Curriculum Review Compound and Component Standards … Review Group Report - Electrical.pdf · This curriculum is standards-based, ... skill and competence essential in all electrical

Draft

Electrical

Curriculum Review

Compound and Component Standards

SOLAS – © 2014 2 Rev 3.# – 10/10/2014

DraftTable of Contents

Compound Award Specifi cation: 3General Electrical Services 11Lighting and Emergency Lighting 15AC and DC Machines 19Electrical Science 23Electronics 27Alternative Electrical Energy Sources 31Electrical and Industrial Control Systems 35Testing of Electrical Installations 39Electrical Installations in Special Locations 43Alarm Systems 47Communication 51Team Leadership 57

Draft

Electrical

Compound Award Specifi cation:

SOLAS – © 2014 4 Rev 3.# – 10/10/2014

Draft

Introduction

The SOLAS Apprenticeship is a system of employment focused training and education which enables a person to obtain the Knowledge, Skills and Competence required to perform eff ectively as a crafts person in industry, to respond appropriately to technical change, and to seek progression through further education and training within the National Framework of Qualifi cations.

Apprentice Formation

Apprentice learning occurs over time where an apprentice moves from being a legitimate peripheral participant to a core participant within a community of practice. Apprentices are immersed within the community where they engage in practices with more competent peers or experts who provide coaching and support. Learner identities within the community of practice are established through participation in authentic situations with independent practice so that learners gain an appreciation of the use of domain-related principles across multiple contexts. The apprentice formation is facilitated by the SOLAS model of training with alternating On-the-Job and Off -the-Job training and education.

Structure and duration of Apprenticeship

Apprenticeship programmes consist of alternating phases of On-the-Job Duration of and Off -the-Job training and education. This Apprenticeship model of training allows apprentices to integrate the knowledge and skills acquired during Off -the-Job training and education with those gained in the On-the-Job phases of training. The exposure to changing industrial contexts and the opportunity to further practise and develop their knowledge and skills enables apprentices to achieve the high levels of competence expected of crafts people in the contemporary workplace.

The structure of apprenticeship programmes ensures that the training and education delivered to apprentices are grounded in the needs of the workplace. The culture of apprenticeship learning and development prepares apprentices to be adaptable, fl exible and to be self-motivated to manage change. The programme also prepares the apprentice to meet the challenge of future developments in their craft and the workplace by equipping them with the necessary skills, knowledge and competence.

SOLAS – © 2014 5 Rev 3.# – 10/10/2014

Draft

Based on the Craft requirements (see below)

The alternating phases of training generally consist of three Off -the-Job phases and four On-the-Job phases, although diff erences do occur in some apprenticeships. The duration of apprenticeship programmes is determined by the training, educational and development requirements of each occupation. However, the normal duration of Off -the-Job training phases is as follows:

• Phase 2 - 23 weeks in a SOLAS Training Centre

• Phase 4 - 13 weeks in an Institute of Technology

• Phase 6 - 13 weeks in an Institute of Technology

The On-the-Job training takes place with the employer and normally lasts for a minimum of the following periods:

• Phase 1 - Minimum of 12 weeks with employer




The apprenticeship process is deemed to be complete when an apprentice has successfully achieved the required qualifying standard, completed all of the alternating On-the-Job and Off -the-Job phases of their apprenticeship, served the appropriate minimum time frame from the date of registration.

Standards Based

Each apprenticeship programme is based on an occupational analysis of that Craft and refl ects the results of a national survey carried out to establish the current and emerging skills, knowledge and competencies required by crafts people.

This curriculum is standards-based, written as learning outcomes and structured in a modular format. All modular learning objectives, unit activity statements and key learning points are based on the National Outcome Standards for the craft.

SOLAS – © 2014 6 Rev 3.# – 10/10/2014

Draft

The aims of the apprenticeship programmes are to provide:

• Learners with the knowledge, skill and competence required to perform eff ectively as crafts people, i.e., highly skilled workers who are able to work autonomously, contribute to a technical team, take personal responsibility for completing projects to relevant quality standards in a timely manner, and interact eff ectively with employers, colleagues and customers in an industrial setting which is experiencing constant and progressive change.

• Industry with crafts people who have acquired mastery over the underpinning knowledge, skills and competencies relevant to their craft. Mastery is demonstrated by the ability of the crafts person to apply their skill and knowledge in diff erent contexts; to exercise initiative and solve problems by determining possible solutions and judging the appropriateness of diff erent approaches.

• Apprentices with the knowledge, skills and competence to enable them to perform as qualifi ed and suitably motivated crafts people with the potential to progress into supervisory and/or management roles and/or self-employment, both nationally and internationally.

• Apprentices with the ability to respond to changes in their craft and the workplace by transferring their knowledge, skills and competence , identifying limits in their knowledge and taking responsibility for addressing their emerging learning requirements.

• Apprentices with the necessary knowledge, skills and competence to contribute signifi cantly to the development of the Irish economy and to respond to the emerging needs of the workplace and new techniques and technologies employed in their craft.

SOLAS – © 2014 7 Rev 3.# – 10/10/2014

Draft

Electrical

Major

To be added by QQI

To be added by QQI

To be added by QQI

The purpose of this award is to enable the learner to attain the standard required to achieve the Advanced Craft Certifi cate through the knowledge, skill and competence essential in all electrical design, installation, maintenance and repair in accordance with national standards, current E.T.C.I rules and E.U directives

Learners will be able to:

• Demonstrate a specialised knowledge of a broad range of the theoretical, conceptual and factual components and characteristics of the Electrical craft

• Demonstrate specialised knowledge and understanding of the principles, practices, tools and equipment necessary for the installation, maintenance, repair, testing and verifi cation of Electrical systems

• Demonstrate a comprehensive range of specialised electrical skills using equipment, test instruments, hand and power tools

• Exercise appropriate judgement in planning, design, diagnostics and delivering services, installations and maintenance processes relating to Electrical Trade

• Apply theoretical and technical know-how to install, inspect, diagnose, maintain, repair, test and verify electrical and electromechanical systems within the workplace

• Exercise substantial independence in the workplace to include plant, premises, and the environment , taking responsibility for Electrical duties performed by themselves and others, ensuring safe work practices and interacting with a variety of individuals and groups to include customers, colleagues and suppliers

• Take initiative to identify and address self-development and training needs in both an employment and structured training environments.

• Demonstrate an awareness of the function and role of the electrician in society to include an awareness of energy conservation and other relevant ecological concerns

Title

Award Type

Code

Level

Credit Value

Purpose

Knowledge

Know How and Skill

Competence

SOLAS – © 2014 8 Rev 3.# – 10/10/2014

Draft

To access the programme leading to this Major award the learner must comply with all current apprