out Fault Diagnosis on Electrical Equipment and Circuits

3 500

12 Modifying or Reviewing Electrical Circuits 3 350

13 Testing Electrical Equipment and Circuits 3 500

14 Carrying Out Condition Monitoring of Plant and Equipment

3 390

15 Carrying Out Fault Diagnosis on Electronic Equipment and Circuits

3 500

16 Testing Electronic Equipment and Circuits 3 500

17 Carrying Out Fault Diagnosis on Fluid Power Equipment and Circuits

3 500

18 Assisting in the Installation of Equipment to Produce an Engineered System

3 480

19 Repairing Electronic Equipment 3 620

20 Producing Off-line Programs for Programmable Logic Controller Equipment

3 840

21 Producing Operating Programs for Industrial Robots 3 840

22 Carrying Out Fault Diagnosis on Mechanical Equipment 3 500


8

5 Programme delivery

Centres are free to offer these qualifications using any mode of delivery that meets learners’ and employers’ needs.

Learners must be employed as an apprentice in the job role specified in the Apprenticeship Standard and have an apprenticeship agreement in place at the start of the apprenticeship programme. Centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different models of delivery. Our policy Collaborative arrangements for the delivery of vocational qualifications can be found on our website.

There are various approaches to delivering a successful, competence-based qualification, the section below outlines elements of good practice that centres can adopt, as appropriate to the requirements of the apprenticeship programme.

Elements of good practice

● Carrying out a thorough induction for learners to ensure that they completely understand the apprenticeship programme and what is expected of them. The induction could include, for example, the requirements of the apprenticeship programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process.

● Having regular progress meetings with learners to keep them engaged and motivated, and ensuring that there are open lines of communication among all those involved in delivering the training and assessment.

● Using flexible delivery and assessment approaches to meet the needs of learners and the business context and requirements, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios.

● Balancing on-the-job and off-the-job training to meet the requirements of the Apprenticeship. It is a mandatory requirement in the new Apprenticeships that learners have a minimum of 20% or equivalent off-the-job training. Trainers need to use a range of teaching and learning methods to deliver this training effectively while still meeting varying learner needs. Examples of teaching and learning methods include: enquiry-based learning, real-world problem solving, reflective practice, questioning and discussions, demonstration, practising (‘trial and error’), simulation and role play, peer learning and virtual environments. Trainers also need to plan opportunities for the development and practising of skills on the job. The on-the-job element of the programme offers opportunities for assessment and plays an important role in developing learners’ routine expertise, resourcefulness, craftspersonship and business-like attitude. It is important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, observation, collaboration and consultation, could be used in this structured on-the-job learning.


9

● Developing a holistic approach to assessment by matching evidence to the

required competencies, as appropriate and, wherever possible, to reduce the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the competencies to be achieved with the learning process and that indicates how and when assessment will take place.

● Discussing and agreeing with learners and their line manager suitable times, dates and work areas where assessment will take place. Learners and managers should be given regular and relevant feedback on performance and progress.

● Ensuring that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/trainer.

● Ensuring that sufficient and relevant work is given to learners in order to allow them to gain wider employment experience and enable them to develop the competencies and the related knowledge, skills and behaviours stated in the Apprenticeship Standard within their contracted working hours.

● For further information on the delivery and assessment of the new Apprenticeship Standards please refer to The Trailblazer Apprenticeship Funding Rules at: www.gov.uk/government/collections/sfa-funding-rules

http://www.gov.uk/government/collections/sfa-funding-rules


10

6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

General resource requirements

● Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE) where permitted, as specified in the assessment strategy for the sector; equipment, IT, learning materials, teaching rooms.

● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

● Centres must meet any specific human and physical resource requirements outlined in the assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements in the assessment strategy.

● There must be systems in place to ensure continuing professional development for staff delivering the qualification.

● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.

● Centres must have in place robust internal verification systems and procedures to ensure the quality and authenticity of learners’ work as well as the accuracy and consistency of assessment decisions between assessors operating at the centre. For information on the requirements for implementing assessment processes in centres, please refer to the NVQ Quality Assurance Centre Handbook and the Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website.

● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7 Access and recruitment. For full details on the Equality Act 2010, visit www.legislation.gov.uk


11

7 Access and recruitment

Our policy on access to our qualifications is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from barriers that restrict access and progression

● there should be equal opportunities for all wishing to access the qualifications.

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

All learners undertaking an Apprenticeship Standard must be employed and have a contract of employment at the start of the first day of their apprenticeship.

Prior knowledge, skills and understanding

No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification.

Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and requires that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8 Assessment.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.


12

8 Assessment

To achieve a pass for the full qualification, learners must achieve all the units required in the stated qualification structure.

Language of assessment

Assessments for internally-assessed units are in English only.

Learners taking the qualification(s) may be assessed in British or Irish sign language where it is permitted for the purpose of reasonable adjustment.

Further information on the use of language in qualifications is available in our policy document Use of languages in qualifications policy, available on our website.

Internal assessment

The units in this qualification are assessed through an internally and externally quality-assured Portfolio of Evidence made up of evidence gathered during the course of learners’ work.

Each unit has specified standards in terms of the performance, skills and knowledge and understanding required to achieve the unit. To pass each unit learners must:

● achieve all the specified learning outcomes

● satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

● prove that the evidence is their own.

Learners must have an assessment record that identifies the assessment criteria that have been met. The assessment record should be cross-referenced to the evidence provided. It should include details of the type of evidence and the date of assessment. Suitable centre documentation should be used to form an assessment record.

It is important that the evidence provided to meet the performance, skills and knowledge and understanding requirements for the unit is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Recognition of Prior Learning (RPL) – where learners can demonstrate that they can meet a unit’s requirements through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted that is based on RPL should give the centre confidence that the same level of skill, understanding and knowledge exists at the time of the claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website.


13

Assessment Strategy

The Assessment Strategy for this qualification is included in Annexe A. It sets out the overarching assessment requirements and the framework for assessing the units to ensure that the qualification remains valid and reliable. It has been developed by employers in the automotive sector.

Types of evidence

To achieve a unit, learners must gather evidence that shows that they have met the required standard specified in the unit, Pearson’s quality assurance arrangements (please see Section 11 Quality assurance) and the requirements of the Assessment Strategy given in Annexe A.

In line with the Assessment Strategy, evidence for the units can take a variety of forms as indicated below:

● direct observation of learners’ performance by their assessor (O)

● outcomes from oral or written questioning (Q&A)

● products of learners’ work (P)

● personal statements and/or reflective accounts (RA)

● professional discussion (PD)

● authentic statements/witness testimony (WT)

● expert witness testimony (EWT) – please refer to the Assessment Strategy for guidance on the use of witness testimony

● evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations above in their portfolios for cross-referencing purposes.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment requirements and/or across different units. It is not necessary for learners to have each requirement assessed separately. They should be encouraged to reference evidence to the relevant assessment requirements. However, the evidence provided for each unit must clearly reference the unit that is being assessed. Evidence must be available to the assessor, the internal verifier and the Pearson Standards Verifier.

Any specific evidence requirements for a unit are given in the Assessment Requirements section of the unit.

Further quality-assurance and internal-verification guidance will be provided to centres, following registration.


14

Assessment of knowledge and understanding

Knowledge and understanding are key components of competent performance, but it is unlikely that performance evidence alone will provide sufficient evidence for knowledge-based learning outcomes and assessment criteria. Where learners’ knowledge and understanding is not apparent from performance evidence, it must be assessed through other valid methods and be supported by suitable evidence. The evidence provided to meet these learning outcomes and assessment criteria must be in line with the assessment strategy. Any specific assessment requirements are stated in the Unit assessment requirements section of each unit as detailed in Section 11 Unit format.

Appeals

Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a lead internal verifier or other member of the programme team. The centre’s assessment plan should allow time for potential appeals after learners have been given assessment decisions.

Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the Enquiries and appeals about Pearson vocational qualifications policy, available on our website.

Dealing with malpractice

Malpractice means acts that undermine the integrity and validity of assessment, the certification of qualifications and/or may damage the authority of those responsible for delivering the assessment and certification.

Pearson does not tolerate actions (or attempted actions) of malpractice by learners, centre staff or centres in connection with Pearson qualifications. Pearson may impose penalties and/or sanctions on learners, centre staff or centres where incidents (or attempted incidents) of malpractice have been proven.

Malpractice may arise or be suspected in relation to any unit or type of assessment within the qualification. For further details on malpractice and advice on preventing malpractice by learners please see the Centre Guidance: Dealing with Malpractice document, available on our website.

The procedures we ask you to adopt vary between units that are internally assessed and those that are externally assessed.

Internal assessment

Centres are required to take steps to prevent malpractice and to investigate instances of suspected malpractice. Learners must be given information that explains what malpractice is for internal assessment and how suspected incidents will be dealt with by the centre. The Centre Guidance: Dealing with Malpractice document gives full information on the actions we expect you to take.

Pearson may conduct investigations if we believe that a centre is failing to conduct internal assessment according to our policies. The above document gives further information and examples, and details the penalties and sanctions that may be imposed.


15

In the interests of learners and centre staff, centres need to respond effectively and openly to all requests relating to an investigation into an incident of suspected malpractice.

Learner malpractice

The head of centre is required to report incidents of suspected learner malpractice that occur during Pearson examinations. We ask centres to complete JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice) and email it with any accompanying documents (signed statements from the learner, invigilator, copies of evidence, etc.) to the Investigations Team at [email protected]. The responsibility for determining appropriate sanctions or penalties to be imposed on learners lies with Pearson.

Learners must be informed at the earliest opportunity of the specific allegation and the centre’s malpractice policy, including the right of appeal. Learners found guilty of malpractice may be disqualified from the qualification for which they have been entered with Pearson.

Teacher/centre malpractice

The head of centre is required to inform Pearson’s Investigations Team of any incident of suspected malpractice by centre staff, before any investigation is undertaken. The head of centre is requested to inform the Investigations Team by submitting a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice) with supporting documentation to [email protected]. Where Pearson receives allegations of malpractice from other sources (for example Pearson staff, anonymous informants), the Investigations Team will conduct the investigation directly or may ask the head of centre to assist.

Incidents of maladministration (accidental errors in the delivery of Pearson qualifications that may affect the assessment of learners) should also be reported to the Investigations Team using the same method.

Heads of centres/principals/chief executive officers or their nominees are required to inform learners and centre staff suspected of malpractice of their responsibilities and rights, please see section 6.15 of the JCQ Suspected Malpractice in Examinations and Assessments Policies and Procedures document.

Pearson reserves the right in cases of suspected malpractice to withhold the issuing of results/certificates while an investigation is in progress. Depending on the outcome of the investigation, results and/or certificates may not be released or they may be withheld.

We reserve the right to withhold certification when carrying out investigations, audits and quality-assurance processes. You will be notified within a reasonable period of time if this occurs.

Sanctions and appeals

Where malpractice is proven, we may impose sanctions or penalties.

Where learner malpractice is evidenced, penalties may be imposed such as:

● mark reduction for affected external assessments

● disqualification from the qualification

● debarment from registration for Pearson qualifications for a period of time.


16

If we are concerned about your centre’s quality procedures, we may impose sanctions such as:

● working with you to create an improvement action plan

● requiring staff members to receive further training

● placing temporary blocks on your certificates

● placing temporary blocks on registration of learners

● debarring staff members or the centre from delivering Pearson qualifications

● suspending or withdrawing centre approval status.

The centre will be notified if any of these apply.

Pearson has established procedures for centres that are considering appeals against penalties and sanctions arising from malpractice. Appeals against a decision made by Pearson will normally be accepted only from the head of centre (on behalf of learners and/or members or staff) and from individual members (in respect of a decision taken against them personally). Further information on appeals can be found in our Enquiries and appeals about Pearson vocational qualifications policy, available on our website. In the initial stage of any aspect of malpractice, please notify the Investigations Team (via [email protected]) who will inform you of the next steps.

Reasonable adjustments to assessment

Centres are able to make adjustments to assessments to take account of the needs of individual learners in line with the guidance given in the document Supplementary guidance for reasonable adjustments and special consideration in vocational internally assessed units, available on our website. In most instances, adjustments can be achieved by following the guidance; for example, allowing the use of assistive technology or adjusting the format of the evidence. We can advise you if you are uncertain as to whether an adjustment is fair and reasonable. Any reasonable adjustment must reflect the normal learning or working practice of learners in a centre or working within the occupational area.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Both documents are on our website.

Special consideration

Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:

● assessment requires the demonstration of practical competence

● criteria have to be met fully

● units/qualifications confer licence to practice.


17

Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.

Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Both of the documents mentioned above are on our website.


18

9 Centre recognition and approval

Centre recognition

Centres offering new Apprenticeship Standards qualifications must be listed on the Skills Funding Agency’s Register of Training Organisations and have a contract to deliver the new Apprenticeship Standards qualifications.

Centres that have not previously offered Pearson competence-based qualifications need to apply for and be granted centre recognition and approval to offer individual qualifications.

Existing Pearson centres seeking approval to offer new Apprenticeship Standards qualifications, will be required to submit supplementary evidence for approval, aligned with the associated new Apprenticeship Standards and assessment strategies.

Guidance on seeking approval to deliver Pearson vocational qualifications is available at qualifications.pearson.com/en/support/support-for-you/work-based-learning.html

Approvals agreement

All centres are required to enter into an approval agreement with Pearson, in which the head of centre or principal agrees to meet all the requirements of the qualification specification and to comply with the policies, procedures, codes of practice and regulations of Pearson and relevant regulatory bodies. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


19

10 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications and apprenticeships. Centres are required to declare their commitment to ensuring quality and to giving learners appropriate opportunities that lead to valid and accurate assessment outcomes.

Pearson uses external quality-assurance processes to verify that assessment, internal quality assurance and evidence of achievement meet nationally defined standards. Our processes enable us to recognise good practice, effectively manage risk, and support centres to safeguard certification and quality standards.

Our Standards Verifiers give advice and guidance to enable centres to hold accurate assessment records and assess learners appropriately, consistently and fairly. Centres offering competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of Standards Verifier visits will reflect the level of risk associated with a programme, taking account of the:

● number of assessment sites

● number and throughput of learners

● number and turnover of assessors

● number and turnover of internal verifiers

● amount of previous experience of delivery.

If a centre is offering both the competence-based qualification and knowledge qualification within a new Apprenticeship Standard, wherever possible we will allocate the same Standards Verifier for both qualifications. We will work closely with centres offering new Apprenticeship Standards qualifications, so we can monitor and continuously improve our associated quality-assurance arrangements.

Further guidance will be provided to centres following registration.


20

11 Unit format

Each unit has the following sections.

Unit number

The number is in a sequence in the specification. Where a specification has more than one qualification, numbers may not be sequential for an individual qualification.

Unit title

The unit title that will appear on learners’ Notification of Performance (NOP).

Level

All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors defined by Ofqual.

Guided learning (GL)

Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study.

Pearson has consulted with users of the qualification and has assigned a number of hours to this activity for each unit.

Unit overview

Details the purpose of the unit and the competence, knowledge and behaviours expected of learners.

Assessment requirements

Outlines the assessment requirements for each unit.

Additional information

Gives any additional information on the unit.

Performance requirements

The standard of performance that learners have to demonstrate to confirm competence.


21

Skills

The skills learners need to demonstrate to meet the performance requirements.

Knowledge and understanding

The knowledge and understanding that learners have to demonstrate to meet the performance requirements.


22


23

UNITS


24


25

Unit 1: Complying with Statutory Regulations and Organisational Safety Requirements

Level: 3

Unit type: Mandatory

Guided learning: 18

Unit overview

This unit of competence has been developed by employers and is part of an overall development programme designed to meet the requirements of the sector, the published Apprenticeship Standard and Employer Occupational Brief.

This unit will help to inform the training and development required in order for the learner to demonstrate that they are competent in dealing with statutory regulations and organisational safety requirements, in accordance with approved procedures. They will be required to comply with all relevant regulations that apply to their area of work as well as their general responsibilities as defined in the Health and Safety at Work etc. Act 1974. They must also identify the relevant qualified first aiders or appointed person, and know the location of the first-aid facilities. They will have an understanding of the procedures to be adopted in the case of accidents involving injury and in situations where there are dangerous occurrences or hazardous malfunctions of equipment, processes or machinery. They will need to be fully conversant with the organisation’s procedures for fire alerts and the evacuation of premises.

They will be required to identify the hazards and risks that are associated with their job. Typically, these will focus on their working environment, the tools and equipment that they use, materials and substances that they use, working practices that do not follow laid down procedures, and manual lifting and carrying techniques.

Their responsibilities will require them to comply with organisational policies and procedures for the statutory regulations and organisational safety activities undertaken, and to report any problems with the safety activities that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions and for the way in which they carry out the required engineering activities.

Their underpinning knowledge will provide a good understanding of their work and an informed approach to applying statutory regulations and organisational safety requirements and procedures. They will understand the safety requirements and their application, and will know about the safety requirements in adequate depth to provide a sound basis for carrying out the activities safely and correctly.


26

They will apply the appropriate occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem-solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn, and commitment.


The assessment requirements for this unit are in the Automotive Engineering Assessment Strategy and can be found in Annexe A. These requirements have been developed by employers for automotive engineering.


Although all of the content and assessment requirements must be met in full, employers can tailor the training outcomes to ensure that the content of the programme is specific to their requirements in terms of products, processes, procedures, tools, equipment, materials, documentation and information systems.

This will allow each organisation to develop their own specific and tailored training programme, meeting their own business requirements while at the same time ensuring that the overall generic content is to a high standard in terms of depth and breadth to enable progression and/or transferability to other employers.


27

Performance requirements The learner must be able to:

P1 Comply with their duties and obligations as defined in the Health and Safety at Work etc. Act 1974

P2 Demonstrate the required occupational behaviours in line with the job role and company objectives

P3 Present themselves in the workplace suitably prepared for the activities to be carried out

P4 Follow organisational accident and emergency procedures

P5 Recognise and control hazards in the workplace

P6 Use correct manual lifting and carrying techniques

P7 Apply safe working practices and procedures

Skills The learner must be able to:

S1 Demonstrate their understanding of their duties and obligations to health and safety by carrying out all of the following:

1.1 applying, in principle, their duties and responsibilities as an individual under the Health and Safety at Work etc. Act 1974 and other relevant current legislation

1.2 identifying, within their working environment, appropriate sources of information and guidance on health and safety issues, to include:

i. eye protection and personal protective equipment (PPE)

ii. Control of Substances Hazardous to Health (COSHH) Regulations 2002

iii.risk assessments

1.3 identifying the warning signs and labels of the main groups of hazardous or dangerous substances

1.4 complying with the appropriate statutory regulations at all times

S2 Comply with all emergency requirements, to include:

2.1 identifying the appropriate qualified first aiders or appointed person and the location of first-aid facilities

2.2 identifying the procedures to be followed in the event of injury to themselves or others

2.3 following organisational procedures in the event of fire and the evacuation of premises

2.4 identifying the procedures to be followed in the event of dangerous occurrences or hazardous malfunctions

S3 Identify the hazards and risks that are associated with all of the following:

3.1 their working environment

3.2 the tools and equipment that they use

3.3 the materials and substances that they use

3.4 using working practices that do not follow laid-down procedures


28


S4 Demonstrate two of the following methods of manual lifting and carrying techniques:

4.1 lifting alone

4.2 with assistance of others

4.3 with mechanical assistance

S5 Apply safe working practices in an industrial environment, to include all of the following:

5.1 maintaining a tidy workplace with exits and gangways free from obstructions

5.2 using tools and equipment safely and only for the purpose intended

5.3 observing organisational safety rules, signs and hazard warnings

5.4 taking measures to protect others from harm resulting from any work they are carrying out

Knowledge and understanding The learner must:

K1 Discuss the roles and responsibilities for themselves and others under the Health and Safety at Work etc. Act 1974 and current legislation (such as The Management of Health and Safety at Work Regulations 1999; The Workplace (Health, Safety and Welfare) Regulations 1992; The Personal Protective Equipment at Work Regulations 1992; The Manual Handling Operations Regulations 1992; The Provision and Use of Work Equipment Regulations 1998; The Health and Safety (Display Screen Equipment) Regulations 1992; The Electricity at Work Regulations 1989)

K2 Describe the specific regulations and safe working practices and procedures that apply to their work activities

K3 Compare the warning signs for the nine main groups of hazardous substances defined by The Classification, Packaging and Labelling of Dangerous Substances Regulations 1984

K4 Describe how to locate relevant health and safety information for their tasks and the sources of expert assistance when help is needed

K5 Propose what constitutes a hazard in the workplace (such as moving parts of machinery, electricity, slippery and uneven surfaces, dust and fumes, handling and transporting, contaminants and irritants, material ejection, fire, working at height, environment, pressure/stored energy systems, volatile or toxic materials, unshielded processes)

K6 Summarise their responsibilities for dealing with hazards and reducing risks in the workplace (such as hazard spotting and safety inspections; the use of hazard checklists, carrying out risk assessments, COSHH assessments and safe systems of working)

K7 Assess the risks associated with their working environment, the tools, materials and equipment that they use, spillages of oil and chemicals, not reporting accidental breakages of tools or equipment and not following laid-down working practices and procedures


29


K8 Explain the importance of applying the appropriate occupational behaviours in the workplace and the implications for both the learner and the business if these are not adhered to

K9 Investigate what first-aid facilities exist within their work area and within the organisation in general and the procedures to be followed in the case of accidents involving injury

K10 Discuss what constitutes dangerous occurrences and hazardous malfunctions, and why these must be reported even when no one was injured

K11 Discuss the procedures for sounding the emergency alarms, evacuation procedures and escape routes to be used and the need to report their presence at the appropriate assembly point

K12 Explain the organisational policy with regard to firefighting procedures, the common causes of fire and what they can do to help prevent them

K13 Discuss what protective clothing and equipment is available for their areas of activity

K14 Describe how to lift and carry loads safely, and state the manual and mechanical aids available

K15 Discuss how to prepare and maintain safe working areas, standards and procedures to ensure good housekeeping

K16 Explain the importance of safe storage of tools, equipment, materials and products

K17 Assess the extent of their own authority and state to whom they should report in the event of problems that they cannot resolve


30

Unit 2: Using and Communicating Technical Information

Level: 3


Guided learning: 18

Unit overview

This unit of competence has been developed by employers in the automotive sector and is part of an overall development programme designed to meet the requirements of the sector, the published Apprenticeship Standard and Employer Occupational Brief.

This unit will help to inform the training and development required in order for the learner to demonstrate that they are competent in being able to make effective use of text, numeric and graphical information by interpreting and using technical information extracted from engineering drawings, technical manuals, reference tables, specifications and charts, in accordance with approved procedures. They will be required to extract the necessary information from the various drawings and related documents in order to establish and carry out the maintenance requirements and to make valid decisions about the quality and accuracy of the equipment being maintained.

Their responsibilities will require them to comply with organisational policy and procedures for obtaining and using the drawings and related specifications. They will be expected to report any problems with the use and interpretation of the drawings and specifications that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of the types of drawings and documents used within a maintenance environment, and will provide an informed approach to applying instructions and procedures. They will read and interpret the drawings and documents used and will know about the conventions, symbols and abbreviations, in adequate depth to provide a sound basis for carrying out the maintenance activities to the required specification.

They will apply the appropriate occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem-solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn, and commitment.


31





This will allow each organisation to develop their own specific and tailored training programme, meeting their own business requirements while at the same time ensuring that the overall generic content is to a high standard in terms of depth and breadth to enable progression and/or transferability to other employers.


32


P1 Use the approved source to obtain the required data, documentation or specifications


P3 Extract and interpret the required information from the data, documentation or specifications

P4 Use the information obtained to establish work requirements

P5 Deal promptly and effectively with any problems within your control and report those which cannot be solved

P6 Record and/or communicate technical data and information using approved methods

P7 Report any inaccuracies or discrepancies in drawings and specifications


S1 Use approved sources to obtain the necessary drawings and related specifications, and carry out all of the following:

1.1 check the currency and validity of the documentation used

1.2 exercise care and control over the documentation at all times

1.3 correctly extract all necessary data in order to carry out the required tasks

1.4 seek out additional information where there are gaps or deficiencies in the information obtained

1.5 report any problems found with the data, documentation or specifications

1.6 make valid decisions based on the information extracted

1.7 return all documentation to the approved location on completion of the work

S2 Use information extracted from engineering drawings and related documentation, to include four of the following:

2.1 general assembly drawings

2.2 routing diagrams (such as piping, cables etc.)

2.3 fluid power drawings

2.4 layout diagrams (such as schematic, block, physical, system)

2.5 wiring/circuit diagrams

2.6 approved sketches

2.7 installation drawings 2.8 technical illustrations

2.9 manufacturers’ manuals/drawings

2.10 visual display screens

2.11 photographic images


33


S3 Use information extracted from related documentation to include four from the following:

3.1 standard operating procedures

3.2 maintenance log/reports

3.3 reference tables/charts (such as logic tables, ladder diagrams)

3.4 fault diagnosis guides

3.5 national, international and organisational standards

3.6 test schedules

3.7 health and safety standards relating to activity (such as Control of Substances Hazardous to Health (COSHH) Regulations 2002)

3.8 test results

3.9 environmental requirements/information

3.10 manufacturers’ instructions

S4 Extract information that includes three of the following:

4.1 materials or components required

4.2 connections to be made

4.3 dimensions

4.4 processes or treatments required

4.5 dismantling/assembly sequence required

4.6 installation requirements

4.7 location/orientation of parts

4.8 tolerances and quality requirements

4.9 circuit characteristics (such as pressure, flow, current, voltage, speed)

4.10 test points

4.11 inspection requirements


34


K1 Explain the information sources used for the documentation and specifications that you use in your work activities

K2 Describe how the required documentation is obtained, and how to check that it is current and valid


K4 Describe how to use other sources of information to support the maintenance activity (such as electronic component pin configuration specifications, standard reference charts for limits and fits, tapping drill reference charts, cable current carrying capacities, thread reference tables)

K5 Explain the procedure for reporting discrepancies, lost or damaged documentation

K6 Discuss the care and control procedures for the documentation, and the importance of returning them to the designated location on completion of the work activities

K7 Discuss the basic drawing conventions that are used, and why there needs to be different types of drawings

K8 Compare the types of drawings/diagrams used, and how they interrelate (such as isometric and orthographic, first and third angle, assembly drawings, circuit and wiring diagrams, block and schematic diagrams)

K9 Explain why technical information is presented in different forms

K10 Explain the meaning of common symbols and abbreviations used within the working environment/work area

K11 Describe imperial and metric systems of measurement, tolerancing and fixed reference points

K12 Explain the meaning of the different symbols and abbreviations found on the documentation that you use (such as surface finish, electronic components, weld symbols, linear and geometric tolerances, pressure and flow characteristics)

K13 Assess the extent of their own responsibility, when to act on their own initiative to find, clarify and evaluate information, and to whom they should report if they have problems that they cannot resolve


35

Unit 3: Working Efficiently and Effectively in an Engineering Environment

Level: 3


Guided earning: 50

Unit overview

This unit of competence has been developed by employers and is part of an overall development programme designed to meet the requirements of the sector, the published Apprenticeship Standard and Employer Occupational Brief.

This unit will help to inform the training and development required in order for the learner to demonstrate that they are competent in being able to work efficiently and effectively in the workplace, in accordance with approved procedures and practices. Prior to undertaking the engineering activity, they will be required to carry out all necessary preparations within the scope of their responsibility. This may include preparing the work area and ensuring that it is in a safe condition to carry out the intended activities, ensuring they have the appropriate job specifications and instructions and that any tools, equipment, materials and other resources required are available and in a safe and usable condition.

On completion of the engineering activity, they will be required to return their immediate work area to an acceptable condition before recommencing further work requirements. This may involve placing completed work in the correct location, returning and/or storing any tools and equipment in the correct area, identifying any waste and/or scrapped materials and arranging for their disposal, and reporting any defects or damage to tools and equipment used.

Their responsibilities will require them to comply with organisational policy and procedures for the engineering activities undertaken, and to report any problems with the activities, tools or equipment that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to take personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to working efficiently and effectively in an engineering environment. They will understand the need to work efficiently and effectively, and will know about the things they need to consider when preparing and tidying up the work area, how to contribute to improvements, deal with problems, maintain effective working relationships, and agree their development objectives and targets, in adequate depth to provide a sound basis for carrying out the activities safely and correctly.


36

They will understand the safety precautions required when carrying out engineering activities. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace. They will apply the occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem-solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn, and commitment.





This will allow each organisation to develop their own specific and tailored training programme, meeting their own business requirements, while at the same time ensuring that the overall generic content is to a high standard in terms of depth and breadth to enable progression and/or transferability to other employers.


37


P1 Work safely at all times, complying with health and safety and environmental legislation, regulations and other relevant guidelines

P2 Demonstrate the required occupational behaviours in line with the job role and company objectives/values

P3 Plan the engineering activities before they start them

P4 Prepare the work area for carrying out the engineering activity

P5 Obtain all necessary tools and equipment and check that they are in a safe and usable condition

P6 Deal promptly and effectively with problems within their control, and seek help and guidance from the relevant people if they have problems that they cannot resolve

P7 Maintain effective working relationships with colleagues and supervisors

P8 Review personal training and development, as appropriate to the job role

P9 Clean, tidy up and restore the work area on completion of the engineering activity


S1 Ensure that they apply all the following checks and practices at all times:

1.1 adhere to procedures or systems in place for risk assessment, Control of Substances Hazardous to Health (COSHH) Regulations 2002, personal protective equipment (PPE) and other relevant safety regulations

1.2 wear the appropriate PPE for the work area and specific activity being carried out

1.3 use all tools and equipment safely and correctly, and only for their intended purpose, including adherence to the Control of Vibration at Work Regulations 2005 (Hand and Arm)

1.4 ensure that the work area is maintained and left in a safe and tidy condition

S2 Demonstrate and apply all the following occupational behaviours: (Please note that the Automotive Employer Group have published a separate Behavioural Framework and Assessment recording document that should be used alongside this unit and the technical units selected from the qualification pathway)

Personal responsibility and resilience 2.1 comply with health and safety guidance and procedures

2.2 be disciplined and have a responsible approach to risk

2.3 work diligently regardless of how much they are being supervised

2.4 accept responsibility for managing time and workload

2.5 stay motivated and committed when facing challenges


38


Working effectively in teams

2.6 make an effort to integrate with the team

2.7 support other people

2.8 consider implications of their own actions on other people and activities

2.9 work effectively to get the task completed

Effective communication and interpersonal skills

2.10 is an open and honest communicator

2.11 communicate clearly using appropriate methods

2.12 listen well to others

2.13 have a positive and respectful attitude

Focus on quality and problem solving

2.14 follow instructions and guidance

2.15 demonstrates attention to detail

2.16 follow a logical approach to problem solving

2.17 seek opportunities to improve quality, speed and efficiency

Continuous development

2.18 reflect on skills, knowledge and behaviours and seeks opportunities to develop

2.19 adapt to different situations, environments or technologies

2.20 has a positive attitude to feedback and advice

S3 Prepare to carry out the engineering activity, ensuring all the following as applicable to the activity to be undertaken:

3.1 the work area is free from hazards and is suitably prepared for the activities

3.2 any required safety procedures are implemented

3.3 any necessary PPE is obtained, and is in a usable condition

3.4 all necessary drawings, specifications and associated documents are obtained

3.5 job instructions are obtained and understood

3.6 the correct materials or components are obtained

3.7 appropriate authorisation to carry out the work is obtained

S4 Complete the work activities to include all of the following:

4.1 returning tools and equipment to the designated location

4.2 returning drawings and work instructions

4.3 disposing of waste materials, in line with organisational and environmental requirements

4.4 completing all necessary documentation accurately and legibly

4.5 identifying, where appropriate, any damaged or unusable tools or equipment


39


S5 Recognise and deal with problems affecting the engineering activity to include four of the following:

5.1 materials

5.2 job specification

5.3 timescales

5.4 tools and equipment

5.5 quality

5.6 safety

5.7 drawings

5.8 people

5.9 work activities or procedures

5.10 other (to be specified)

S6 Contribute to developing their own competencies relevant to their career aspirations to include all the following:

6.1 describing the levels of skill, knowledge and understanding needed for competence in the areas of work expected of them

6.2 describing their development objectives/program, and how these were identified

6.3 providing information on their expectation and progress towards their identified objectives

6.4 using feedback and advice to improve their personal performance


K1 Describe the safe working practices and procedures to be followed while preparing and tidying up the work area


K3 Discuss how to present themselves in the workplace suitably dressed for the activities to be undertaken (such as being neat, clean and dressed in clothes appropriate to the area of activity)

K4 Discuss the importance of reporting to work on time and returning from breaks on time and the potential consequences if this is not adhered to

K5 Describe the types of attitudes and behaviours that are likely to create conflict or negative responses

K6 Discuss the benefits of team working and understanding of team objectives

K7 Describe the roles of individual team members and the strengths they bring to the team

K8 Explain the importance of clear communication both oral and written, using appropriate language and format


40


K9 Discuss the need to change communication styles to meet the needs of the target audience

K10 Discuss the need to adhere to timescales set for work, while maintaining appropriate quality standards and the implications if these are not adhered to

K11 Explain the importance of seeking additional support and guidance when required

K12 Explain why it is important to be open and honest and admit to any errors and/or mistakes

K13 Explain the need to be flexible in their approach to work, responding positively to changes or amendments required by the business

K14 Explain the importance of taking an active and positive part in the implementation of any amendments or changes to work requirements

K15 Discuss their individual responsibility to work in an ethical manner and the organisation’s policies relating to ethical working and behaviours

K16 Explain the importance of respecting others, including an awareness of diversity and inclusion

K17 Recommend the PPE to be worn for the engineering activities undertaken (such as correctly fitting overalls, safety shoes, eye protection, ear protection)

K18 Explain the correct use of any equipment used to protect the health and safety of yourself and your colleagues

K19 Recommend how to plan and prepare for an engineering activity (such as obtaining the appropriate drawings/documentation to be used, determining the materials required, determining the tools and equipment required, determining a suitable sequence of operations, determining the quality checks to be made and equipment to be used)

K20 Explain the procedure for ensuring that all documentation relating to the work being carried out is available, prior to starting the activity

K21 Explain the procedure for ensuring that all tools and equipment are available prior to undertaking the activity

K22 Explain the checks to be carried out to ensure that tools and equipment are in full working order, prior to undertaking the activity

K23 Explain the checks to be carried out to ensure that all materials required are correct and complete, prior to undertaking the activity

K24 Describe how to deal effectively with problems that could arise in areas such as quality, safety, people, drawings and other documentation, tools and equipment or if materials are incomplete or do not meet the requirements of the activity and the action that should be taken

K25 Describe their role in helping to develop their own skills and knowledge (such as checking with their supervisor about the work they are expected to carry out and the standard they need to achieve; the safety points to be aware of and the skills and knowledge they will need to develop)


41


K26 Explain the benefits of continuous personal development, and the training opportunities that are available in the workplace

K27 Explain the importance of reviewing their training and development with trainers and supervisors, of comparing the skills, setting objectives to overcome any shortfall or address any development needs

K28 Explain their responsibilities for providing evidence of their performance and progress (such as submitting work for assessment or the completion of assignments or tests)

K29 Explain the importance of maintaining effective working relationships within the workplace (such as listening attentively to instructions from their supervisor, making sure they ask for help and advice in a polite and courteous manner, responding positively to requests for help from others)

K30 Explain the reason for informing others of their activities which may have an impact on their work (such as the need to temporarily disconnect a shared resource like electricity or compressed air supply; making undue noise or creating sparks, fumes or arc flashes from welding)

K31 Describe how to deal with disagreements with others in ways which will help to resolve difficulties and maintain long-term relationships

K32 Recommend the organisational procedures to deal with and report any problems that can affect working relationships

K33 Explain the difficulties that can occur in working relationships, and how to resolve them

K34 Discuss the regulations that affect how individuals should be treated at work (such as The Equal Opportunities (Employment Legislation) (Territorial Limits) Regulations 1999, The Equality Act 2010 (Equal Pay Audits) Regulations 2014)

K35 Explain the need to dispose of waste materials and consumables (such as oils and chemicals) in a safe and environmentally friendly way

K36 Discuss where tools and equipment should be stored and located, and the importance of returning all tools and documentation to their designated area on completion of their work activities

K37 Explain when to act on their own initiative and when to seek help and advice from others

K38 Discuss the importance of leaving the work area in a safe condition on completion of their activities (such as equipment correctly isolated, cleaning the work area and removing and disposing of waste)


42

Unit 4: Handing Over and Confirming Completion of Maintenance Activities

Level: 3


Guided Learning: 100

Unit overview

This unit of competence has been developed by employers in the Automotive Sector and is part of an overall development programme designed to meet the requirements of the Sector, the published Apprenticeship Standard and Employer Occupational Brief

This unit will help to inform the training and development required in order that the learner can demonstrate that they are competent in being able to hand over equipment that has been repaired, or on which some form of maintenance activity has taken place, and to confirm that the equipment is now ready to return to service. Following the maintenance activity, they will be required to, either set up the equipment and hand it over to a another person to complete the required start-up procedures, or complete the run-up operation themselves, ensuring that the equipment is ready for operation before handover. This will involve checking that all the required equipment and safety devices are operable and correctly set and/or calibrated, and that the equipment functions safely and correctly to the required specification.

On handing over the equipment, they will be expected to highlight any new, current or changed operating features of the equipment, and to inform the appropriate person of any future maintenance requirements. They must also ensure that they receive confirmation that everyone involved in the handover accepts that the maintained equipment is in a satisfactory condition to return to service.

Their responsibilities will require them to comply with organisational policy and procedures for the handover activities undertaken, and to report any problems with the handing over procedure that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying maintenance handover procedures. They will understand the equipment being handed over, and its application, and will know about the operating procedures and potential problems, in adequate depth to provide a sound basis for carrying out the activities safely and correctly.


43

They will understand the safety precautions required when carrying out the maintenance activities, especially those for isolating the equipment. They will be required to demonstrate safe working practices throughout, and will understand their responsibility for taking the necessary safeguards to protect themselves and others in the workplace. They will be able to apply the appropriate occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn and commitment


Assessment requirements for this unit are set down in the Automotive Engineering Assessment Strategy and can be found in Annexe A. These requirements have been developed by employers for Automotive Engineering.


Although all of the content and assessment requirements must be met in full employers can tailor the training outcomes to ensure that the content of the programme is specific to their requirements in terms of products, processes, procedures, tools, equipment, materials, documentation and information systems.

This will allow each organisation to develop their own specific and tailored training programme whilst meeting their own business requirements whilst at the same time ensuring that the overall generic content is to a high standard in terms of depth and breadth to enable progression and/or transferability to other employers.


44


P1 Work safely at all times, complying with health and safety and other relevant regulations and guidelines


P3 Confirm that everyone involved accepts the equipment is in a satisfactory condition for handover to take place

P4 Where applicable clearly identify any unusual features or conditions of the equipment

P5 Handover and obtain agreement between everyone involved on the precise moment of transfer of responsibility

P6 Deal promptly and effectively with problems within their control and report those that they cannot solve

P7 Make sure that clear, accurate and complete records of the handover are made


S1 Confirm that the equipment is ready for restart by carrying out all of the following checks, as applicable to the equipment being handed over:

1.1 the maintenance activity has been completed and the equipment functions to specification

1.2 all safety systems or features are functioning correctly

1.3 any waste materials, safety barriers and warning signs have been removed (where appropriate)

1.4 any auxiliary systems or equipment involved are connected and operable

1.5 any environmental controls are operable (where appropriate)

1.6 others involved in using the equipment are aware that the equipment is about to be operated/used

S2 Carry out correct handover procedures for one type of equipment/service from the following:

2.1 manual

2.2 process/control

2.3 semi-automatic

2.4 computer controlled

2.5 fully automatic

2.6 engineering services

2.7 other specific equipment


45


S3 Carry out all of the following during the handover procedures:

3.1 operate/use the maintained equipment through a complete cycle in the presence of the appropriate person

3.2 confirm that the other person accepts that the equipment functions satisfactorily to specification

3.3 highlight to the appropriate person any modifications that would result in unusual features in the operating procedure (where applicable)

3.4 inform the appropriate person of any future maintenance activities that may be required (where applicable)

3.5 obtain agreement from the other person that they now accept responsibility for the equipment to be returned to service

3.6 complete any necessary handover documentation

3.7 confirm the other person knows how and who to contact for future maintenance requirements

S4 Carry out handover procedures to one of the following:

4.1 production/process operator

4.2 maintenance supervisor

4.3 supervisor of production/process

4.4 other specific person

S5 Carry out the handover following two of the following maintenance activities:

5.1 breakdown

5.2 scheduled servicing

5.3 preventative maintenance activity

5.4 modification to equipment

S6 Complete the relevant paperwork from one of the following, and pass it to the appropriate people:

6.1 job card

6.2 company-specific documentation

6.3 maintenance log or report

6.4 other handover paperwork


46


K1 Describe the health and safety requirements of the area in which the handover is to take place, and the responsibility they place on them

K2 Describe the isolation and lock-off procedure or permit-to-work procedure that applies to the equipment being maintained

K3 Explain the specific health and safety precautions to be applied during the handover procedure, and their effects on others

K4 Explain the importance of wearing protective clothing and other appropriate safety equipment whilst operating/using the equipment during the handover operations and where it may be obtained

K5 Explain the checking process to be followed before handing over the equipment (such as are the safety and quality systems operable, does the equipment function to specification)


K7 Describe the appropriate handover procedure, depending on the maintenance activity carried out (repair, modification, preventative maintenance, scheduled servicing)

K8 Explain the procedure for involving the appropriate people when operating/using the equipment

K9 Explain the need to highlight, where appropriate, any new, current or changed operating features of the maintained or installed equipment

K10 Explain the importance of informing the appropriate person of any future maintenance requirements

K11 Explain the importance of confirming that the other person understands how to use/operate the equipment before handing the equipment over to them

K12 Explain the importance of ensuring that the person they are handing over the equipment to accepts that it is in a satisfactory condition

K13 Explain the organisational documentation procedures to be used with regard to the handover

K14 Describe how to create and maintain effective working relationships with appropriate people (such as encouraging, helping, politeness, open discussions both ways)

K15 Describe the problems that can occur during handover, and describe how they can be overcome (such as product/equipment failure, quality issues, safety or communication)

K16 Assess the extent of their own authority and to whom they should report if they have problems that they cannot resolve


47

Unit 5: Carrying Out Fault Diagnosis on Engineered Systems

Level: 3



Unit overview


This unit will help to inform the training and development required in order that the learner can demonstrate that they are competent in being able to:

Carry out fault diagnosis on engineered systems, in accordance with approved procedures. They will be required to diagnose faults on an engineered system involving two or more of the following interactive technologies: mechanical, electrical, fluid power or process controller, at sub-assembly/component level. They will be expected to use a variety of fault diagnosis methods and techniques, and to utilise a number of diagnostic aids and equipment. From the evidence gained, they will be expected to identify the fault and its probable cause, and to suggest appropriate action to remedy the problem.

Their responsibilities will require them to comply with organisational policy and procedures for the fault diagnostic activities undertaken, and to report any problems with these activities or the tools and equipment used that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying fault diagnosis procedures within an integrated system. They will understand the various fault diagnosis methods and techniques used, and their application. They will know how to apply and interpret information obtained from diagnostic aids and equipment, in adequate depth to provide a sound basis for carrying out the activities and identifying faults or conditions that are outside the required specification. They will know about the interaction of the other associated integrated technologies, and will have sufficient knowledge to carry out effective fault diagnosis of the integrated system.

They will understand the safety precautions required when carrying out the fault diagnosis activities, especially those for isolating the equipment and for taking the necessary safeguards to protect themselves and others in the workplace. They will be required to demonstrate safe working practices throughout.


48

They will be able to apply the appropriate occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn and commitment.







49

Performance requirements The leaner must be able to:



P3 Review and use all relevant information on the symptoms and problems associated with the products or assets

P4 Investigate and establish the most likely causes of the faults

P5 Select, use and apply diagnostic techniques, tools and aids to locate faults

P6 Complete the fault diagnosis within the agreed time and inform the appropriate people when this cannot be achieved

P7 Determine the implications of the fault for other work and for safety considerations

P8 Use the evidence gained to draw valid conclusions about the nature and probable cause of the fault

P9 Record details on the extent and location of the faults in an appropriate format


S1 Carry out all of the following during the fault diagnostic activities:

1.1 plan the fault diagnosis activities prior to beginning the work

1.2 obtain and use the correct issue of company and/or manufacturers’ drawings and maintenance documentation

1.3 adhere to procedures or systems in place for risk assessment, COSHH, personal protective equipment and other relevant safety regulations and procedures to realise a safe system of work including the electricity at work regulations

1.4 ensure the safe isolation of equipment (such as mechanical, electricity, gas, air or fluids)

1.5 provide and maintain safe access and working arrangements for the maintenance area

1.6 carry out the fault diagnostic activities using approved procedures

1.7 collect equipment fault diagnosis evidence from live and isolated systems

1.8 disconnect or isolate components or parts of the system, when appropriate, to confirm diagnosis

1.9 identify the fault and determine appropriate corrective action

1.10 dispose of waste items in safe and environmentally acceptable manner and leave the work area in a safe condition


50


S2 Carry out fault diagnosis on both of the following types of interactive technologies, to sub-assembly or component level:

2.1 mechanical

2.2 electrical

Plus one from the following:

2.3 fluid power

2.4 process controller

S3 Collect information about the fault from four of the following sources:

3.1 the person or operator who reported the fault

3.2 sensory (such as sight, sound, smell, touch)

3.3 monitoring equipment or gauges

3.4 plant or machinery records/history

3.5 recording devices

3.6 condition of the end product

S4 Use a range of fault diagnostic techniques, to include four of the following:

4.1 half-split technique

4.2 emergent problem sequence

4.3 functional/performance testing

4.4 input/output

4.5 six point technique

4.6 unit substitution

4.7 equipment self-diagnostics

S5 Use a variety of diagnostic aids and equipment, to include two of the following:

5.1 manufacturer’s manual

5.2 logic diagrams

5.3 algorithms

5.4 flow charts

5.5 probability charts/reports

5.6 fault analysis charts (such as fault trees)


5.8 troubleshooting guides

5.9 circuit diagrams/specifications


51


S6 Use both the following types of test equipment to help in the fault diagnosis:

6.1 mechanical measuring equipment (such as measuring instruments, dial test indicators, torque instruments)

6.2 electrical/electronic measuring instruments (such as multimeters, logic probes, voltmeters/indicator)

Plus one from the following

6.3 fluid power test equipment (such as test rigs, flow meters, pressure gauges)

6.4 PLC (such as human machine interface, programming unit/diagnostic)

S7 Use two of the following types of test equipment to help in the fault diagnosis:

7.1 intermittent problem

7.2 partial failure or reduced performance/out of specification product

7.3 complete breakdown

S8 Provide a record of the outcome of the fault diagnosis, using one of the following:

8.1 step-by-step analytical report

8.2 preventative maintenance log/report

8.3 corrective action report

8.4 company-specific reporting procedure


K1 Describe the health and safety requirements of the area in which they are carrying out the fault diagnosis activities, and the responsibility these requirements place on them

K2 Explain the specific safety precautions to be taken when carrying out the fault diagnosis of the particular engineered system

K3 Describe the isolation and lock-off procedures or permit-to-work procedure that applies

K4 Explain the importance of wearing protective clothing and other appropriate safety equipment during the fault diagnosis activities, the type of safety equipment to be used and where to obtain it

K5 Describe the hazards associated with carrying out fault diagnosis on engineered systems (such as handling fluids, stored pressure/force, electrical contact, process controller interface, using faulty or damaged tools and equipment, using practices and procedures that do not follow laid-down procedures), and how to minimise these and reduce any risks

K6 Describe how to recognise and deal with victims of electric shock (to include methods of safely removing the victim from the power source, isolating the power source) including the difference of AC and DC electrical shock and describe how this affects the victim


52



K8 Explain where to obtain, and how to interpret, drawings, circuit diagrams, specifications, manufacturers’ manuals and other documents needed for the fault diagnosis activities

K9 Describe the basic principles of how the system functions, and explain the working purpose of the various integrated systems specific to the equipment being maintained

K10 Explain the various fault finding techniques that can be used, and how they are applied (such as half-split, input/output, emergent problem sequence, six point technique, functional testing, unit substitution, and equipment self-diagnostics)

K11 Describe how to evaluate the various types of information available for fault diagnosis (such as operator reports, monitoring equipment, sensory inputs, machinery history records, and condition of the end product)

K12 Describe how to evaluate sensory information from sight, sound, smell, touch

K13 Describe the procedures to be followed to investigate faults, and how to deal with intermittent conditions

K14 Describe how to use the various aids and reports available for fault diagnosis

K15 Identify the types of equipment that can be used to aid fault diagnosis (such as mechanical measuring instruments, electrical measuring instruments, test rigs, and pressure and flow devices), and how to check the equipment is calibrated or configured correctly for the intended use, and that it is free from damage and defects

K16 Describe the application of specific fault finding methods and techniques that are best suited to the problem

K17 Describe how to analyse and evaluate possible characteristics and causes of specific faults/problems

K18 Describe how to make use of previous reports/records of similar fault conditions

K19 Describe how to evaluate the likely risk of running the equipment with the displayed fault, and the effects the fault could have on the overall process

K20 Describe how to prepare a report which complies with the company policy on fault diagnosis



53

Unit 6: Carrying Out Preventative Planned Maintenance on Engineered Systems

Level: 3



Unit overview



Carry out preventative planned maintenance activities on engineered systems, in accordance with approved procedures. They will be required to carry out the maintenance activities on engineered systems involving at least two of the following interactive technologies: mechanical, electrical, fluid power or process controller. They will need to organise and carry out the maintenance activities to minimise down time, and ensure that the maintained system performs at optimal level and functions to the required specification.

Their responsibilities will require them to comply with organisational policy and procedures for the maintenance activities undertaken, and to report any problems with the maintenance activities, tools or equipment used that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They must ensure that all tools, equipment, and materials used in the maintenance activities are removed from the work area on completion of the work, and that all necessary job/task documentation is completed accurately and legibly. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying planned maintenance procedures within an engineered system. They will know about the integrated technologies within the system, how the system functions, and potential problems or defects that may occur. They will understand the process of developing planned maintenance, and its application, and will know about the maintenance criteria, in adequate depth to provide a sound basis for carrying out the activities safely and effectively, and for ensuring that the system is maintained to the required specification and remains compliant with all standards and regulations. In addition, they will be expected to report where the outcome of the maintenance activity identifies the need for further investigation or maintenance work.


54

They will understand the safety precautions required when carrying out the maintenance activities, especially those for isolating the equipment and taking the necessary safeguards to protect themselves and others in the workplace. They will be required to demonstrate safe working practices throughout.

They will be able to apply the appropriate occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn and commitment

Specific unit requirements

In order to prove their ability to combine different maintenance operations, at least one of the maintenance activities must be of a significant nature, and must cover at least seven of the activities listed in S4.







55




P3 Follow the relevant maintenance schedules to carry out the required work

P4 Carry out the maintenance activities within the limits of their personal authority

P5 Carry out the maintenance activities in the specified sequence and in an agreed timescale

P6 Report any instances where the maintenance activities cannot be fully met or where there are identified defects outside the planned schedule

P7 Complete relevant maintenance records accurately and pass them on to the appropriate person

P8 Dispose of waste materials in accordance with safe working practices and approved procedures


S1 Carry out all of the following during the maintenance activities:

1.1 plan and communicate the maintenance activities to cause minimal disruption to normal working





1.6 carry out the maintenance activities using appropriate techniques and procedures

1.7 reconnect and return the system to service on completion of the maintenance activities

1.8 dispose of waste items in safe and environmentally acceptable manner, and leave the work area in a safe condition


56


S2 Carry out planned maintenance activities on engineered systems, involving both of the following interactive technologies, to sub-assembly/component level:

2.1 mechanical

2.2 fluid power

Plus one from the following:

2.3 electrical

2.4 process control

S3 Follow planned maintenance activities based on two of the following types of maintenance schedule:

3.1 condition based maintenance

3.2 total preventative maintenance (TPM)

3.3 scheduled maintenance

3.4 preventative planned maintenance

S4 Carry out ten of the following planned maintenance activities:

4.1 visual examination and testing of the system against the maintenance schedule

4.2 checking operation of all gauges and sensors

4.3 removing excessive dirt and grime

4.4 check for component condition/deterioration including mechanical, electrical, electronic and fluid power components as applicable to the equipment being maintained)

4.5 checking condition of belts, bearings, seals

4.6 making sensory checks (such as sight, sound, smell, touch)

4.7 making routine adjustments

4.8 check integrity of electrical connections

4.9 carrying out leak checks on all connections

4.10 replacing ‘lifed’ items/consumables (such as filters, fluids)

4.11 testing and reviewing system operation

4.12 carrying out system self-analysis checks

4.13 recording the results of the maintenance activity and reporting any defects found

S5 Ensure the maintained equipment/system meets all of the following:

5.1 all maintenance activities have been completed to the required schedule

5.2 equipment operates within acceptable limits for successful continuous operation to meet output specification

5.3 equipment remains compliant with appropriate regulations and safety requirements

5.4 any potential defects are identified and reported for future action


57


S6 Complete the relevant documentation in line with company procedures, to include one from the following:

6.1 job card

6.2 permit to work/formal risk assessment and/or sign-on/off procedures




K1 Describe the health and safety requirements of the area in which the maintenance activity is to take place, and the responsibility these requirements place on them

K2 Describe the isolation and lock-off procedure or permit-to-work procedure that applies to the system being maintained

K3 Explain the specific health and safety precautions to be applied during the maintenance activities, and their effects on others


K5 Explain the importance of wearing protective clothing and other appropriate safety equipment during the maintenance activities, and explain where it may be obtained

K6 Describe the hazards associated with carrying out maintenance activities on an integrated system (handling fluids, stored pressure/force, electrical supplies, process controller interface, using damaged or badly maintained tools and equipment, not following laid-down maintenance procedures), and how to minimise these and reduce any risks


K8 Describe how to obtain and interpret drawings, charts, specifications, manufacturers’ manuals, history/maintenance reports, regulations such as, BS7671/IET wiring regulations and other documents needed for the planned maintenance activities

K9 Explain the various planned maintenance schedules that are generally used (such as condition based maintenance, scheduled maintenance, and total preventative maintenance (TPM))

K10 Describe the basic principles of how the system being maintained functions, its operation sequence, the working purpose of individual units/components, and how they interact

K11 Describe the equipment operating and control procedures, and how to apply them in order to carry out the planned maintenance activities


58


K12 Explain the testing methods and procedures to be used to check that the system conforms to acceptable limits

K13 Describe how to make sensory checks by sight, sound, smell, touch

K14 Describe the procedure for obtaining consumables and ‘lifed’ items that will require replacing during the maintenance activity

K15 State the Company policy on repair/replacement of components during the maintenance activities

K16 Describe the methods of checking that components are fit for purpose, and the need to replace ‘lifed’ items such as filters, seals, gaskets, belts, chains and bearings

K17 Describe how to make adjustments to components and assemblies to ensure they function correctly

K18 Explain the generation of maintenance documentation and/or reports on completion of the maintenance activity

K19 Describe the problems that can occur during the planned maintenance activity, and how they can be overcome

K20 Explain the organisational procedure to be adopted for the safe disposal of waste of all types of materials

K21 Assess the extent of their own authority and to whom they should report if they have a problem that they cannot resolve


59

Unit 7: Maintaining Mechanical Equipment

Level: 3



Unit overview



Carry out corrective maintenance activities on mechanical equipment, in accordance with approved procedures. They will be required to maintain a range of mechanical equipment, such as gear boxes, pumps, machine tools, conveyor systems, workholding arrangements, engines, processing plant and equipment, and other organisation-specific equipment. This will involve dismantling, removing and replacing faulty equipment at component or unit level on a variety of different types of mechanical assemblies and sub-assemblies.

They will be expected to apply a range of dismantling and assembling methods and techniques, such as proof marking to aid reassembly, dismantling components requiring pressure or expansion/contraction techniques, setting, aligning and adjusting components, torque loading components and making ‘off-load’ checks before starting up the maintained equipment.

Their responsibilities will require them to comply with organisational policy and procedures for the maintenance activities undertaken, and to report any problems with the maintenance activities or the tools and equipment used, that they cannot personally resolve or that are outside their permitted authority, to the relevant people. They must ensure that all tools, equipment, and materials used in the maintenance activities are removed from the work area on completion of the activities, and that all necessary job/task documentation is completed accurately and legibly. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying mechanical maintenance procedures. They will understand the dismantling and reassembly methods and procedures, and their application. They will know how the equipment functions and the purpose of the individual components and associated defects, in adequate depth to provide a sound basis for carrying out the maintenance activities, correcting faults and ensuring the repaired equipment functions to the required specification and remains compliant with all standards and regulations. In addition, they will have sufficient in-depth knowledge of these components to ensure that they are fit for purpose and meet the specifications, thus providing a sound basis for carrying out reassembly.


60

They will understand the safety precautions required when carrying out the maintenance activities, especially those for isolating the equipment. They will also understand their responsibilities for safety and the importance of taking the necessary safeguards to protect themselves and others in the workplace.








61











S1 Carry out all of the following during the maintenance activity:


1.2 obtain and use the correct issue of company and/or manufacturer’s drawings and maintenance documentation

1.3 adhere to procedures or systems in place for risk assessment, COSHH, personal protective equipment and other relevant safety regulations and procedures to realise a safe system of work




1.7 re-connect and return the system to service on completion of activities

1.8 dispose of waste items in a safe and environmentally acceptable manner and leave the work area in a safe condition

S2 Carry out maintenance activities on three of the following types of equipment:

2.1 gearboxes

2.2 transfer equipment

2.3 machine tools

2.4 pumps

2.5 mechanical structures


62


2.6 lifting and handling equipment

2.7 conveyors/elevators

2.8 process control valves

2.9 workholding devices

2.10 processing plant

2.11 compressors

2.12 company-specific equipment

S3 Carry out all of the following maintenance technique:

3.1 dismantling equipment to unit/sub-assembly level

3.2 setting, aligning and adjusting replaced components

3.3 dismantling units to component level

3.4 proof marking/labelling of components

3.5 tightening fastenings to the required torque

3.6 checking components for serviceability

3.7 making ‘off-load’ checks before starting up

3.8 replacing all lifed items (such as seals, bearings, gaskets)

3.9 replenishing oils and greases

3.10 safety system checks

3.11 replacing damaged/defective components

3.12 functionally testing the completed system

S4 Replace/refit a range of mechanical components, to include ten of the following:

4.1 shafts

4.2 brakes

4.3 cams and followers

4.4 wire ropes/cables

4.5 couplings

4.6 bearings

4.7 chains & sprockets

4.8 housings

4.9 gears

4.10 seals

4.11 pulleys and belts

4.12 actual mechanisms

4.13 clutches

4.14 fitting keys

4.15 levers and links

4.16 structural components

4.17 valves and seats


63


4.18 springs

4.19 slides

4.20 locking and retaining devices (such as circlips, pins, lift nuts)

4.21 pistons

4.22 diaphragms

4.23 rollers

4.24 splined components

4.25 other specific components

S5 Maintain mechanical equipment which complies with two of the following:

5.1 organisational guidelines and codes of practice

5.2 equipment manufacturer’s operation range

5.3 BS, ISO and/or BSEN standards

S6 Complete the relevant documentation in line with company procedures, to include one from the following:

6.1 job cards






K2 Describe the isolation and lock-off procedures or permit-to-work procedure that applies

K3 Explain the specific health and safety precautions to be applied during the maintenance procedure, and their effects on others

K4 Describe Hazards associated with carrying out mechanical maintenance activities (such as handling oils, greases, stored pressure/force, misuse of tools, using damaged or badly maintained tools and equipment, not following laid-down maintenance procedures), and how to minimise these and reduce any risks

K5 Explain the importance of wearing protective clothing and other appropriate safety equipment during maintenance process


K7 Describe how to obtain and interpret drawings, specifications, manufacturers’ manuals and other documents needed in the maintenance process


64


K8 Describe the procedure for obtaining replacement parts, materials and other consumables necessary for the maintenance activities

K9 Explain the Company policy on repair/replacement of components during the maintenance process

K10 Describe the sequence to be adopted for the dismantling/re-assembly of various types of assemblies

K11 Describe the methods and techniques used to dismantle/assemble mechanical equipment (such as release of pressures/force, proof marking, extraction, pressing, alignment)

K12 Describe the methods of checking components are fit for purpose, and how to identify defects and wear characteristics

K13 Explain the basic principles of how the equipment being maintained functions, operation sequences, the working purpose of individual units/components and how they interact

K14 Describe the identification, application, fitting and removal of different types of bearings (such as roller, ring, thrust)

K15 Explain methods and techniques of fitting keys and splined components

K16 Describe identification, application, fitting and removal of different types of gears

K17 Describe how to correctly tension and align belts and chains

K18 Describe the identification and application of different types of locking devices

K19 Explain the methods for checking that removed components are fit for purpose, and explain the need to replace ‘lifed’ items (such as seals and gaskets)

K20 Explain the uses of measuring equipment (such as micrometers, verniers, and other measuring devices)

K21 Describe how to make adjustments to components/assemblies to ensure they function correctly (such as setting working clearance, setting travel, setting backlash in gears, preloading bearings)

K22 Explain the importance of making ‘off-load’ checks before running the equipment under power

K23 Describe how to check tools and equipment are free from damage or defects, are in a safe and usable condition, and are configured correctly for the intended purpose

K24 Discuss the importance of maintenance documentation and/or reports following the maintenance activity, and describe how to generate them

K25 Explain the equipment operating and control procedures to be applied during the maintenance activity

K26 Describe how to use lifting and handling equipment in the maintenance activity


65


K27 Explain the problems associated with the maintenance activity, and describe how they can be overcome

K28 Describe the organisational procedure(s) to be adopted for the safe disposal of waste of all types of materials



66

Unit 8: Maintaining Electrical Equipment

Level: 3



Unit overview



Carry out corrective maintenance activities on electrical equipment, in accordance with approved procedures. They will be required to maintain a range of electrical equipment, such as single, three-phase and direct current power supplies and control systems, motors and starters, switchgear and distribution panels, control systems, electrical equipment, wiring enclosures and luminaires. This will involve dismantling, removing and replacing faulty equipment, at component or unit level, on a variety of different types of electrical assemblies and sub-assemblies. They will be expected to apply a range of dismantling and reassembly methods and techniques, such as soldering, crimping, harnessing and securing cables and components.

Their responsibilities will require them to comply with organisational policy and procedures for the maintenance activities undertaken, and to report any problems with the maintenance activities that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They must ensure that all tools, equipment, and materials used in the maintenance activities are removed from the work area on completion of the activities, and that all necessary job/task documentation is completed accurately and legibly. They will be expected to work with minimal supervision, taking personal responsibility for their actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying electrical maintenance procedures. They will understand the dismantling and reassembly methods and procedures used, and their application. They will know about the electrical equipment worked on, component properties, functions and associated defects, in adequate depth to provide a sound basis for carrying out the maintenance activities, correcting faults and ensuring that the repaired equipment functions to the required specification and remains compliant with all standards and regulations.



67








68






P5 Carry out the maintenance activities in the specified sequence and in an agreed time scale





S1 Carry out all of the following maintenance activities::



1.3 adhere to procedures or systems in place for risk assessment, COSHH, personal protective equipment and other relevant safety regulations and procedures torealise a safe system of work including the electricity at work regulations

1.4 ensure the safe isolation of equipment (such as electricity, mechanical, gas, air or fluids)



1.7 re-connect and return the equipment to service on completion of the maintenance activities

1.8 dispose of waste items in a safe and environmentally acceptable manner, and leave the work area in a safe condition

S2 Carry out maintenance activities on eight of the following types of electrical equipment:

2.1 single-phase power supplies

2.2 control systems and components


69


2.3 three-phase power supplies

2.4 electrical plant

2.5 direct current power supplies

2.6 wiring enclosures

2.7 motors and starters

2.8 luminaires

2.9 switchgear and distribution panels

2.10 other specific electrical equipment

S3 Carry out all of the following maintenance activities:

3.1 isolating and locking-off equipment

3.2 removing and replacing damaged wires and cables

3.3 disconnecting and reconnecting wires and cables

3.4 attaching suitable cable identification markers

3.5 removing and replacing wiring enclosures

3.6 removing electrical units/components

3.7 setting and adjusting replaced components


3.9 making ‘off-load’ checks before powering up


3.11 functionally testing the completed system

S4 Replace/refit a range of electrical components, to include ten of the following groups of components:

4.1 cables and connectors

4.2 capacitors

4.3 lighting fixtures

4.4 contactors

4.5 rectifiers

4.6 batteries

4.7 relay components

4.8 encoders or resolvers

4.9 switches and sensors

4.10 overload protection devices

4.11 inverter and servo controllers

4.12 solenoids

4.13 locking and retaining devices (cable ties, clips, proprietary fasteners)

4.14 circuit boards

4.15 transformers

4.16 thermistors or thermocouples



70


S5 Maintain electrical equipment to two of the following:


5.2 BS7671/IET wiring regulations

5.3 equipment manufacturers operation range


S6 Complete the relevant documentation in line with company procedure to include one from the following:

6.1 job cards

6.2 permits to work/formal risk assessment and/or sign on/off procedures

6.3 maintenance logs or reports

6.4 company specific documentation



K2 Describe the isolation and lock-off procedure or permit-to-work procedure that applies to maintenance activities (such as electrical isolation, locking off switchgear, removal of fuses, placing of maintenance warning notices, proving the isolation has been achieved and secured)

K3 Describe how to recognise and deal with victims of electric shock (to include methods of safely removing victim from power source, isolating the power source) including the difference of AC and DC electrical shock and how this affects the victim

K4 Describe hazards associated with carrying out electrical maintenance activities (such as contact with live electrical components, misuse of tools, using damaged or badly maintained tools and equipment, not following laid-down maintenance procedures), and how to minimise these and reduce any risk

K5 Explain the importance of wearing protective clothing and other appropriate safety equipment during the maintenance activities


K7 Describe how to obtain and interpret drawings, circuit and physical layouts, charts, specifications, manufacturers’ manuals, history/maintenance reports, graphical electrical symbols, BS7671/IET wiring regulations, and other documents needed for the maintenance activities

K8 Explain the purpose of the components which have been replaced/ maintained


71

Knowledge and understanding The learner must know and understand:

K9 Describe the different types of cabling and their application (such as multicore cables, single core cables, steel wire armoured (SWA), mineral insulated (MI), screened cables)

K10 Describe the different types of electric motors and motor starters

K11 Describe the different types of control system, and their various components

K12 Describe the application and use of a range of electrical components (such as plugs, switches, sockets, lighting and fittings, junction boxes, consumer units)

K13 Describe the various lighting systems used (including tungsten, sodium, mercury vapour and fluorescent)

K14 Describe the different types of wiring enclosures that are used (to include conduit, trunking and traywork systems)

K15 Explain the care, handling and application of ohmmeters, multimeters, voltmeters/indicators and other electrical measuring instruments

K16 Explain company policy on the repair/replacement of components, and the procedure for obtaining replacement parts, materials and other consumables necessary for the maintenance activities

K17 Describe how to check that the replacement components meet the required specification/operating conditions (such as values, tolerance, current carrying capacity, voltage rating, power rating, working temperature range)

K18 Describe the techniques used to dismantle/assemble electrical equipment (such as unplugging, de-soldering, removal of screwed, clamped and crimped connections)

K19 Describe methods of removing and replacing cables and wires in wiring enclosures without causing damage to existing cables

K20 Explain the use of BS7671/IET wiring, and other, regulations when selecting wires and cables and when carrying out tests on systems

K21 Describe methods of attaching identification markers/labels to removed components or cables to assist with re-assembly

K22 Describe the tools and equipment used in the maintenance activities (including the use of cable stripping tools, crimping tools, soldering irons and torches, gland connecting tools)

K23 Describe methods of checking that components are fit for purpose, and the need to replace ‘lifed’ items (such as motor brushes, seals and gaskets overload protection devices)

K24 Describe how to make adjustments to components/assemblies to ensure they function correctly

K25 Describe how to check tools and equipment are free from damage or defects, are in a safe and usable condition, and are configured correctly for the intended purpose

K26 Explain the importance of making ‘off-load’ checks before proving the equipment with the electrical supply on


72

Knowledge and understanding The learner must know and understand:

K27 Describe the generation of maintenance documentation and/or reports following the maintenance activity

K28 Describe the equipment operating and control procedures to be applied during the maintenance activity

K29 Describe how to use appropriate lifting and handling equipment in the maintenance activity

K30 Explain the problems that can occur during the electrical maintenance activity, and describe how they can be overcome

K31 Describe the organisational procedure(s) to be adopted for the safe disposal of waste of all types of materials



73

Unit 9: Maintaining Fluid Power Equipment

Level: 3



Unit overview



Carry out corrective maintenance on fluid power equipment, on mobile or static plant, in accordance with approved procedures. They will be required to maintain a range of fluid power equipment, such as hydraulic, pneumatic or vacuum equipment. This will involve dismantling, removing and replacing faulty items, at component and unit level, on such as pumps, valves, actuators, sensors, intensifiers, regulators, compressors, pipes and hoses, and other specific fluid power equipment. This will involve depressurising the system, and removing, replacing and repairing system components, as applicable.

Their responsibilities will require them to comply with organisational policy and procedures for the maintenance activities undertaken, and to report any problems with the maintenance activities or the tools and equipment used that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying maintenance procedures to fluid power equipment. They will understand the dismantling and reassembly methods and procedures used, and their application. They will know how the equipment functions and the purpose of the individual components, their function and associated defects, in adequate depth to provide a sound basis for carrying out the maintenance activity, correcting faults and ensuring that the repaired equipment functions to the required specification and remains compliant with all standards and regulations. In addition, they will have sufficient depth of knowledge of the various components, to ensure they are fit for purpose and meet the specifications, thus providing a sound basis for carrying out reassembly of the equipment.

They will understand the safety precautions required when carrying out the maintenance activities, especially those for isolating the equipment and taking the necessary safeguards to protect themselves and others in the workplace. They will be required to demonstrate safe working practices throughout.


74








75











S1 Carry out all of the following during the maintenance activity:




1.4 adhere to company-specific contamination and control procedures at all times




1.8 reconnect and return the system to service on completion of the maintenance activities


S2 Carry out maintenance activities on two of the following types of fluid power equipment:

2.1 pneumatic

2.2 hydraulic

2.3 vacuum


76


S3 Carry out all of the following maintenance activities:

3.1 chocking/supporting actuators/rams/component

3.2 releasing stored pressure

3.3 draining, removing and replacing oil/fluids (as applicable)


3.5 removing and replacing units/components (such as pumps, valves, actuators)

3.6 disconnecting/removing hoses, pipes and tubing

3.7 replacing all ‘lifed’ items (such as seals, filters, gaskets, hoses)

3.8 proof marking/labelling of removed components


3.10 tightening fastenings to the required torque

3.11 setting, aligning and adjusting replaced components

3.12 making ‘off-load’ checks before re-pressurising the system

3.13 functional/performance testing of the maintained system

3.14 priming and bleeding the system (where applicable)

S4 Carry out maintenance activities to component level on all of the following fluid power components:

4.1 pumps

4.2 valves

4.3 cylinders

4.4 actuators

S5 Replace/refit a range of fluid power components, to include ten of the following:

5.1 pumps

5.2 motors

5.3 compressors

5.4 sensors

5.5 pistons

5.6 bearings

5.7 receivers

5.8 lubricators

5.9 filters

5.10 spools

5.11 reservoirs

5.12 gaskets and seals

5.12 gaskets and seals

5.13 regulators

5.14 valves

5.15 accumulators


77


5.16 pipework

5.17 hoses/tubing

5.18 valve solenoid

5.19 actuators/cylinders

5.20 pressure intensifiers

5.21 switches


S6 Maintain fluid power equipment, in compliance with two of the following:




S7 Complete the relevant paperwork from one of the following, and pass it to the appropriate people:

7.1 job cards






K2 Explain the isolation procedures or permit-to-work procedure that applies

K3 Explain the specific health and safety precautions to be taken during the maintenance activities, and their effects on others

K4 Explain the importance of wearing protective clothing and other appropriate safety equipment during maintenance activities

K5 Describe the importance of following the correct de-contamination procedure

K6 Describe the hazards associated with carrying out maintenance activities on fluid power equipment (such as handling fluids, stored pressure/force, misuse of tools), and how to minimise these and reduce any risks

K7 Describe the Regulations and codes of practice that apply to working with fluid power equipment


K9 Describe how to obtain and interpret drawings, charts, circuit and physical layouts, specifications, manufacturers’ manuals, history/maintenance reports, symbols used in fluid power, and other documents needed in the maintenance activities


78


K10 Describe the procedure for obtaining replacement parts, materials and other consumables necessary for the maintenance activities

K11 Discuss principles and theories associated with fluid power equipment (such as cascading and truth tables)

K12 Explain the basic principles of operation of the equipment being maintained

K13 Explain the company policy on repair/replacement of components during maintenance process

K14 Describe how to construct and apply sequential charts/tables or functional diagrams

K15 Explain the dry and lubricated systems, and their application

K16 Describe the selection, types and characteristics of fluids for the system

K17 Describe the effects of pressure and flow on the performance of the system

K18 Compare the identification of different compressors (such as screw piston, rotary vane)

K19 Compare the identification of different hydraulic motors (such as piston, gear vane)

K20 Describe how to determine pressure settings and their effect on the system

K21 Describe the different types of pipework, fittings and manifolds, and their application

K22 Explain the identification, application, function and operation of different types of valves (such as poppet, spool, piston, disc and slide)

K23 Explain the identification, application, function and operation of different types of sensors and actuators (such as rotary, linear, mechanical, electrical)

K24 Explain the identification, application, function and operation of different types of actuators/cylinders (such as single acting, double acting and telescopic)

K25 Explain the identification, application, function and operation of different types of pumps (such as positive and gear vane piston)

K26 Describe the application of static and dynamic seals

K27 Explain recognition of contaminants and the problems they can create, and the effects and likely symptoms of contamination in the system

K28 Explain the techniques used to dismantle/assemble fluid power equipment (release of pressures/force, proof marking, extraction)

K29 Describe methods of checking that components are fit for purpose

K30 Describe how to make adjustments to components/assemblies to ensure that they function correctly

K31 Outline the identification and working purpose of individual components, and how they interact

K32 Describe how to check that tools and equipment are free from damage or defect, are in a safe and usable condition, and are configured correctly for the intended purpose


79


K33 Describe the generation of maintenance documentation and/or reports following the maintenance activity

K34 Explain the equipment operating and control procedures to be applied during the maintenance activity

K35 Describe how to use lifting and handling equipment safely and correctly in the maintenance activity

K36 Describe the problems associated with the maintenance activity, and describe how they can be overcome

K37 Describe the procedure to be adopted for the safe disposal of waste of all types of materials

K38 Assess the limit of their own authority and to whom they should report if they have a problem that they cannot resolve


80

Unit 10: Wiring and Testing Electrical Equipment and Circuits

Level: 3



Unit overview



Carry out corrective maintenance activities to process controller equipment, in accordance with approved procedures. They will be required to maintain a range of process controller equipment, such as fixed I/O, rack mount and modular systems. This will involve dismantling, removing and replacing faulty peripheral components, process controller units and components, down to unit and board level. They will also need to be able to load and download process controller programs, check them for errors, make alterations to programs, and create and maintain back-up copies of completed programs.

their responsibilities will require them to comply with organisational policy and procedures for the maintenance activities undertaken, and to report any problems with the maintenance activities, process control system, tools or equipment used, that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying maintenance procedures to process controller systems. They will understand the maintenance methods and procedures used, and their application, and will know about the various process controller units and peripheral components, their functions and associated defects, in adequate depth to provide a sound basis for carrying out the maintenance activities, correcting faults and ensuring that the equipment operates to the required specification and remains compliant with all standards and regulations. They will also know about the interaction of the other associated integrated technologies, and will have sufficient knowledge to carry out the dismantling and reassembly of the process controller system, safely and effectively.


81

They will understand the safety precautions required when carrying out the maintenance activities, especially those for isolating the equipment. They will be required to demonstrate safe working practices throughout, and will understand their responsibility for taking the necessary safeguards to protect themselves and others in the workplace.








82


















1.7 re-connect and return the system to service on completion of the maintenance activities


S2 Carry out maintenance activities on one of the following types of process control equipment:

2.1 modular

2.2 rack mount


83


S3 Carry out all of the following program maintenance activities on the process control system:

3.1 select and use appropriate programming devices (such as terminals, hand-held programmers and personal computers)

3.2 use ladder logic or system flowcharts

3.3 carry out on-line monitoring of programs

3.4 produce back-ups of completed programs

3.5 use ‘on’ and ‘off-line’ programming

3.6 edit, enter and remove contacts from lines of logic

3.7 load, read and save programs

3.8 alter counter and timer settings

3.9 force contacts on and off


4.1 take electrostatic precautions when handling components and circuit boards

4.2 proof marking or labelling of removed wires and components

4.3 replace peripherals (such as sensors, actuators, relays, switches)

4.4 inspect components for serviceability

4.5 use run mode of operation

4.6 check back-up batteries and replace where applicable

4.7 change or add circuit boards (where applicable)

4.8 replace process controller units

4.9 functionally test the system

4.10 replace power supplies (where applicable)

S5 Maintain process control equipment in compliance with two of the following:

5.1 BS7671-IET wiring regulations




S6 Complete the relevant documentation from one of the following in line with company procedure:

6.1 job cards

6.2 permits to work/formal risk assessment and/or sign-on/off procedures




84


K1 Describe the health and safety requirements of the area in which the maintenance activity is to take place, and the responsibility they place on them

K2 Explain the isolation and lock-off procedure or permit-to-work procedure that applies to the process control system being worked on

K3 Explain the specific health and safety precautions to be applied during the maintenance activity, and their effects on others


K5 Explain the importance of wearing protective clothing and other appropriate safety equipment during the maintenance activities, and where this can be obtained

K6 Describe the procedures and precautions to be adopted to eliminate electrostatic discharge (ESD)

K7 Describe the hazards associated with carrying out maintenance activities on process control systems (such as handling fluids, stored pressure/force, electrical supplies, process controller interface, using damaged or badly maintained tools and equipment, not following laid-down maintenance procedures), and how to minimise them to reduce any risks


K9 Describe how to obtain and interpret drawings, charts, specifications, manufacturers’ manuals, history/maintenance reports, symbols used on process controller documents and other documents needed in the maintenance process

K10 Describe the basic principles of how the system being maintained functions, its operation sequence, the working purpose of individual units/components and describe how they interact

K11 Explain the devices and systems for storing programs

K12 Explain the procedures to be applied to the storage, location and method of backing up programs

K13 Describe the different types of interface cards and their application

K14 Explain the procedures and application of ‘design and development’ computer-based authoring software

K15 Explain the numbering system and codes used for identification of inputs and outputs

K16 Describe how to search the user program within the process controller for specific elements

K17 Describe the programming techniques and codes used (such as interlocking, timers, counters, subroutines)


85


K18 Describe the techniques involved in editing, entering and removing contacts from lines of logic and, where applicable, the procedure to be followed for ‘on’ and ‘off-line’ programming

K19 Explain the procedure for obtaining replacement parts, materials and other consumables necessary for the maintenance process

K20 Explain the company policy on the repair/replacement of components during the maintenance process

K21 Explain the techniques used to dismantle/assemble integrated equipment (such as release of pressures/force, proofmarking to aid assembly, plugging exposed pipe/component openings, dealing with soldered joints, screwed, clamped and crimped connections)

K22 Describe the methods of attaching identification marks/labels to removed components or cables, to assist with reassembly

K23 Describe the methods of checking that components are fit for purpose, and the need to replace batteries, boards and other failed items

K24 Describe how to check that tools and equipment are free from damage or defects, are in a safe and usable condition, and are configured correctly for their intended purpose

K25 Describe the importance of making ‘off-load’ checks before proving the equipment with the electrical supply on

K26 Explain the generation of maintenance documentation and/or reports following the maintenance activity

K27 Describe the equipment operating and control procedures to be applied during the maintenance activity

K28 Describe how to use lifting and handling equipment correctly and safely in the maintenance activity

K29 Discuss the problems that can occur during the maintenance of the process control system, and how they can be overcome

K30 Explain the organisational procedure to be adopted for the safe disposal of waste of all types of material



86

Unit 11: Carrying out Fault Diagnosis on Electrical Equipment and Circuits

Level: 3



Unit overview



Carry out efficient and effective fault diagnosis on electrical equipment and circuits, in accordance with approved procedures. They will be required to diagnose faults on a range of electrical equipment, such as single and three-phase power supplies, motors and starters, switchgear and distribution panels, electrical plant, control systems and equipment, and luminaires. They will be expected to use a variety of fault diagnosis methods and techniques, and to utilise a number of diagnostic aids and equipment. From the evidence gained, they will be expected to identify the fault and its probable cause, and to suggest action to remedy the problem.


Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying fault diagnosis procedures on electrical equipment and circuits. They will understand the various fault diagnosis methods and techniques used, and their application. They will also know how to interpret and apply information obtained from the diagnostic aids and equipment, in adequate depth to provide a sound basis for carrying out the activities and for identifying faults or conditions that are outside the required specification.

They will understand the safety precautions required when carrying out the fault diagnosis activities, especially those for isolating the equipment. They will also understand their responsibilities for safety and the importance of taking the necessary safeguards to protect themselves and others in the workplace.


87








88












S1 Carry out all of the following during the fault diagnostic activity:

1.1 plan the fault diagnosis, based on the available information about the fault




1.5 provide and maintain safe access and working arrangements for the fault finding/maintenance area


1.7 collect equipment fault diagnostic evidence from ‘live’ and isolated circuits

1.8 disconnect or isolate components or parts of circuits, when appropriate, to confirm diagnosis




89


S2 Carry out fault diagnosis on four of the following types of equipment:

2.1 single-phase power circuits


2.3 three-phase power circuits


2.5 direct current power circuits

2.6 wiring enclosures (such as conduit, trunking or tray work)


2.8 luminaires



S3 Collect fault diagnostic evidence from four of the following sources:



3.3 test instrument measurements (eg, watt meters, multimeter, earth-loop impedance testers)

3.4 sensory input (sight, sound, smell, touch)

3.5 plant/equipment records

3.6 circuit meters (such as voltmeter, power factor meter, ammeter)

3.7 condition of end product




4.2 input/output technique

4.3 emergent sequence

4.4 injection and sampling



4.7 function/performance testing


S5 Use a variety of diagnostic aids and equipment to include two of the following:

5.1 logic diagrams

5.2 equipment self-diagnosis

5.3 trouble shooting guides

5.4 flow charts or algorithms


5.6 electronic aids

5.7 manufacturers’ manuals


90


S6 Use all of the following fault diagnosis procedures:

6.1 inspection (such as breakages, wear/deterioration, signs of overheating, missing parts, loose fittings)

6.2 operation (such as manual switching off and on, RCD test buttons, automatic switching/timing/sequencing, desired outputs)

6.3 measurement (such as voltage, current, continuity, power, temperature, luminescence)

S7 Use three of the following types of test equipment to aid fault diagnosis:

6.4 multimeter

6.5 watt meter

6.6 voltmeter

6.7 ammeter

6.8 earth-loop impedance tester

6.9 insulation resistance tester

6.10 portable appliance tester

6.11 light meter

6.12 other specific test equipment

S8 Find faults that have resulted in two of the following breakdown categories:

8.1 intermittent action or circuit failure

8.2 partial failure or reduced performance


S9 Provide a record of the outcome of the fault diagnosis, using one of the following:






K1 Describe the health and safety requirements of the area in which the fault diagnosis activity is to take place, and the responsibility these requirements place on them

K2 Describe the equipment isolation and lock-off procedure or permit-to-work procedure that applies to the testing activities (such as electrical isolation, locking off switchgear, removal of fuses, placing of maintenance warning notices, proving the isolation has been achieved and secured)

K3 Describe how to recognise and deal with victims of electric shock (to include methods of safely removing victim from power source, isolating the power source) and explain the differences between AC and DC electric shock and how this affects the victim


91


K4 Explain the importance of wearing protective clothing and other appropriate safety equipment during fault diagnosis activities

K5 Describe the hazards associated with carrying out fault diagnosis on electrical equipment (such as live electrical components, stored energy, misuse of tools), and how to minimise these and reduce any risks


K7 Describe the procedure to be adopted to establish the background of the fault

K8 Describe how to evaluate the various types of information available for fault diagnosis


K10 Describe how to use various items of fault diagnostic equipment to investigate the problem

K11 Describe the various fault finding techniques that can be used, and how they are applied (such as half-split, input-to-output, emergent problem sequence, six point technique, function testing, unit substitution, injection and sampling techniques and equipment self-diagnostics)

K12 Describe how to evaluate sensory information (sight, sound, smell, touch)

K13 Describe how to analyse evidence and evaluate possible characteristics and causes of specific faults/problems

K14 Describe how to relate previous reports/records of similar fault conditions

K15 Explain the care, handling and application of electrical test instruments (such as multimeters, insulation resistance testers)

K16 Describe how to check that the electrical test instruments are in calibration and why it is important to check that they are free from damage and defects

K17 Describe how to obtain and interpret drawings, circuit and physical layouts, charts, specifications, manufacturers’ manuals, history/maintenance reports, graphical electrical symbols, BS7671/IET wiring regulations, and other documents needed in the maintenance process

K18 Describe the basic principles of how the circuit functions, the operating sequence, the purpose of individual units/components and describe how they interact relevant to the equipment being maintained

K19 Describe the different types of cabling (such as multi-core cables, single-core cables, SWA cables, MI cables, screened cables), their associated fittings, and their application

K20 Describe the different types of motors and starters, and their operation

K21 Describe the different types of control systems and components, and explain their operation

K22 Describe the different types of electrical components (such as plugs, switches, lighting and fittings, junction boxes, consumer units), and explain their operation


92


K23 Describe how to evaluate the likely risk to themselves and others, and discuss the effects the fault could have on the overall process or system

K24 Describe how to prepare and produce a risk analysis report, where appropriate

K25 Describe how to prepare a report or take follow-up action which satisfies the company policy on concluding fault diagnosis



93

Unit 12: Modifying or Rewiring Electrical Circuits

Level: 3



Unit overview



Modify, rewire and update circuits in accordance with specifications and latest issue drawings and standards. They will be expected to remove and replace cables, add new cables, change breakout points and change the routeing of cables. They will also be expected to change components, units and trays and will need to show proficiency in using various tools and equipment for cutting, stripping, crimping and soldering, and in the installation of the various wires, cables and components that make up the electrical system and circuits worked on.

Their responsibilities will require them to comply with organisational policy and procedures for the modification or rewiring activities undertaken, and to report any problems with the activities, components or equipment that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They must ensure that all tools, equipment, and materials used in the modifying or rewiring activities are removed from the work area on completion of the activities, and that all necessary job/task documentation is completed accurately and legibly. They will be expected to work with minimal supervision, taking full responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying modification or rewiring procedures. They will understand the modification or rewiring to be carried out, and its application, and will know about the methods, tools and equipment to be used, in adequate depth to provide a sound basis for carrying out the activities, correcting faults and ensuring that the modification is carried out to the required specification and remains compliant with all standards and regulations.

They will understand the safety precautions required when carrying out the modification activities and be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.


94








95

Performance requirements The learner must:



P3 Obtain and follow the relevant modification specifications and job instructions

P4 Confirm and agree what modifications are to be carried out to meet the specification

P5 Prepare the electrical system for the required modification

P6 Carry out the system modification using approved materials, methods and procedures

P7 Complete the modification within the agreed timescale

P8 Ensure that the modified electrical system meets the specified operating conditions

P9 Produce accurate and complete records of all modification work carried out

P10 Deal promptly and effectively with problems within your control and report those that cannot be solved


S1 Carry out all the following during the modification or rewiring activities:

1.1 obtain and use the correct issue of company and/or manufacturers’ drawings and planning documentation



1.4 provide and maintain safe access and working arrangements for the modification area

1.5 modify or rewire electrical circuits using approved techniques and procedures

1.6 apply safe working practices and procedures at all times


1.8 obtain and use the correct issue of company and/or manufacturers’ drawings and planning documentation


96


S2 Carry out modifications or rewiring of four of the following electrical systems/equipment:

2.1 single-phase power circuits


2.3 three-phase power circuits


2.5 direct current power circuits

2.6 wiring enclosures (such as conduit, trunking or tray work)


2.8 luminaires



S3 Carry out six of the following types of modifications:

3.1 replacing cables of different size or length

3.2 making changes to looms or mains circuits

3.3 changing or adding components to panels or sub-assemblies

3.4 changing the position or angle of breakout points

3.5 changing position of electrical units

3.6 adding or removing components or modules from circuits

3.7 fitting new electrical systems

3.8 changing the route of cables

3.9 removal of cables

3.10 adding further looms or mains circuits

3.11 addition of cables

3.12 other type of modification (to be specified)

S4 Carry out six of the following processes:

4.1 terminating mineral cables

4.2 Terminating armoured cable

4.3 heat shrinking (devices and boots)

4.4 bending and forming conduit

4.5 crimping (tags and pins)

4.6 bending and forming trunking and trays

4.7 stripping cable insulation/protection

4.8 sealing and protecting cable connections

4.9 removing cable end fittings

4.10 making mechanical/screwed/clamped connections

4.11 extracting/inserting components


97


4.12 soldering and de-soldering

4.13 allocating identification markings

S5 Produce modified or re wired electrical systems in accordance with two of the following:


5.2 BS7671/IET wiring regulations

5.3 equipment manufacturers’ operation range


S6 Complete the relevant documentation from one of the following

6.1 job cards

6.2 permits to work/formal risk assessment and/or sign- on/off procedures




98


K1 Describe the specific safety precautions and procedures to be observed whilst carrying out the modifications or rewiring of the electrical systems (including any specific legislation, regulations or codes of practice relating to the activities, equipment or materials)

K2 Describe the health and safety requirements of the work area in which you are carrying out the modification or rewiring activities, and the responsibility these requirements place on you

K3 Explain the hazards associated with carrying out modifications or rewiring of electrical systems, and how to minimise these and reduce any risks


K5 Recommend the personal protective equipment and clothing to be worn during the modification or rewiring activities


K7 Describe how to obtain and interpret drawings, circuit and physical layouts, charts, specifications, manufacturers’ manuals, graphical electrical symbols, BS7671/IET wiring regulations, and other documentation used during the modification or rewiring activities

K8 Describe the basic principles of how the system functions, the operating sequence, the working purpose of individual units/components, and describe how they interact

K9 Outline the different types of cabling (such as multicore cables, single core cables, SWA cables, MI cables, screened cables), their fittings and their application

K10 Describe the different types of electrical component (such as plugs, switches, lighting and fittings, junction boxes, consumer units)

K11 Describe preparations to be undertaken prior to the modification or rewiring of the system

K12 Describe how to extract and insert new cables in wiring enclosures (such as conduit, trunking and traywork) without causing damage to other cables or components


99


K13 Explain the methods and techniques to be used for soldering and de-soldering, and the importance of adhering to these procedures

K14 Explain the methods and techniques to be used for crimping and heat shrinking, and explain the importance of adhering to these procedures

K15 Describe the various mechanical fasteners that can be used, and explain their methods of installation or removal

K16 Explain the procedure for obtaining replacement parts, materials and other consumables necessary for the modification or rewiring activities

K17 Describe the importance of ensuring that the completed circuit is free from foreign objects, and that all terminations are electrically and mechanically sound and secure

K18 Describe how to conduct any necessary checks to ensure that the completed modification or rewiring complies with all appropriate standards

K19 Explain the methods and equipment used to transport, handle and lift components/cabling into position, and describe how to check that the equipment is within its current certification dates

K20 Describe how to check that tools and equipment are free from damage or defect, are in a safe and usable condition, and are configured correctly for their intended purpose

K21 Discuss the problems that can occur with the modification or rewiring operations, and how these can be overcome (such as updating/out of date circuit diagrams, damage to cabling or equipment, wrong components or incorrect labelling/identification markers)

K22 Explain the recording documentation to be completed for the activities undertaken

K23 Assess the extent of your own authority and to whom you should report if you have problems that you cannot resolve


100

Unit 13: Testing Electrical Equipment and Circuits

Level: 3



Unit overview



Carry out inspections and tests on electrical equipment, such as switchgear, wiring systems, power, heating and lighting systems, motors and motor drives, contactors and relays, control panels, sensors and actuators, and power electronic systems, in accordance with approved procedures. They will be required to carry out formal inspections and tests, which will include protective insulation and resistance values, load current, voltage levels and power ratings, on a range of electrical equipment, to establish that it is functioning at optimal level and to specification.

Their responsibilities will require them to comply with organisational policy and procedures for the testing activities undertaken, and to report any problems with these activities, or with the tools and equipment used that they cannot personally resolve or that is outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a sound understanding of their work, and will provide an informed approach to applying test procedures to electrical equipment and circuits. They will understand the equipment being worked on, the test equipment to be used, and the various test procedures, in adequate depth to provide a sound basis for carrying out the activities safely and correctly and ensuring that the equipment remains compliant with all standards and regulations. In addition, they will be expected to review the outcome of the tests, compare the results with appropriate standards, determine the action required, and to record and report the results in the appropriate format.

They will understand the safety precautions required when carrying out the inspection and testing activities, especially those for isolating the equipment and taking the necessary safeguards to protect themselves and others against direct and indirect electric shock. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.


101








102




P3 Follow the appropriate procedures for use of tools and equipment to carry out the required tests

P4 Set up and carry out the tests using the correct procedures and within agreed timescales

P5 Record the results of the tests in the appropriate format

P6 Review the results and carry out further tests if necessary


S1 Carry out all of the following during the testing activities:

1.1 inspection and testing activities to cause minimal disruption to normal working



1.4 ensure the safe isolation of equipment

1.5 provide and maintain safe access and working arrangements for the testing area

1.6 carry out the inspection and testing activities using appropriate techniques and procedures

1.7 re-connect and return the system to service on completion of the testing activities


S2 Carry out inspections and tests on six of the following types of electrical equipment:

2.1 distribution switchgear

2.2 control panels

2.3 sensors

2.4 wiring systems

2.5 PLC systems

2.6 actuators

2.7 electric motors


103


2.8 power electronic systems

2.9 power, heating and lighting systems

2.10 contactors and relays

2.11 accessories

S3 Use appropriate test equipment to carry out eight of the following tests, as applicable to the equipment being maintained:

3.1 protective conductor resistance values

3.2 continuity

3.3 RCD disconnection time

3.4 polarity

3.5 specialised tests (such as speed, sound, light, temperature)

3.6 insulation resistance values

3.7 power rating

3.8 load current

3.9 resistance

3.10 voltage levels

3.11 capacitance

3.12 impedance

3.13 frequency values

S4 Carry out all of the following checks to ensure the accuracy and quality of the tests carried out:

4.1 the test equipment is correctly calibrated

4.2 test equipment used is appropriate for the tests being carried out

4.3 test procedures used are as recommended in the appropriate electrical codes of practice (BS7671/IET)

4.4 test equipment is operated within its specification range

S5 Provide a record/report of the test outcome, using one of the following:


5.2 inspection schedule


5.4 specific test report


104


K1 Describe the health and safety requirements of the work area where they are carrying out the testing activities, and the responsibility these requirements place on them

K2 Describe the equipment isolation and lock-off procedure or permit-to-work procedure that applies to the testing activities (such as electrical isolation, locking off switchgear, removal of fuses, placing of maintenance warning notices, proving the isolation has been achieved and secured)

K3 Describe the hazards associated with carrying out tests on electrical systems, and how to minimise these and reduce any risks

K4 Explain the specific safety precautions to be taken when carrying out formal inspection and testing of electrical equipment

K5 Describe how to recognise and deal with victims of electrical shock (to include methods of safely removing victim from the power source, isolating the power source) and the differences between AC and DC electric shock and describe how this affects the victim

K6 Explain the importance of wearing protective clothing and other appropriate safety equipment during the electrical testing activities


K8 Describe how to obtain and interpret drawings, circuit and physical layouts, charts, specifications, manufacturers’ manuals, history/maintenance reports, graphical electrical symbols, BS7671/IET wiring regulations, and other documents needed in the testing activities

K9 Explain the types of test equipment to be used, and their selection for particular types of tests

K10 Describe how to ensure that the test equipment is maintained and correctly calibrated, in accordance with the appropriate organisational procedures

K11 Describe how to connect the appropriate test equipment for the measurement of resistance, current, voltage, power, capacitance, inductance, frequency, power factor, and protective device disconnection/ trip times

K12 Describe the various testing methods and procedures, as recommended in approved electrical codes of practice, and describe how to apply them to different operating conditions

K13 Describe how to display/record test results, and state the documentation to be used

K14 Describe how to interpret the value and explain the significance of the test readings

K15 Describe how to analyse test results using tables in approved electrical codes of practice, and describe how to use comparison and sequential techniques


105


K16 Explain the importance of ensuring that test equipment is used only for its intended purpose and within its specified range and limits

K17 Explain the problems or errors that may occur and which could affect the test results, and discuss how they can be avoided

K18 Explain the environmental control and company operating procedures relating to the testing activities

K19 State the documentation required and the procedures to be observed following the test



106

Unit 14: Carrying out Condition Monitoring of Plant and Equipment

Level: 3



Unit overview



Carry out condition monitoring of plant and equipment, in accordance with approved procedures. They will be required to select the appropriate monitoring equipment to use, based on the type of plant or equipment being monitored and the conditions they wish to check. They will be expected to check that the equipment is in a suitable condition to use (undamaged, correctly calibrated, appropriate range, etc.) and set up the equipment ready for use. They will then use this equipment to carry out diagnostic condition monitoring (fault diagnosis or prognosis) on a range of equipment such as mechanical, electrical, process controller, fluid power or integrated systems.

Their responsibilities will require them to comply with organisational policy and procedures for the condition monitoring activities undertaken, and to report any problems with the diagnostic equipment or monitoring activities that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying condition monitoring techniques. They will understand the monitoring methods and procedures used, and their application, and will know about the various monitoring units, and peripheral components, in adequate depth to provide a sound basis for carrying out the monitoring activities safely and correctly.

They will understand the safety precautions required when carrying out the monitoring activities, especially those for isolating the equipment. They will also understand their responsibilities for safety, and the importance of taking the necessary safeguards to protect themselves and others in the workplace.


107








108




P3 Correctly set up and check-calibrate the equipment required for the monitoring being carried out

P4 Carry out the monitoring activities with the minimum disruption to normal activities

P5 Record and review the outcomes and take appropriate actions


S1 Carry out all of the following during the monitoring activities:

1.1 plan and communicate the condition monitoring activities so as to minimise disruption to normal working as much as possible


1.3 ensure that the correct condition monitoring equipment is being used for the condition monitoring activity

1.4 check the calibration of the monitoring equipment before use

1.5 where applicable set up the monitoring equipment in accordance with the appropriate procedures

1.6 check that the monitoring equipment is functioning correctly

1.7 carry out the monitoring activities, using appropriate techniques and procedures

1.8 apply safe working practices and procedures at all times

S2 Use appropriate monitoring techniques to set up equipment protection systems, or predictive maintenance system monitoring techniques, on two of the following types of equipment:

2.1 engines (such as piston or turbine)

2.2 rotating or reciprocating machinery (such as pumps, compressors)

2.3 mechanical equipment (such as cyclic and rotational devices, gearboxes, drives and linkages)

2.4 production machinery (such as machine tools, presses, transfer mechanisms)

2.5 process equipment (such as furnaces, chemical baths)

2.6 rotating electrical machinery (such as generators, motors)

2.7 stationary electrical equipment (such as transformers, switchgear)

2.8 stationary plant and equipment (such as air receivers, accumulators, tanks, piping)

2.9 emergency standby or alarm/warning systems and equipment


109


2.10 fluid power equipment (such as pipework, cylinders and actuators and pumps)

2.11 process controller (such as program controller, input/output interfacing, wiring/cabling, monitoring sensors)

2.12 electrical components (such as power supplies, switchgear and distribution panels, control systems)

2.13 environmental systems (such as air conditioning, fume extraction)

S3 Use two of the following condition monitoring methods:

3.1 off-line/portable monitoring

3.2 protection monitoring

3.3 sampled monitoring

3.4 human sensory monitoring (sight, sound, touch, smell)

3.5 continuous monitoring

S4 Use four of the following monitoring techniques:

4.1 vibration analysis

4.2 pressure analysis

4.3 temperature analysis

4.4 voltage/current analysis

4.5 flow analysis

4.6 radio telemetry analysis

4.7 particle analysis

4.8 thickness analysis

4.9 crack detection analysis

4.10 oil analysis

4.11 leak detection analysis

4.12 corrosion detection

4.13 humidity analysis

4.14 environmental pollutant analysis

4.15 photo/optical equipment

4.16 other specific monitoring equipment


K1 Describe the specific health and safety precautions to be applied during the monitoring procedure, and their effects on others

K2 Explain the health and safety requirements of the area in which the monitoring activity is to take place, and the responsibility these requirements place on them


110


K3 Describe the hazards associated with carrying out monitoring activities on plant and equipment (such as electrical supplies, moving machinery, process controller interface, using damaged or badly maintained tools and equipment, not following laid-down procedures), and how to minimise these and reduce any risks

K4 Explain the importance of applying the occupational appropriate behaviours in the workplace and the implications for both the learner and the business if these are not adhered to

K5 Describe how to obtain and interpret drawings, charts, specifications, manufacturers’ manuals, history/maintenance reports, symbols used on monitoring instrument documents, and other documents needed in the monitoring/maintenance process

K6 Describe the basic principles of how the plant or equipment to be monitored functions, its operating sequence, the working purpose of individual units/components and describe how they interact

K7 Explain the basic principles of condition monitoring, and discuss how it helps prevent equipment failure

K8 Describe the different types of monitoring component or sensor (such as temperature, force, pressure, vibration, rotational, voltage, current), their fittings, and their application

K9 Describe the various monitoring systems, and the methods that can be employed to make test measurements for the purposes of machinery protection or predictive maintenance

K10 Explain the methods of attaching monitoring components to different parts of the plant, equipment or system

K11 Explain the need to check that monitoring instruments are fit for purpose, undamaged, and have a suitable monitoring range and value

K12 Explain the importance of monitoring equipment calibration and authorisation procedures

K13 Explain the need to set up and operate condition monitoring equipment correctly

K14 Explain the Care and control procedures for condition monitoring equipment

K15 Explain the problems that can occur during the monitoring activity, and discuss how they can be overcome

K16 Describe how to record the results from conditioning monitoring, and state the documentation to be used

K17 Explain the control procedures for reporting the results from condition monitoring

K18 Explain the organisational procedure(s) to be adopted for the safe disposal of waste of all types of materials



111

Unit 15: Carrying Out Fault Diagnosis on Fluid Power Equipment and Circuits

Level: 3



Unit overview



Carry out efficient and effective fault diagnosis on electronic equipment/circuits, in accordance with approved procedures. They will be required to diagnose faults on a range of electronic equipment, such as power supply systems, motor control systems, sensors and actuators, digital circuits and systems, analogue circuits and systems, and hybrid circuits and systems, both at assembly and component level. They will be expected to use a variety of fault diagnosis methods and techniques, and to utilise a number of diagnostic aids and equipment. From the evidence gained, they will be expected to identify the fault and its probable cause, and to suggest appropriate action to remedy the problem.

Their responsibilities will require them to comply with organisational policy and procedures for the fault diagnostic activities undertaken, and to report any problems with these activities or the tools and equipment used that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions and for the quality and accuracy of the work that they produce.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying fault diagnosis procedures on electronic equipment and circuits. They will understand the various fault diagnosis methods and techniques used, and their application. They will also know how to interpret and apply information obtained from diagnostic aids and equipment, in adequate depth to provide a sound basis for carrying out the activities and for identifying faults or conditions that are outside the required specification.

They will understand the safety precautions required when carrying out the fault diagnosis activities, especially those for isolating the equipment. They will also understand their responsibilities for safety and the importance of taking the necessary safeguards to protect themselves and others in the workplace.


112








113













1.1 plan the fault diagnosis using available information about the fault




1.5 provide and maintain safe access and working arrangements for the fault finding/maintenance area

1.6 use grounded wrist straps and other electrostatic discharge (ESD) precautions, as appropriate

1.7 carry out the fault diagnostic activities using appropriate procedures

1.8 collect equipment fault diagnostic evidence from ‘live’ and isolated circuits

1.9 disconnect or isolate components, or parts of circuits when appropriate, to confirm the diagnosis

1.10 identify the fault and determine the appropriate corrective action



114


S2 Carry out fault diagnosis on four of the following types of equipment:

2.1 power supply systems (such as switched mode, series regulation, shunt regulation)

2.2 motor control systems (such as closed-loop servo/proportional, inverter control)

2.3 sensors and actuators (such as linear, rotational, temperature, level, photo-optic, pressure, flow)

2.4 digital circuits and systems (e.g., programmable controller, microprocessor, ROM/RAM, logic gates)

2.5 analogue circuits and systems (e.g., frequency modulation/demodulation, amplifiers, filters, oscillators)

2.6 hybrid circuits and systems (e.g., analogue to digital convertors [ADC], d-to-a convertors [DAC])

S3 Collect fault diagnosis evidence from four of the following sources:


3.2 equipment self-diagnosis

3.3 test instrument measurements (such as multimeter, oscilloscope, logic probe, signal tracer, signal generator)


3.5 sensory input (sight, sound, smell, touch)

3.6 plant/equipment records

3.7 circuit meters (such as voltmeter, power factor meter, ammeter)

3.8 equipment outputs

S4 Use a range of fault diagnostic techniques to include four of the following:


4.2 input/output technique







S5 Use a variety of diagnostic aids, to include two of the following:

5.1 logic diagrams


5.3 flow charts or algorithms

5.4 manufacturers’ manuals



5.7 computer-aided test equipment

5.8 electronic aids


115


S6 Use all of the following fault diagnostic procedures:

6.1 inspection (such as breakages, wear/deterioration, signs of overheating, missing parts, loose fittings)

6.2 operation (such as manual switching off and on, automatic switching/timing/sequencing, outputs)

6.3 measurement (such as voltage, current, continuity, logic state, noise, frequency, signal shape and level)

S7 Use three of the following types of test equipment to aid fault diagnosis:

7.1 oscilloscope

7.2 signal tracer

7.3 computer-aided diagnostic equipment

7.4 ammeter

7.5 signal generator

7.6 special purpose testing equipment

7.7 logic analyser

7.8 multimeter

7.9 temperature measuring devices

7.10 logic probe

7.11 automatic test equipment


8.1 intermittent action or circuit failure









K1 Describe the health and safety requirements of the area in which the fault diagnosis activity is to take place, and the responsibility these requirements place on them

K2 Explain the isolation and lock-off procedure or permit-to-work procedure that applies

K3 Describe how to recognise and deal with victims of electric shock (to include methods of safely removing the victim from the power source, isolating the power source) and the differences between AC and DC electric shock and how this affects the victim


116


K4 Explain the importance of wearing protective clothing and other appropriate safety equipment during the fault diagnosis activities

K5 Describe the hazards associated with carrying out fault diagnosis on electronic equipment (such as mains electricity, stored capacitive/inductive/ electrostatic energy, misuse of tools), and how to minimise these and reduce any risks


K7 Describe the procedure to be adopted to establish the background of the fault

K8 Evaluate the various procedures available for fault diagnosis


K10 Describe how to use various types of fault diagnostic equipment needed to investigate the problem

K11 Explain digital circuits and their operation (such as logic truth tables and Boolean algebra for AND, OR, NAND, NOR, NOT and EXCLUSIVE-OR gates)

K12 Describe the various fault finding techniques that can be used, and describe how they are applied (such as half-split, input-to-output, emergent problem sequence, six point technique, function testing, unit substitution, injection and sampling techniques, and equipment self-diagnostics)

K13 Evaluate the use of sensory conditions (by sight, sound, smell, touch) in electrical fault diagnosis

K14 Analyse evidence and evaluate possible characteristics and causes of specific faults/problems


K16 Describe the care, handling and application of electronic test instruments (such as multimeters, logic probes, oscilloscopes, signal tracers, signal generators)

K17 Describe how to calibrate electronic test instruments and check that they are free from damage and defects

K18 Explain the precautions (such as use of wrist straps, special packaging and handling areas) to be taken to prevent electrostatic discharge damage to electronic circuits and components

K19 Describe how to obtain and interpret drawings, circuit and physical layouts, charts, specifications, manufacturers’ manuals, history/maintenance reports, graphical electronic/electrical symbols, BS7671/IET wiring regulations, and other documents needed in the fault diagnosis activities

K20 Describe the basic principles of how the circuit functions, its operating sequence, the function/purpose of individual units/components, and discuss how they interact relevant to the equipment being maintained


117


K21 Describe the different types of cabling (such as multicore, single core, ribbon, screened cables), fittings/connectors (including insulation displacement), and explain their application

K22 Describe the different types of control systems and components, and explain their operation

K23 Describe the functions of different types of electronic components (analogue and digital), and explain their operation

K24 Evaluate the likely risk to themselves and others, and the effects the fault could have on the overall system or process

K25 State how to prepare and produce a risk analysis report, where appropriate

K26 State how to prepare a report, or take follow-up action, on conclusion of the fault diagnosis, in accordance with company policy

K27 Assess the extent of their own authority and state to whom they should report if they have problems that they cannot resolve


118

Unit 16: Testing Electronic Equipment and Circuits

Level: 3



Unit overview



Carry out inspections and tests on electronic equipment and circuits, in accordance with approved procedures. They will be required to carry out tests on a range of electronic equipment, such as power supply systems, motor control systems, sensors and actuators, digital circuits and systems, analogue circuits and systems, hybrid circuits and systems, to establish that they functioning at optimal level and to specification. They will be required to carry out inspections and tests which will include voltage and current levels, resistance values, waveform, clock/timer switching, pulse width/rise time, open/short circuit, logic state, frequency modulation/demodulation, and signal-to-noise ratio / interference levels.

Their responsibilities will require them to comply with organisational policy and procedures for carrying out the testing activities, and to report any problems with these activities that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of the procedures for carrying out the required inspections and tests, and will provide an informed approach to applying the necessary test procedures. They will understand the equipment being worked on, the test equipment being used, and the various testing procedures and their application, in adequate depth to provide a sound basis for carrying out the activities safely and correctly and ensuring that the equipment remains compliant with all standards and regulations. In addition, they will be expected to review the outcome of the tests, compare the results with appropriate specifications, determine the action required, and record/report the results in the appropriate format.

They will understand the safety precautions required when carrying out the inspection and testing activities, especially those for isolating the equipment and taking the necessary safeguards to protect themselves and others against direct and indirect electric shock. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.


119








120




P3 Follow the appropriate procedures for use of tools and equipment to carry out the required tests

P4 Set up and carry out the tests using the correct procedures and within agreed timescales

P5 Record the results of the tests in the appropriate format

P6 Review the results and carry out further tests if necessary


S1 Carry out all of the following during the testing activities:

1.1 plan the inspection and testing activities to cause minimal disruption to normal working




1.5 provide and maintain safe access and working arrangements for the testing area

1.6 carry out the inspection and testing activities using appropriate techniques and procedures

1.7 take electrostatic precautions when handling sensitive components and circuit boards

1.8 re-connect and return the equipment to service on completion of the testing activities


S2 Carry out inspections and tests on four of the following types of electronic equipment:


2.2 motor control systems (such as closed-loop servo/proportional, inverter control)

2.3 sensors and actuators (such as linear, rotational, temperature, level, photo-optic, pressure, flow)

2.4 digital circuits and systems (e.g., programmable controller, microprocessor, ROM/RAM, logic gates)


121


2.5 analogue circuits and systems (e.g., frequency modulation /demodulation, amplifiers, filters, oscillators)

2.6 hybrid circuits and systems (e.g., analogue to digital convertors [ADC], d-to-a convertors [DAC])


S3 Carry out tests using a range of tools and test equipment, to include three of the following:

3.1 oscilloscope

3.2 signal tracer

3.3 computer-aided diagnostic equipment

3.4 ammeter

3.5 signal generator

3.6 special purpose testing equipment

3.7 logic analyser

3.8 multimeter

3.9 temperature measuring devices

3.10 logic probe

3.11 automatic test equipment

S4 Carry out all of the following tests/measurements, as applicable to the equipment being tested:

4.1 logic states

4.2 pulse width/rise time

4.3 frequency modulation/demodulation

4.4 DC voltage/current levels

4.5 open/short circuit

4.6 performance of circuit

4.7 AC voltage/current levels

4.8 resistance

4.9 condition of assemblies and components

4.10 clock/timer switching

4.11 heat dissipation

4.12 signal noise/interference level

S5 Carry out all of the following checks to ensure the accuracy and quality of the tests carried out:

5.1 the test equipment is correctly calibrated

5.2 test equipment used is appropriate for the tests being carried out

5.3 take applicable precautions to avoid damaging equipment or components

5.4 test procedures to be used are up-to-date and follow laid-down procedures

5.5 test equipment is operated within its specified range


122


S6 Provide a record/report of the test outcome using one of the following:


6.2 inspection schedule


6.4 specific test report


K1 Describe the health and safety requirements of the area in which the testing activity is to take place, and the responsibility these requirements place on them

K2 Explain their responsibilities under regulations relevant to the electronic testing activities being undertaken including the electricity at work regulations

K3 Describe the isolation and lock-off procedure or permit-to-work procedure that applies to the testing activities (such as electrical isolation, locking off switchgear, removal of fuses, placing of warning notices, proving the isolation has been achieved and secured)

K4 Describe the isolation procedure(s) unique or specific to the electronic circuits

K5 Explain the specific safety precautions to be taken when carrying out formal inspection, safety and circuit testing of electronic equipment

K6 Describe the hazards associated with testing electronic equipment and circuits, and with the equipment that is used, and how to minimise these and reduce any risks

K7 Explain the importance of wearing protective clothing, and other appropriate safety equipment, during the testing activities


K9 Explain the importance of keeping the work area clean, tidy and free from waste and surplus materials

K10 Describe how the testing activities may affect the work of others, and the procedure for informing them of the work carried out

K11 Describe the procedures and precautions to be adopted to eliminate/protect against electrostatic discharge

K12 Describe how to obtain and interpret drawings such as Boolean algebra, truth tables, logic symbols, circuit diagrams, specifications, manufacturers’ manuals, test procedures and state the documents needed to carry out the tests

K13 Explain the basic principles of how the electronic circuit functions, the operation sequence, the function/purpose of individual units/components, and discuss how they interact relevant to the equipment being maintained


123


K14 Describe how to determine the most suitable test points within the circuit

K15 Describe how to set up and apply the appropriate test equipment

K16 Describe how to check that tools and equipment are free from damage or defects, are in a safe and usable condition, and are configured correctly for their intended purpose

K17 Describe how to ensure that test equipment is correctly calibrated

K18 Describe the various testing methods and procedures, and describe how to apply them to different operating conditions

K19 Describe how to analyse test results, and use comparison and sequential techniques

K20 Explain the environmental control requirements and company operating procedures relating to functional testing

K21 Explain the documentation required, and the procedures to be followed, at the conclusion of the test



124

Unit 17: Carrying Out Fault Diagnosis on Fluid Power Equipment and Circuits

Level: 3



Unit overview



Carry out efficient and effective fault diagnosis on fluid power equipment and circuits, on mobile or static plant, in accordance with approved procedures. They will be required to diagnose faults on a range of fluid power equipment, such as pneumatic, hydraulic and vacuum devices, both at assembly and component level. They will be expected to use a variety of fault diagnosis methods and techniques, and to utilise a number of diagnostic aids and equipment. From the evidence gained, they will be expected to identify the fault and its probable cause, and to suggest appropriate action to remedy the problem.


Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying fault diagnosis procedures on fluid power equipment. They will understand the various fault diagnosis methods and techniques used, and their application. They will also know how to apply and interpret information obtained from diagnostic aids and equipment, in adequate depth to provide a sound basis for carrying out the activities and identifying faults or conditions that are outside the required specification.

They will understand the safety precautions required when carrying out the fault diagnosis activities, especially those for isolating the equipment and for taking the necessary safeguards to protect themselves and others in the workplace. They will be required to demonstrate safe working practices throughout.


125








126













1.1 plan the fault diagnosis activities prior to beginning the work



1.4 adhere to company-specific contamination and control procedures at all times






S2 Carry out fault diagnosis on two of the following types of equipment:

2.1 pneumatic system

2.2 hydraulic system

2.3 vacuum system


127


S3 Carry out diagnostic checks on all of the following system components:

3.1 pumps

3.2 actuators/cylinders

3.3 connectors

3.4 switches

3.5 motors

3.6 pipework

3.7 hoses

3.8 valves

S4 Collect fault diagnosis evidence from four of the following sources:


4.2 sensory input (such as sight, sound, smell, touch)

4.3 test instrument/rig measurements (such as pressure, flow, sequence)

4.4 plant/machinery records


4.6 condition of the end product




5.2 input/output





5.7 functional/performance testing




6.2 physical layout diagrams

6.3 algorithms

6.4 flow charts





6.9 sequence charts

6.10 function diagrams


128


S7 Use all of the following diagnostic procedures:

7.1 inspection (for leaks, loose fittings, breakages, wear/deterioration, damage to pipes/hoses, alignment)

7.2 operation (such as manual operation, timing, sequencing)

7.3 measurement (such as pressure, flow, timing, sequence, movement)

S8 Use two of the following types of test equipment to aid fault diagnosis:

8.1 measuring devices/meters

8.2 flow indicators

8.3 pressure indicators

8.4 thermal indicators

8.5 test rigs

8.6 self-diagnostic equipment

8.7 contamination monitoring and analysing devices





S10 Provide a record of the outcome of fault diagnosis, using one of the following:






K1 Describe the health and safety requirements of the area in which the fault diagnostic activity is to take place, and the responsibility these requirements place on them


K3 Explain the importance of wearing protective clothing and other appropriate safety equipment during the fault diagnosis process

K4 Describe the hazards associated with carrying out fault diagnosis on fluid power equipment (such as handling fluids, stored pressure/force, misuse of tools, using practices/procedures that do not follow laid-down procedures), and describe how to minimise these and reduce any risks

K5 Explain the regulations and codes of practice relating to working with fluid power equipment


129



K7 Explain the importance of following the correct decontamination procedures

K8 Describe how to obtain and interpret drawings, schematic and physical diagrams, specifications, flow charts, manufacturers’ manuals and other documents needed in the fault diagnostic activities

K9 Describe the various fault finding techniques that can be used, and describe how they are applied (such as half-split, input/output, emergent problem sequence, six point technique, functional testing, unit substitution, injection and sampling techniques, and equipment self-diagnostics)

K10 Explain the procedure to be adopted to establish the background of the fault

K11 Explain the various procedures of information available for fault diagnosis


K13 Explain the use of sensory information from sight, sound, smell, touch

K14 Describe how to use a range of fault diagnostic equipment to investigate the problem (such as measuring devices, pressure and flow testing devices)

K15 Explain the importance of checking that test equipment is within current calibration dates, and explain the procedure to get the test instruments correctly calibrated

K16 Describe how to use the test equipment, and describe how to connect it into the circuit at the appropriate points

K17 Explain the basic principles of how the circuit/equipment functions, and explain the operation and applications of the individual units/components and their interrelations with other components and assemblies relevant to the equipment being maintained


K19 Describe how to make use of previous reports/records of similar fault conditions

K20 Describe how to evaluate the likely risk to others and themselves, and the effects the fault could have on the overall process

K21 Describe how to prepare and produce a risk analysis report, where appropriate

K22 Describe how to prepare a report or take follow-up action which complies with the company policy on concluding fault diagnosis



130

Unit 18: Assisting in the Installation of Equipment to Produce an Engineered System

Level: 3



Unit overview



Assist in the installation of equipment to produce an engineered system, in accordance with approved procedures. They will be required to assist in the installation of a range of equipment, all of which encompass an integrated system involving two of the following interactive technologies: mechanical, electrical, fluid power or process controller. Typical systems will include automated equipment such as robots, pick-and-place devices, stacking devices, automated systems, transfer equipment, processing plant, and material handling devices such as jigs and fixtures with fluid power and electrical mechanisms attached.

This standard does not involve maintenance/repair type activities, such as removal and replacement of existing equipment, or the installation of items of equipment that are simple, self-contained items requiring minimal installation. It does, however, include the connection of sub-assemblies where these have been broken down for transportation purposes.

They will be required to use the appropriate tools and equipment throughout the installation activities, and to apply a range of installation methods and techniques to position, level and align the equipment, and to make connections to sensors and actuators which could be electrical, fluid power, water or fuel supply, as appropriate to the equipment installed. Where appropriate, they may also assist in work with computers or programmable logic controllers (PC/PLCs), making connections, installing hardware and loading and editing software. The installation activities will include making checks and adjustments, in line with their permitted authority, and assisting others to ensure that the installed equipment functions to the required specification.

Their responsibilities will require them to comply with organisational policy and procedures for the installation activities undertaken, and to report any problems with the activities, tools or equipment used that they cannot personally resolve,


131

or that are outside their permitted authority, to the relevant people. They must check that all tools, equipment and materials used in the installation activities are removed from the work area on completion of the work, and that the relevant job/task documentation is completed accurately and legibly. They will be expected to work to instructions, alone or in conjunction with others, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

The installation activity may be carried out as a team effort, but they must demonstrate a significant personal contribution to the installation activities, in order to satisfy the requirements of the standard, and they must demonstrate competence in all the areas required by the standard. They will understand the safety precautions required when working with industrial robots, and with associated tools and equipment. They will be required to demonstrate safe working practices for any robotic cell they are working on, and will understand the responsibility they owe to themselves and others in the workplace.

They will be able to apply the appropriate behaviours required in the workplace to meet the job profile and overall company objectives, such as strong work ethic, positive attitude, team player, dependability, responsibility, honesty, integrity, motivation and commitment.







132


P1 Work safely at all times, complying with health and safety and other relevant regulations, directives and guidelines


P3 Follow all relevant instructions/documentation for the installation being carried out

P4 Use the correct tools and equipment for the installation operations, and check that they are in a safe and usable condition

P5 Assist in the installation, positioning and securing of the equipment, using appropriate methods and techniques

P6 Carry out and/or assist in checking the installation, and make any adjustments in accordance with the specification

P7 Deal promptly and effectively with problems within their control and report those that cannot be solved

P8 Dispose of waste items in a safe and environmentally acceptable manner

P9 Assist in the completion of installation documentation


S1 Carry out all of the following during the installation of the engineered system:

1.1 adhere to procedures or systems in place for risk assessment, COSHH, personal protective equipment and other relevant safety regulations

1.2 confirm that authorisation to carry out the installation activities has been given

1.3 check that safe access and working arrangements for the installation area have been provided

1.4 confirm that services have been safely isolated, ready for the installation (such as mechanical, electricity, gas, air or fluids)

1.5 check that all required installation consumables are available

1.6 leave the work area in a safe condition and free from foreign object debris

S2 Assist in the installation of an engineered system, which includes installing equipment for two interactive technologies from groups A, B, C, D or E:

A: Installing mechanical equipment/components:

Assist in carrying out all of the following:

2.1 installing mechanical equipment (such as machine tools, processing plant, turbines engines transfer equipment)

2.2 levelling equipment

2.3 aligning and securing sub-assemblies and units

2.4 connecting units (such as shafts, couplings, belt and chain drives)


133


Plus one of the following:

2.5 setting and adjusting drive mechanisms (such as shafts and couplings, belt and chain drives)

2.6 setting and adjusting operating mechanisms (such as levers, linkages, cams and followers)

2.7 setting and adjusting control mechanisms (such as clutches and brakes)

B: Installing electrical and electronic equipment/components:


2.8 installing electrical equipment (such as switch gear and distribution panels, motors and starters, luminaires)

2.9 attaching suitable cable identification (such as colour coding or numbering systems)

2.10 installing wiring enclosures/cable protection systems (such as conduit, trunking and tray work)

2.11 installing, routeing and securing wires and cables (such as PVC, mineral and armoured cables)


2.12 terminating cables to electrical components

2.13 erminating cables to main distribution centre

C: Installing fluid power components:


2.14 installing fluid power equipment (such as compressors, pumps, accumulators, storage reservoirs and receivers)

2.15 installing fluid power components (such as cylinders, valves, sensors, actuators, filters and regulators)

2.16 installing rigid and flexible pipework and hoses

2.17 connecting components to pipework, using appropriate fittings

2.18 dressing and securing piping and hoses

D: Installing process controller components:


2.19 installing process controllers or sequential controllers (such as PLCs, data communication links)

2.20 installing and connecting wires and cables to components

2.21 installing input/output interfacing

2.22 installing program logic peripherals (such as modems, PC peripheral devices)

2.23 checking and confirming that signal measurement and transmission are satisfactory


134


E: Installing instrumentation and control components:


2.24 installing instrumentation and control equipment (such as pressure, flow, level, temperature, speed, weight, vibration)

2.25 installing and connecting peripherals (such as sensors, actuators, relays, switches)

2.26 installing and connecting process pipework


2.27 connecting electrical/pneumatic supply to instruments/sensors

2.28 connecting signal transmission supply to instruments/sensors

2.29 checking and confirming that signal measurement and transmission are satisfactory

S3 Apply installation methods and techniques, to include four of the following:

3.1 marking out positions of all equipment

3.2 securing by using mechanical fixings (nuts and bolts)

3.3 drilling and preparing holes

3.4 securing by using adhesives

3.5 aligning and levelling equipment

3.6 applying screw fastener locking devices

3.7 shimming and packing

3.8 fitting anti-vibration mountings

3.9 moving and positioning equipment, using appropriate lifting and handling equipment

3.10 securing by using masonry fixings (such as rag bolts or expanding bolts)

S4 Use two of the following groups of instruments during the installation activities:

4.1 alignment devices (such as plumb lines, spirit levels, inclinometers, laser equipment)

4.2 linear measuring devices (such as tapes, dial test indicators, micrometers, verniers, feeler gauges)

4.3 electrical measuring equipment (such as multimeter, continuity tester, insulation resistance, earth loop impedance tester)

4.4 fluid/power testing equipment (such as pressure or flow testing devices, speed or temperature measurement)


135


S5 Carry out all of the following checks and adjustments as appropriate to the equipment being installed:

5.1 making visual checks of the installation, for completeness and freedom from damage

5.2 topping up fluid/oil reservoirs

5.3 ensuring that all bolts are correctly torqued, and that locking devices are fitted to fasteners

5.4 ensuring that all pipe connections are correctly made, secure and leak free

5.5 ensuring that all moving parts are clear of obstructions and are guarded

5.6 making sensory checks of the system (sight, sound, smell, touch)

plus: Assist in carrying out two of the following:

5.7 testing that the system operates to the installation specification

5.8 confirm that the correct software has been installed

5.9 ensuring that all electrical connections are correctly made, earth bonding is secure and connections covered

S6 Assist in dealing with one of the following conditions during the installation process:

6.1 installations with no faults

6.2 partial equipment malfunction

6.3 complete malfunction of equipment

S7 Assist in using fault location methods and techniques on the installation, to include one of the following:

7.1 diagnostic aids (such as company records/history, manufacturers’ manuals, fault analysis charts, troubleshooting guides)

7.2 fault finding techniques (such as six point, half-split, unit substitution)

7.3 functional testing the installation/running equipment self-diagnostics

S8 Assist in producing installations which comply with two of the following:



8.3 customer (contractual) standards and requirements

8.4 company standards and procedures

S9 Complete the relevant paperwork, to include one of the following, and pass it to the appropriate people:

9.1 installation records


9.3 job card


136


K1 Describe the health and safety requirements of the area in which the installation activity is to take place, and the responsibility these requirements place on them


K3 Explain the specific health and safety precautions to be applied during the installation procedure, and their effects on others

K4 Describe the hazards associated with installing equipment to form an engineered system, and with the tools and equipment used, and describe how to minimise them and reduce any risks

K5 Explain the importance of wearing protective clothing and other appropriate safety equipment (PPE) during the installation

K6 Describe what constitutes a hazardous voltage and describe how to recognise victims of electric shock

K7 Describe how to reduce the risks of a phase to earth shock (such as insulated tools, rubber mating and isolating transformers)


K9 Describe how to obtain and interpret information from job instructions and other documentation used in the installation activities (such as installation drawings, specifications, manufacturers’ manuals, BS7671/IET regulations, symbols and terminology)

K10 Describe the basic principles of how the system functions, and explain its operating sequence

K11 Describe the methods used for marking out the site for positioning the equipment, and state the tools and equipment used for this

K12 Describe the methods used for drilling holes in masonry for rag bolts and expanding bolts (including use of grouting and adhesives)

K13 State the various mechanical fasteners that will be used, and explain their method of installation

K14 Describe the methods used for lifting, handling and supporting the equipment during the installation activities

K15 Describe the methods of levelling and aligning the equipment, and state the types of tools, instruments and techniques used

K16 Describe the methods for connecting to mechanical power transmission devices (such as shafts,couplings belt and chain drives)

K17 Describe the different types of cabling used in the installation activities, and their methods of termination

K18 Describe the different types of wiring enclosures that are used (to include conduit, trunking and traywork systems)

K19 Describe the installation and termination of a range of electrical components (such as plugs, switches, sockets, lighting and fittings)


137


K20 Explain why electrical bonding is critical, and why it must be both mechanically electrically secure

K21 Describe the care, handling and application of ohmmeters, multimeters and other electrical measuring instruments

K22 Describe the methods of assembling and installing pipework, hoses and fittings

K23 Describe how to recognise a range of fluid power components

K24 Explain the recognition of contaminants and the problems they can create, and discuss the effects and likely symptoms of contamination in the system

K25 Explain the recognition of process instrumentation and associated peripherals (such as pressure, flow, temperature)

K26 Explain the recognition of PLC systems and associated peripheral devices (such as input/output (I/O) devices)

K27 Describe how to conduct any necessary checks to ensure the equipment integrity, functionality, accuracy and quality of the installation (including the fitting of guards to all moving parts, and covers on electrical connections)

K28 Describe how to recognise installation defects (such as leaks, poor seals, misalignment, ineffective fasteners, foreign object damage)

K29 Discuss the problems that can occur with the installation operations, and describe how these can be overcome

K30 Explain the fault-finding techniques to be used if the equipment fails to operate correctly

K31 State the recording documentation to be completed for the activities undertaken

K32 Assess the extent of their own responsibility and to whom they should report if they have problems that they cannot resolve


138

Unit 19: Repairing Electronic Equipment

Level: 3



Unit overview



Carry out repairs on electronic equipment, in accordance with approved procedures. They will be required to carry out repairs on a range of electronic equipment, such as power supply systems, motor control systems, sensors and actuators, digital circuits and systems, analogue circuits and systems, and hybrid circuits and systems. This will involve dismantling, removing and replacing faulty items at board and component level, on a variety of different types of electronic assemblies and sub-assemblies. They will be expected to apply a number of dismantling and reassembly methods and techniques, such as soldering, de-soldering, crimping, harnessing, and securing cables and components. They will be expected to take care that they do not cause further damage to the equipment/circuit during the repair activities and, therefore, the application of electrostatic discharge procedures will be a critical part of their role.

Their responsibilities will require them to comply with organisational policy and procedures for carrying out the repair activities, and to report any problems with these activities or the tools and equipment used that they cannot personally resolve, or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking personal responsibility for their own actions, and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying electronic repair procedures. They will understand the various repair procedures used, and their application, and will know about the tools and techniques used, in adequate depth to provide a sound basis for carrying out the activities, correcting faults and ensuring that the repaired equipment functions to the required specification and remains compliant with all standards and regulations.

They will understand the safety precautions required when carrying out the repair activities, especially those for isolating the equipment and taking the necessary safeguards to protect themselves, and others, against direct and indirect electric shock. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.


139








140




P3 Follow the relevant repair schedules to carry out the required work

P4 Carry out the repair activities within the limits of their personal authority

P5 Carry out the repair activities in the specified sequence and in an agreed timescale





S1 Carry out all of the following during the repair activities:

1.1 plan and communicate the repair activities to cause minimal disruption to normal working





1.6 carry out the repair activities using appropriate techniques and procedures

1.7 take electrostatic discharge precautions when handling sensitive components and circuit boards (where applicable)

1.8 re-connect and return the system to service on completion of the repair activities


S2 Carry out repair activities on four of the following types of electronic equipment:

2.1 power supplies (such as switch mode, series regulation, parallel regulation)

2.2 motor control systems (such as closed loop servo systems, solid state drives, inverter control)


141


2.3 sensor/actuator circuits (such as linear, temperature, photo-optic, flow, rotational, level, pressure, mass/weight)

2.4 digital circuits (such as process control, microprocessor-based, logic devices, display devices)

2.5 signal processing circuits (such as frequency modulating/demodulating, oscillators, amplifiers, filters)

2.6 alarms and protection circuits

2.7 ADC and DAC hybrid circuits

S3 Carry out all of the following repair activities:

3.1 applying electrostatic discharge (ESD) precautions (where applicable)

3.2 reassembly of components/equipment in line with specification

3.3 preparation of areas for repairing

3.4 disconnection/dismantling of required units/components

3.5 functionally testing completed equipment

3.6 making any adjustments required

3.7 replacement of faulty units/components

S4 Replace a range of electronic components, to include eight of the following:

4.1 cables and connectors

4.2 capacitors

4.3 sensors

4.4 encoders or resolvers

4.5 printed circuit boards

4.6 rectifiers

4.7 heat sinks

4.8 inverters or servo controllers

4.9 transformers

4.10 thermistors

4.11 protection devices

4.12 fixed resistors

4.13 transistors

4.14 decoders

4.15 analogue or digital integrated circuits

4.16 variable resistors

4.17 diodes

4.18 regulator Ics


142


S5 Use appropriate joining/connecting techniques to deal with four of the following types of connection:

5.1 push-fit connectors

5.2 crimped connections

5.3 soldering or desoldering

5.4 zero insertion force (zif) connectors

5.5 clip assemblies

5.6 adhesive joints/assemblies

5.7 threaded connections

5.8 edge connectorsS6 Maintain electronic equipment, in compliance with two of the following:



6.3 BS7671/IET wirin


S7 Complete the relevant paperwork from one of the following, and pass it to the appropriate people

7.1 job cards

7.2 permits to work/formal risk assessment and/or sign on/off procedures

7.3 maintenance logs or reports



K1 Describe the health and safety requirements of the area in which the repair activity is to take place, and the responsibility these requirements place on them

K2 Describe their responsibilities under regulations that apply to the electronic repair activities being undertaken

K3 Explain the isolation and lock-off procedure or permit-to-work procedure that applies to the maintenance activities (such as electrical isolation, locking off switchgear, removal of fuses, placing maintenance warning notices, proving the isolation has been achieved and secured)

K4 Describe the isolation procedure and safety precautions unique to the electronic equipment or circuits being worked on

K5 Explain the importance of wearing protective clothing and other appropriate safety equipment during maintenance activities


143


K6 Describe the hazards associated with repairing electronic equipment, and with the materials, tools and equipment that are used (such as live electrical components, capacitor discharge), and how to minimise these and reduce any risks

K7 Describe the importance of applying the appropriate occupational behaviours in the workplace and explain the implications for both the learner and the business if these are not adhered to

K8 Describe the importance of keeping the work area clean and tidy, and free from waste and surplus materials

K9 Describe how the maintenance activities may affect the work of others, and explain the procedure for informing them of the work to be carried out

K10 Describe the procedures and precautions to be adopted to eliminate electrostatic discharge hazards

K11 Describe how to obtain and interpret drawings such as boolean algebra, truth tables, logic symbols, circuit diagrams, specifications, manufacturers’ manuals, test procedures and other documents needed to carry out repairs

K12 Describe the basic principles of how the electronic circuit functions, its operation sequence, the working purpose of individual units/components and describe how they interact relevant to the equipment being repaired

K13 Explain the organisational policy on the repair or replacement of faulty components during the maintenance process

K14 Describe how to check that the replacement components meet the required specification/operating conditions (such as values, tolerance, current-carrying capacity, ambient temperatures)

K15 Describe the methods of removing and replacing the faulty components from the equipment (such as unplugging, de-soldering, removal of screwed, clamped, edge connected, zero insertion force, and crimped connections)

K16 Explain the importance of removing faulty components, without causing damage to other components, wiring, or the surrounding structure

K17 Describe the methods of attaching identification marks/labels to removed components or connections, in order to assist with reassembly

K18 Describe the tools and equipment used in the maintenance activities (including the use of wire-stripping tools, crimping tools, soldering irons, insertion devices and connecting tools)

K19 Describe how to check that tools and equipment are free from damage or defects, that they are in a safe and usable condition and are configured correctly for the intended purpose

K20 Outline the sequence for reconnecting the equipment, and checks to be made prior to restoring power (such as checking components for correct polarity, ensuring that there are no exposed conductors, cable insulation is not damaged, all connections are mechanically and electrically secure, casings are free from loose screws, wire ends or solder blobs that could cause short circuits, and all fuses/protection devices are installed)


144


K21 Explain the importance of making ‘off-load’ checks before proving the equipment with the electrical supply on

K22 Describe how to make adjustments to components/assemblies to ensure that they function correctly

K23 Describe the maintenance documentation and/or reports to be completed following the maintenance activity, and explain the importance of ensuring that these reports are completed accurately and legibly

K24 Explain the problems that can occur with the maintenance activity, and describe how they can be overcome

K25 Explain the organisational procedures to be adopted for the safe disposal of waste of all types of materials



145

Unit 20: Producing Off-line Programs for Programmable Logic Controller Equipment

Level: 3



Unit overview



Produce, load and prove programs on programmable logic controller (PLC) equipment, in accordance with approved procedures. They will be required to produce the control programs using a remote computer, saving the prepared program on the computer and downloading it into the PLC from the computer. They will need to check the program using single block run and program edit facilities. They will also be required to adjust the PLC program, following proving/editing procedures to achieve the control specification. They must ensure that any edited programs are saved, safely and correctly.

Their responsibilities will require them to comply with organisational policy and procedures for producing, loading and proving PLC programs, and to report any problems with these activities that they cannot personally resolve, or are outside their permitted authority, to the relevant people. They will be expected to work with a minimum of supervision, taking personal responsibility for their own actions and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying programming techniques and procedures to PLC control equipment. They will understand the PLC sensors and actuators used in the process, and their application, and will know about the programming, editing and proving process, in adequate depth to provide a sound basis for carrying out the activities, correcting faults and ensuring that the PLC is set up and performing to the required specification.

They will understand the safety precautions required when working on the PLC and associated equipment. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.


146

They will be able to apply the occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn and commitment.







147




P3 Produce computer control programs that contain all the relevant and necessary data for the engineering activity to be carried out

P4 Produce the control programmes in the appropriate formats

P5 Make sure that codes and other references used in the programs are applicable to the type of controller used

P6 Pass on the programs to the appropriate people, within agreed timescales

P7 Save and back up the program detail, and store securely in accordance with organisational requirements

P8 Undertake changes to program details, within agreed control procedures


S1 Ensure that they apply all of the following checks and practices during the PLC programming activities:

1.1 check that all the computer equipment is correctly connected, and is in a safe, tested and usable condition (such as cables undamaged, correctly connected, safely routed)

1.2 power up the equipment and activate the programming software

1.3 set up the computer system to produce programs

1.4 ensure that the correct process input/output and control data to produce programs is obtained and checked for currency and validity

1.5 identify and deal with problems (such as information based and/or technical)

S2 Prepare, load and prove programs for one of the following types of programmable logic controller:

2.1 fixed I/O or unitary

2.2 modular

2.3 rack mount

S3 Produce control programs for a PLC with inputs/outputs from six of the following:

3.1 proximity sensors

3.2 safety devices

3.3 optical guard curtains

3.4 barcode scanners

3.5 limit switches

3.6 temperature sensors

3.7 air flow switches


148


3.8 external counters

3.9 control panel switches

3.10 footswitches

3.11 liquid level sensors

3.12 analogue to digital converters

3.13 hydraulic actuators/valves

3.14 pneumatic actuators/valves

3.15 other types of actuators

S4 Develop programs which use nine of the following, as applicable to the type of controller:

4.1 ladder and logic diagrams

4.2 function diagrams

4.3 statement lists

4.4 communication protocols (such as RS232, IEE 488, RS 422, 20mA)

4.5 advanced functions (such as less than, greater than, binary to BCD, calculations, PID control)

4.6 high level language (such as BASIC, ‘C’)

4.7 Boolean algebra

4.8 graphical programming language

4.9 networking methods and standards

4.10 appropriate letter address codes

4.11 all necessary positional information

4.12 preparatory commands and process management/auxiliary functions

4.13 repetitive programs (sub-routines, canned cycles, labels)

4.14 switch/actuator positions

4.15 sensor information

4.17 failsafe positions (where appropriate)

S5 Prove the programmable logic controller program, using six of the following:

5.1 single block run

5.2 data input facilities

5.3 program save/store facilities

5.4 full dry run

5.5 search facilities

5.6 graphic displays

5.7 program override controls

5.8 edit facilities

5.10 syntax checks


149


S6 Carry out all of the following on completion of the programming activity:

6.1 check and review program formats and content

6.2 edit programs using the correct procedure (where appropriate)

6.3 check that programs are correctly titled and referenced

6.4 ensure that programs are saved and stored safely and correctly, in the correct format

6.5 ensure that programs have been checked and approved before forwarding to the end user

6.6 create a separate back-up copy of the program, in case of file corruption or accidental deletion


K1 Describe the specific safety precautions to be taken when working with computer systems (to include safety guidance relating to the use of visual display unit (VDU), equipment and workstation environment (such as lighting, seating, positioning of equipment), repetitive strain injury (RSI); the dangers of trailing leads and cables; describe how to spot faulty or dangerous electrical leads, plugs and connections)

K2 Describe good housekeeping arrangements (such as cleaning down work surfaces; putting media, manuals and unwanted items of equipment into safe storage; leaving the work area in a safe and tidy condition)


K4 Describe the basic set-up and operation of the computer system, and explain any peripheral devices that are used

K5 Explain the correct start-up and shutdown procedures to be used for the computer system

K6 Describe how to access the specific programming software, and the use of manuals and related documents to solve problems and aid the efficient programming of PLCs

K7 Explain the importance of protecting the computer system from viruses, and the implications if the correct procedure is not followed

K8 Describe how to power up, log on and activate the computer system and programming software correctly

K9 Describe how to deal with system problems (such as error messages received, peripherals which do not respond as expected)

K10 Explain the checks to be carried out to ensure that peripheral devices are connected correctly

K11 Explain the correct procedure to shut down the operating and programming system


150


K12 Describe how to create and structure directories and files correctly (such as importing, copying, transferring, exporting, deleting, backing up and saving files)

K13 Explain the different types of storage media that can be used to save program files on

K14 Describe the offline programming methods used in PLCs (such as linear, structured, ladder, statement lists, logic function blocks)

K15 Explain the common PLC numbering systems (such as binary, octal, decimal, hexadecimal, binary coded decimal (BCD))

K16 Describe the different programming codes used to identify factors (such as safety interlocks/guards and sensor inputs, actuator and other outputs, process management and auxiliary functions)

K17 Explain the main PLC types that are available, and explain the importance of understanding that a different PLC may use completely different codes for similar functions

K18 Describe the information and data required in order to produce complete and accurate PLC programs

K19 Describe how to extract and interpret general and technical data and information from different sources (such as drawings, computer models, symbols and conventions, BS or ISO standards) in order to produce the PLC program for process control

K20 Describe the factors to be taken into account when producing PLC programs (including, the type of PLC (fixed I/O, unitary, modular, rack mounted) and its control capabilities, safety, the product/environment being controlled by the process)

K21 Describe how to produce effective and efficient programmes to avoid unnecessary operations (including the use of macro programs and canned cycles, to reduce program size)

K22 Describe how to faulty find the PLC program using software features (such as syntax checking, simulation, forcing inputs/outputs on/off, monitor test)

K23 Describe the methods and procedures used to check that the completed program will control the required parameters safely, accurately and efficiently

K24 Describe how to save the completed programs in the appropriate format, and explain the need to store programs safely and correctly

K25 Describe how to back up completed or edited programs, and discuss the implications if this is not carried out effectively

K26 Explain the problems that can occur with the downloading and running of the PLC program, and describe how these can be overcome

K27 Explain the correct procedure to be followed before the program is released to the end user

K28 Assess the extent of their own responsibility, and whom they should report to if they have problems that they cannot resolve


151

Unit 21: Producing Operating Programs for Industrial Robots

Level: 3



Unit overview



Produce, load and prove programs for industrial robot controllers, in accordance with approved procedures. They will be required to produce the control programs using a teach pendant, and by producing and downloading programs from a computer. They will check/prove the program using single block run and program edit facilities. They will also be required to adjust the robot program, following proving/editing procedures, to achieve the control specification. They must ensure that any edited programs are saved and backed up, safely and correctly.

Their responsibilities will require them to comply with organisational policy and procedures for producing, loading and proving robot programs, and to report any problems with these activities that they cannot personally resolve, or are outside their permitted authority, to the relevant people. They will be expected to work with a minimum of supervision, taking personal responsibility for their own actions and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying the appropriate robot programming techniques and procedures. They will understand the sensors and actuators used in the process, and their application, and will know about the programming, editing and proving process, in adequate depth to provide a sound basis for carrying out the activities, correcting faults and ensuring that the process, equipment and robot are set up and performing to the required specification.

They will understand the safety precautions required when working on the robot and associated process equipment. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.

They will be able to demonstrate the correct, safe working practice for any robotic cell they are working on.


152

They will be able to apply the occupational behaviours required in the workplace to meet the job profile and overall company objectives, including logical approach, problem solving orientation, quality focus, personal responsibility and resilience, clear communicator, team player, applies lean manufacturing principles, adaptability, self-motivation, willingness to learn and commitment.


In order to prove their ability to produce programs that combine different features, at least one of the programs produced must be of a significant nature, and must cover a minimum of five of the features listed in S5.







153




P3 Produce computer control programs that contain all the relevant and necessary data for the engineering activity to be carried out

P4 Produce the control programs in the appropriate formats

P5 Make sure that codes and other references used in the programs are applicable to the type of controller used

P6 Pass on the programs to the appropriate people, within agreed timescales

P7 Save and back up the program detail, and store securely in accordance with organisational requirements

P8 Undertake changes to program details, within agreed control procedures


S1 Ensure that they apply all of the following checks and practices during the robot programming activities:

1.1 check that all the teach pendant/computer equipment is correctly connected, and is in a safe, tested and usable condition (such as cable(s) undamaged, safely routed)

1.2 power up the equipment and activate the programming software

1.3 set up the computer system to produce the program

1.4 ensure that the correct process input/output and control data to produce the program is obtained and checked for currency and validity

1.5 identify and deal with problems (such as information based and/or technical)

S2 Prepare, load and prove programs for one of the following types of robot controller:

2.1 Cartesian (gantry)

2.2 SCARA

2.3 jointed arm/articulated

2.4 parallel

2.5 other specific type

S3 Prepare, load and prove programs for one of the following types of robot controller:

3.1 welding

3.2 stud welding

3.3 machine loading/unloading

3.4 packaging

3.5 surface coating


154


3.6 assembly

3.7 gluing/sealing

3.8 logistics movement/control

3.9 other specific activity

S4 Produce process control programs, for robots with digital and analogue inputs/outputs from four of the following:

4.1 proximity sensors

4.2 hydraulic actuators

4.3 pressure switches

4.4 barcode scanners

4.5 limit switches

4.6 liquid flow switches

4.7 optical sensors

4.8 timer switches

4.9 air flow switches

4.10 control panel switches

4.11 colour sensors

4.12 temperature sensors

4.13 liquid level sensors

4.14 counters

4.15 pneumatic actuators

4.16 other actuator

S5 Develop programs which contain all of the following, as applicable to the robot type:

5.1 safe start and stop positions

5.2 all necessary positional information

5.3 type of motion (such as joint interpolated, linear, circular)

5.4 preparatory commands and process management/auxiliary functions

5.5 repetitive programs (sub-routines, canned cycles, labels)

5.6 part programs downloaded from a computer (such as patch programmes)

5.7 speed/acceleration parameters

5.8 use of workframes (such as tool, global, joint, user)

5.9 sensor information

S6 Prove the robot program using, four of the following:

6.1 single block run

6.2 full dry run

6.3 search facilities

6.4 edit facilities


155


6.5 program override controls

6.6 data input facilities

6.7 all modes (such as auto, T1, T2 and remote)

S7 Carry out all of the following on completion of the programming activity:

7.1 check and review program formats and contents

7.2 edit programs using the correct procedure (where appropriate)

7.3 check that programs are correctly titled and referenced

7.4 ensure that programs are stored safely and correctly in the correct format

7.5 ensure that programs have been checked and approved before forwarding to the end user

7.6 create a separate back-up copy of the program, in case of file corruption or accidental deletion


K1 Describe the safe working practices and procedures to be followed when producing and proving industrial robots operating programs

K2 Describe the specific safety precautions to be taken when working with computer systems (to include safety guidance relating to the use of visual display unit (VDU), equipment and workstation environment (such as lighting, seating, positioning of equipment), repetitive strain injury (RSI); the dangers of trailing leads and cables; describe how to spot faulty or dangerous electrical leads, plugs and connections)

K3 Describe the good housekeeping arrangements (such as cleaning down work surfaces; putting media, manuals and unwanted items of equipment into safe storage; leaving the work area in a safe and tidy condition)


K5 Explain the basic set-up and operation of the computer systems, and any peripheral devices that are used

K6 Explain the correct start-up and shutdown procedures to be used for the computer systems

K7 Describe how to access the specific programming software, and the use of manuals and related documents to solve problems and aid the efficient programming of robots

K8 Describe how to drive the robot in each type of coordinate frame (such as tool, global, joint, user)

K9 Describe how to drive the robot at different speeds (including jog mode)

K10 Describe how to operate the robot in all available modes (including auto and teach)


156


K11 Explain the importance of protecting the computer system from viruses, and discuss the implications if the correct procedure is not followed

K12 Describe how to power up, log on and activate the computer system and programming software correctly

K13 Describe how to deal with system problems (such as error messages received, peripherals which do not respond as expected)

K14 Explain the checks that need to be carried out to ensure that peripheral devices are connected correctly

K15 Explain the correct procedure to shut down the operating and programming system

K16 Describe how to create and structure directories and files correctly (such as importing, copying, transferring, exporting, deleting, backing up and saving files)

K17 Explain the different types of storage media that can be used to save program files on

K18 Explain the main robot types that are available, and the importance of understanding that a different robot may use a completely different syntax for similar functions

K19 Explain the information and data required in order to produce complete and accurate robot programs

K20 Describe how to extract and interpret general and technical data and information from different sources (such as drawings, computer models, symbols and conventions, BS or ISO standards) in order to produce the robot control program

K21 Explain the factors to be taken into account when producing robot programs (including the type of robot (such as SCARA, jointed-arm, parallel) and its control capabilities, safety, the product/environment being controlled)

K22 Describe how to produce effective and efficient programs to avoid unnecessary operations (including the use of macro programs and canned cycles, to reduce program size)

K23 Explain the methods and procedures used to check that the completed program will perform safely, accurately and efficiently

K24 Describe how to save the completed programs in the appropriate format, and explain the need to store programs safely and correctly

K25 Describe how to back up completed or edited programs, and explain the implications if this is not carried out effectively

K26 Explain the problems that can occur with the downloading and running of the robot program, and discuss how these can be overcome

K27 Explain the correct procedure to be followed before the program is released to the end user

K28 Assess the extent of their own responsibility, and whom they should report to if they have problems that they cannot resolve


157

Unit 22: Carrying Out Fault Diagnosis on Mechanical Equipment

Level: 3



Unit overview

This unit of competence has been developed by employers in the Automotive Sector and is part of an overall development programme designed to meet the requirements of the Sector, the published Apprenticeship Standard and Employer Occupational Brief.

This unit will help to inform the training and development required in order that the learner can demonstrate that they are competent in being able to carry out efficient and effective fault diagnosis on mechanical equipment, in accordance with approved procedures. They will be required to diagnose faults on a range of mechanical equipment, both at assembly and component level. This will include equipment such as machine tools, gearboxes, processing plant, conveyors/elevators, pumps, process control valves, compressors, transfer equipment, lifting and handling equipment, mechanical structures and other company-specific equipment. They will be expected to use a variety of fault diagnosis methods and techniques, and to utilise a number of diagnostic aids and equipment. From the evidence gained, they will be expected to identify the fault and its probable cause, and to suggest action to remedy the problem.

Their responsibilities will require them to comply with organisational policy and procedures for the fault diagnostic activities undertaken, and to report any problems with these activities or the tools and equipment used, that they cannot personally resolve or that are outside their permitted authority, to the relevant people. They will be expected to work with minimal supervision, taking full responsibility for their own actions and for the quality and accuracy of the work that they carry out.

Their underpinning knowledge will provide a good understanding of their work, and will provide an informed approach to applying fault diagnosis procedures on mechanical equipment. They will understand the various fault diagnosis methods and techniques used, and their application. They will also know how to apply and interpret information obtained from diagnostic aids and equipment, in adequate depth to provide a sound basis for carrying out the activities and for identifying faults or conditions that are outside the required specification.



158

They will be able to apply the appropriate behaviours required in the workplace to meet the job profile and overall company objectives, such as strong work ethic, positive attitude, team player, dependability, responsibility, honesty, integrity, motivation and commitment. They will understand the safety precautions required when carrying out sheet metalworking activities, and when using the various tools and equipment, especially with the use of guillotines and bending/forming equipment. They will be required to demonstrate safe working practices throughout, and will understand the responsibility they owe to themselves and others in the workplace.

They will be able to apply the appropriate behaviours required in the workplace to meet the job profile and overall company objectives, such as strong work ethic, positive attitude, team player, dependability, responsibility, honesty, integrity, motivation and commitment.







159



P2 Demonstrate the required behaviours in line with the job role and company objectives










1.1 plan the fault diagnosis prior to beginning the work

1.2 obtain and use the correct issue of company and/or manufacturer’s drawings and maintenance documentation






1.8 dispose of waste items in a safe and environmentally acceptable manner, and leave work area in a safe condition

S2 Carry out fault diagnosis on three of the following types of equipment:

2.1 gearboxes

2.2 process control valves

2.3 machine tools

2.4 compressors

2.5 lifting and handling equipment

2.6 workholding devices


160


2.7 processing plant

2.8 transfer equipment

2.9 conveyors/elevators

2.10 mechanical structures

2.11 pumps

2.11 company-specific equipment

S3 Collect evidence regarding the fault from four of the following sources:

3.1 person or operator who reported the fault

3.2 sensory input (such as sight, sound, smell, touch)


3.4 plant/machinery records


3.6 condition of end product

S4 Collect evidence regarding the fault from four of the following sources:


4.2 emergent problem sequence


4.4 input/output




4.8 equipment self diagnostics



5.2 physical layout diagrams

5.3 algorithms

5.4 flow charts



5.7 equipment self diagnostics

5.8 trouble shooting guides

S6 Apply two of the following monitoring or testing procedures to help in the fault diagnosis:

6.1 alignment checks

6.2 force/pressure checks (such as spring pressure, hydraulic or pneumatic pressures)

6.3 leakage

6.4 vibration


161


6.5 thermal checks (such as bearings, friction surfaces)

6.6 movement checks (such as travel, clearance, levers and links)


7.1 measuring instruments/devices

7.2 thermal indicators

7.3 dial test indicators

7.4 audio test devices

7.5 torque measuring devices

7.6 self-diagnostic equipment

7.7 other specific test equipment



8.2 partial failure/out-of-specification output

8.3 complete breakdowns

S9 Provide a record of the outcome of fault diagnosis, using one of the following:






K1 Describe the health and safety requirements of the area in which they are carrying out the fault diagnosis activities, and the responsibility these requirements place on them

K2 Describe the specific safety precautions to be taken when carrying out fault diagnosis of the specific piece of equipment


K4 Explain the importance of wearing protective clothing and other appropriate safety equipment (PPE) during the fault diagnosis activities

K5 Describe the hazards associated with carrying out fault diagnosis on mechanical equipment (such as moving machinery, handling oils and greases, stored pressure/force, misuse of tools, using practices or procedures that do not follow laid-down procedures), and how to minimise these and reduce any risks

K6 Explain the importance of applying the appropriate behaviours in the workplace and the implications for both the learner and the business if these are not adhered to


162


K7 Describe where to obtain, and describe how to interpret, drawings, specifications, manufacturers’ manuals and other documents needed in the fault diagnosis process

K8 Explain the procedure to be adopted to establish the background of the fault

K9 Evaluate various types of information available for fault diagnosis (such as operator reports, monitoring equipment, sensory information, machinery history records and condition of end product)

K10 Describe the various fault finding techniques that can be used, and describe how they are applied (such as half-split, input/output, emergent problem sequence, six point technique, function testing, unit substitution, injection and sampling techniques, and equipment self diagnostics)

K11 Describe how to use a range of fault diagnostic equipment to investigate the problem (such as measuring devices, torque and run-out devices)

K12 Describe how to use various items of test equipment, and describe how to calibrate it and check that it is free from damage and defects

K13 Evaluate the use of sensory information (sight, sound, smell, touch)

K14 Explain the procedure(s) to be followed for investigating the faults, and describe how to deal with intermittent faults



K17 Describe how to evaluate the likely risk of running the equipment with the displayed fault, and the effects the fault could have on health and safety, and on the overall process or system

K18 Describe how to prepare and produce a risk analysis report (where appropriate)

K19 Describe how to prepare a report and take follow-up action which satisfies the company policy on concluding fault diagnosis



163

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel, BTEC and Pearson Work Based Learning contact details: qualifications.pearson.com/en/support/contact-us.html

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications

● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Supplementary guidance for reasonable adjustments and special consideration in vocational internally assessed units (Pearson)

● Suspected Malpractice in Examination and Assessments: Policies and Procedures (JCQ)

● Equality Policy (Pearson)

● Recognition of prior learning policy and process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website: qualifications.pearson.com

Further information and publications on the delivery and quality assurance of NVQ/competence-based qualifications are available on our website on the Delivering BTEC pages. Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to the resources page of our website.


164

13 Professional development and training

Professional development and training

Pearson supports customers with training related to our qualifications. This support is available through a choice of training options offered on our website.

The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality-assurance systems.

The national programme of training we offer is available on our website. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

Training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with colleagues in your region.

Regional support: our team of Regional Quality Managers, based around the country, are responsible for providing quality-assurance support and guidance to anyone managing and delivering NVQs/competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required.

To get in touch with our dedicated support teams please visit our website: qualifications.pearson.com/en/support/contact-us.html

Online support: find the answers to your questions in Knowledge Base, a searchable database of FAQs and useful videos that we have put together with the help of our subject advisors to support you in your role. Whether you are a teacher, administrator, assessment associate or training provider, you will find answers to your questions. If you are unable to find the information you need please send us your query and our qualification or administrative experts will get back to you.


165

14 Contact us

We have a dedicated Account Support team, across the UK, to give you personalised support and advice. To contact your Account Specialist:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us by:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to give you excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


166

Pearson BTEC Level 3 Advanced Manufacturing Engineering (Mechatronics Technician) (Development Competence) – Specification – Issue 1 – November 2016 © Pearson Education Limited 2016

167

Annexe A: Assessment Strategy

Apprenticeship Standard for the

Automotive Manufacturing Sector

Assessment Strategy for Employers, Training Providers and Awarding Organisations

Version 2


168

Introduction

Employers in the automotive manufacturing sector have produced this Assessment Strategy to:

● support the implementation and delivery of the Apprenticeship Standard

● provide clarity for awarding organisations on what constitutes competent performance

● encourage and promote consistent assessment of competence and technical knowledge requirements

● promote cost-effective delivery and assessment plans.

This document also provides definitions for:

● the qualifications and experience required for assessors/trainers/teachers and verifiers

● the assessment environment for the Foundation and Development Phase Occupational Competence Qualifications

● access to assessment.

and requirements relating to:

● carrying out occupational competence assessments

● performance evidence requirements for occupational competence

● assessing knowledge and understanding

● use of witness testimonies

● continuing professional development

● quality control of assessment.


169

Section 1

Occupational Competence Qualifications (Foundation and Development Phase)

Assessor requirements

Assessment must be carried out by competent assessors that, as a minimum, hold the QCF Level 3 Award in Assessing Competence in the Work Environment. Current and operational assessors that hold units D32 and/or D33 or A1 and/or A2 as appropriate to the assessment being carried out, will not be required to achieve the QCF Level 3 Award as they are still appropriate for the assessment requirements set out in this Assessment Strategy. However, they will be expected to regularly review their skills, knowledge and understanding and, where applicable, undertake continuing professional development to ensure that they are carrying out workplace assessment to the most up-to-date Employer Units of Competence.

Assessor technical requirements

Assessors must be able to demonstrate that they have verifiable, relevant and sufficient technical competence to evaluate and judge performance and knowledge evidence requirements as set out in the relevant outcomes in the Employer Units of Competence.

This will be demonstrated either by holding a relevant technical qualification or by proven industrial experience of the technical areas to be assessed. The assessor’s competence must, at the very least, be at the same level as that required of the apprentice in the units being assessed.

Assessors must also be fully conversant with the awarding organisation’s assessment recording documentation used for the Employer Units of Competence against which the assessments and verification are to be carried out, plus any other relevant documentation and systems and procedures to support the Quality Assurance (QA) process.

Verifier requirements (internal and external)

Internal quality assurance (internal verification) must be carried out by competent verifiers that, as a minimum, hold the QCF Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practices. Current and operational internal verifiers that hold internal verification units V1 or D34 will not be required to achieve the QCF Level 4 Award as they are still appropriate for the verification requirements set out in this Assessment Strategy. Verifiers must be familiar with, and preferably hold, either the nationally recognised assessor units D32 and/or D33 or A1 and/or A2 or the QCF Level 3 Award in Assessing Competence in the Work Environment.

External quality assurance (external verification) must be carried out by competent external verifiers that, as a minimum, hold the QCF Level 4 Award in the External Quality Assurance of Assessment Processes and Practices. Current and operational external verifiers that hold external verification units V2 or D35 will not be required to achieve the QCF Level 4 Award as they are still appropriate for the verification requirements set out in this Assessment Strategy. Verifiers must be familiar with, and preferably hold, either the nationally recognised assessor units D32 and/or D33 or A1 and/or A2 or the QCF Level 3 Award in Assessing Competence in the Work Environment.


170

External and internal verifiers will be expected to regularly review their skills, knowledge and understanding and where applicable undertake continuing professional development to ensure that they are carrying out workplace quality assurance (verification) of assessment processes and practices to the most up-to-date Employer Units of Competence.

Verifiers, both internal and external, will also be expected to be fully conversant with the terminology used in the Employer Units of Competence against which the assessments and verification are to be carried out, the appropriate regulatory body’s systems and procedures and the relevant awarding organisation’s documentation, systems and procedures within which the assessment and verification is taking place.

Specific technical requirements for internal and external verifiers

Internal and external verifiers for the Employer Units of Competence must be able to demonstrate verifiable, sufficient and relevant industrial experience, and must have a working knowledge of the processes, techniques and procedures that are used in the engineering industry.

The tables below and on the following page show the recommended levels of technical competence for assessors, internal verifiers, and external verifiers.

Technical requirements for assessors and verifiers

Position Prime activity requirements

Support activity requirements

Technical requirements

(see Notes section below)

Assessor Assessment skills IV systems Technical competence in the areas covered by the Employer Units of Competence being assessed

Internal verifier Verification skills Assessment knowledge

Technical understanding of the areas covered by the Employer Units of Competence being verified

External verifier Verification skills Assessment understanding

Technical awareness of the areas covered by the Employer Units Competence being verified


171

Notes 1. Technical competence is defined here as a combination of practical skills,

knowledge, and the ability to apply both of these, in familiar and new situations, within a real working environment.

2. Technical understanding is defined here as having a good understanding of the technical activities being assessed, together with knowledge of relevant health and safety implications and requirements of the assessments.

3. Technical awareness is defined here as a general overview of the subject area, sufficient to ensure that assessment and evidence are reliable, and that relevant health and safety requirements have been complied with.

4. The competence required by the assessor, internal verifier and external verifier, in the occupational area being assessed, is likely to exist at three levels as indicated by the shaded zones in the following table.

Technical Competence

Required by:

An ability to discuss the general principles of the competences being assessed

An ability to describe the practical aspects of the competence being assessed

An ability to demonstrate the practical competences being assessed

Assessor

Internal verifier

External verifier

Assessment environment of the Employer Units of Competence in the foundation phase of the Apprenticeship

The Employer Units of Competence are intended to have a wide application throughout the automotive manufacturing sector. It is therefore necessary to have a flexible approach to the environment in which the Employer Units of Competence are delivered and assessed during the foundation phase of the Apprenticeship.

There is much to be gained by acquiring the basic engineering competencies required in the foundation phase of the Apprenticeship while working in a sheltered but realistic environment such as in a training centre or college. This is due to an ongoing emphasis on safety critical work activities and the need to ensure flexibility of assessment opportunities to both maintain and enhance the provision of competent personnel within the automotive manufacturing sector. This assessment method will allow a minimum safe level of skills, knowledge and understanding to be achieved and demonstrated by the apprentice before being exposed to the hazards of the industrial environment, therefore minimising the risk of injury to themselves and other employees.

For the above reasons, the assessment of the apprentice’s competence in a sheltered but realistic environment is acceptable for the Employer Units of Competence included in the Foundation Stage of the Apprenticeship, where the environment replicates that expected in industry.


172

Where applicable, the machinery, tools, materials, equipment and resources used must be representative of industry standards and there must be sufficient equipment/resources available for each apprentice to demonstrate their competence on an individual basis. Workpieces or work outcomes assessed must be the apprentice’s own work and should be actual work examples that combine the skills and techniques required by the Employer Units of Competence so that achievement will properly reflect the apprentice’s capabilities.

Assessors must ensure that the competency is fully transferable to the workplace. Other aspects that should be considered include:

● environmental conditions, such as lighting conditions, noise levels and the presence of hazards

● pressure of work, such as time constraints and repetitive activities

● producing actual workpieces or work outcomes, and the consequence of making mistakes and the effect this has on customer, supplier and departmental relationships.

Assessment environment of the Employer Units of Competence in the development phase of the Apprenticeship

The evidence put forward for the Employer Units of Competence can only be regarded valid, reliable, sufficient and authentic if achieved and obtained in the working environment, where the apprentice is employed and be clearly attributable to the apprentice. However, in certain circumstances, simulation/replication of work activities may be acceptable, but must be kept to an absolute minimum.

The use of high-quality, realistic simulations/replication, which impose pressures consistent with workplace expectations, should only be used in relation to the assessment of the following:

● rare or dangerous occurrences, such as those associated with health, safety and the environment issues, emergency scenarios and rare operations at work

● the response to faults and problems for which no opportunity has presented for the use of naturally occurring workplace evidence of learners’ competence

● aspects of working relationships and communications for which no opportunity has presented for the use of naturally occurring workplace evidence of learners’ competence

Simulations/replications will require prior approval from the specific awarding organisation and should be designed in relation to the following parameters:

● the environment in which simulations take place must be designed to match the characteristics of the working environment

● Competencies achieved via simulation/replication must be transferable to the working environment;

● simulations that are designed to assess competence in dealing with emergencies, accidents and incidents must be verified as complying with relevant health, safety and environmental legislation by a competent health and safety/environmental control officer before being used

● simulated activities should place apprentices under the same pressures of time, access to resources and access to information as would be expected if the activity was real


173

● simulated activities should require apprentices to demonstrate their competence using plant and/or equipment used in the working environment

● simulated activities that require interaction with colleagues and contacts should require the apprentice to use the communication media that would be expected at the workplace

● for health and safety reasons simulations need not involve the use of genuine substances/materials. Any simulations which require the apprentice to handle or otherwise deal with materials substances/should ensure that the substitute takes the same form as in the workplace.

Access to assessment

There are no entry requirements required for the Employer Units of Competence unless this is a legal requirement of the process or the environment in which the apprentice is working in. Assessment is open to any apprentice who has the potential to reach the assessment requirements set out in the relevant units.

Aids or appliances that allow students with special educational needs, disabilities or temporary injuries, may be used during assessment, providing they do not compromise the standard required.

Carrying out assessments of the occupational competence qualifications

The Employer Units of Competence have been specifically developed to cover a wide range of activities. The evidence produced for the units will, therefore, depend on the skills and knowledge required by employers and specified in the Apprentices Training Plan. The Skills section of the Employer Units of Competence makes reference to a number of optional items in the units (for example ‘any three from five’). This is the minimum standard set by employers.

Where the unit requirements give a choice of optional items, assessors should note that apprentices do not need to provide evidence of the other items to complete the unit (in the example above, three items from five), unless specified by the employer.

Performance evidence requirements of the occupational competence qualifications

Performance evidence must be the main form of evidence gathered.

For the Mechatronics Maintenance Technician and Product Design and Development Technician Apprenticeship Standards, in order to demonstrate consistent competent performance for a unit, a minimum of two different examples of performance of the unit activity will be required in the foundation phase plus the successful achievement of the gateway assessment. For the development phase a minimum of three different examples of performance of the unit activity will be required (there will be no gateway assessment at the end of the development phase). Items of performance evidence often contain features that apply to more than one unit, and can be used as evidence in any unit where they are suitable:

● products of the learner’s work, such as items that have been produced or worked on, plans, charts, reports, standard operating procedures, documents produced as part of a work activity, records or photographs of the completed activity


174

together with:

● evidence of the way the apprentice carried out the activities, such as witness testimonies, assessor observations or authenticated apprentice reports of the activity undertaken.

Competent performance is more than just carrying out a series of individual set tasks. Many of the units in the foundation phase contain statements that require the apprentice to provide evidence that proves they are capable of combining various features and techniques. Where this is the case, separate fragments of evidence would not provide this combination of features and techniques and, therefore, will not be acceptable as demonstrating competent performance.

If there is any doubt as to what constitutes suitable evidence, the internal/external verifier should be consulted.


175

Foundation Unit: Maintaining Mechanical Devices and Equipment

Unit-specific additional assessment requirements:


In order to prove their ability to combine different maintenance operations, at least one of the maintenance activities must be of a significant nature, and must cover at least seven of the activities listed in paragraph 4 plus the removal and replacement/refitting of a minimum of five of the components listed in paragraph 5 in the Skills Section.

It is a requirement that training providers and assessors develop a written training plan and/or scheme of work that outlines the number of training activities and interventions throughout each planned session. The plan should also outline when assessment is planned to take place, which should be after a number of training activities on the topic have taken place over a sustained period. Competency assessments should not start until the relevant training has been given and the providers/assessors are confident the learner can achieve the assessment requirements.

Assessing knowledge and understanding requirements in the occupational competence qualifications

Knowledge and understanding are key components of competent performance, but it is unlikely that performance evidence alone will provide enough evidence in this area. Where the apprentice’s knowledge and understanding is not apparent from performance evidence, it must be assessed by other means and be supported by suitable evidence.

Knowledge and understanding can be demonstrated in a number of different ways. It is recommended that oral questioning and practical demonstrations are used perhaps while observing the apprentice undertake specific tasks, as these are considered the most appropriate for these units. Assessors should ask enough questions to make sure that the apprentice has an appropriate level of knowledge and understanding, as required by the unit.

Evidence of knowledge and understanding will not be required for those items in the Skills section of the Employer Units of Competence that have not been selected by the employer.

The achievement of the specific knowledge and understanding requirements in the units may not simply be inferred by the results of tests, exams or assignments from other units such as in the technical knowledge qualifications or other training programmes. Where evidence is submitted from these sources, the assessor must, as with any assessment, make sure the evidence is valid, reliable, authentic, directly attributable to the apprentice, and meets the full knowledge and understanding requirements of the unit. Awarding organisations should be able to provide advice and guidance where evidence from technical knowledge qualification tests and/or assignments can be mapped and used to meet the requirements of the occupational competence unit requirements.

Where oral questioning is used, the assessor must retain a record of the questions asked, together with the apprentice’s answers.


176

Witness testimony

Where observation is used to obtain performance evidence, this must be carried out against the unit assessment criteria. Best practice would require that such observation is carried out by a qualified assessor. If this is not practicable, then alternative sources of evidence may be used.

For example, the observation may be carried out against the assessment criteria by someone else that is in close contact with the apprentice. This could be a team leader, supervisor, mentor or line manager who may be regarded as a suitable witness to the apprentice’s competency. However, the witness must be technically competent in the process or skills that they are providing testimony for, to at least the same level of expertise as that required of the apprentice. It will be the responsibility of the assessor to make sure that any witness testimonies accepted as evidence of the apprentice’s competency are reliable, auditable and technically valid.

Maximising opportunities to use assessment evidence

One of the critical factors required in order to make this assessment strategy as efficient and effective as possible and to ease the burden of assessment, is the assessor’s ability and expertise to work in partnership with the apprentice and their employer to provide advice and guidance on how to maximise opportunities to cross-reference performance and knowledge evidence to all relevant Employer Units of Competence. For example, if a knowledge statement is repeated in a number of separate Employer Units of Competence and the expected evidence/response to that statement is the same, including the context, then the same piece of evidence should be cross-referenced to the appropriate units. As stated above, evidence from technical knowledge qualification test and assignments etc. should be used where this is valid, reliable and can be attributed to the individual apprentice.

Section 2

General requirements

Continuing Professional Development (CPD)

Centres must support their staff to ensure that they have current technical knowledge of the occupational area; that delivery, mentoring, training, assessment and verification are in line with best practice, technical advancements and that they will take account of any national or legislative developments.

There must be an auditable individual CPD plan in place for all staff assessing and verifying the qualifications within the relevant foundation and development phases, the plan must meet the relevant provider and automotive manufacturing employer requirements.

Assessors/teachers/trainers/lecturers (as applicable):

● must understand the Engineering Technician (EngTech) (UK specification) requirements when providing guidance to assessors. They will be required to provide a signed declaration confirming they have read and understood the EngTech specification and the evidence requirements to meet the EngTech criteria (currently in development). The EngTech specification can be found at www.engc.org.uk


177

● must understand the requirements of the relevant Apprenticeship Standards – End of Scheme Assessment Recording Document (currently in development)

● must understand the requirements of the relevant Apprenticeship Standards – Behavioral Framework and the review and assessment recording documentation (currently in development).

Quality control of assessment

General

There are two major points where an awarding organisation interacts with the centre in relation to the external quality control of assessment and these are:

● approval – when a centre takes on new qualifications/units, the awarding organisation, normally through an external verifier (EV) ensures that the centre is suitably equipped and prepared to deliver the new units/qualification

● monitoring – throughout the ongoing delivery of the qualification/units the awarding organisation, through EV monitoring and other mechanisms must maintain the quality and consistency of assessment of the units/qualification.

Approval

In granting approval, the awarding organisation, normally through its external verifier (EV) must ensure that the prospective centre:

● meets the requirements of the qualification regulator

● has sufficient and appropriate physical and staff resources

● meets relevant health and safety and/or equality and access requirements

● has a robust plan for the delivery of the qualification/units.

The awarding organisation may visit the centre to view evidence or may undertake this via other means.

Monitoring

The awarding organisation, through EV monitoring and other mechanisms, must ensure:

● that a strategy is developed and deployed for the ongoing awarding organisation monitoring of the centre. This strategy must be based on an active risk assessment of the centre. In particular, the strategy must identify the apprentice, assessors and internal verifier sampling strategy to be deployed and the rationale behind this

● that the centre’s internal QA processes are effective in assessment

● that sanctions are applied to a centre where necessary and that corrective actions are taken by the centre and monitored by the awarding organisation(AO)/EV

● that reviews of the AO’s external auditing arrangements are undertaken.


178

Notes

a) It is recognised that each AO will have its own guidance and procedure on theinternal and external quality assurance process applied to these qualifications.See individual AO websites for further information.

b) This assessment strategy is a ‘work in progress’ and will be amended andre-issued as the competence and technical knowledge qualifications andassessment methodologies are developed and modified.

c) The automotive manufacturing sector is mindful that its apprenticeships are andmust be available across all four Nations in the UK where applicable. The sectorhas ensured that the Employer Occupational Brief (EOB) and the associatedEmployer Units of Competence are directly aligned to the existing format andcontent of the sector’s National Occupational Standards (NOS).

Sb200217Z:\LT\PD\NVQ COMPETENCE\9781446928981_NVQ_COMP_APRENTSTDS_L3_AME.DOCX.1–185/1

February 2017 For information about Edexcel, BTEC or LCCI qualifications visit qualifications.pearson.com Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL. VAT Reg No GB 278 537121

Documents

Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics ... · 2020-03-06 · Pearson BTEC Level 3 Diploma in Advanced Manufacturing Engineering (Mechatronics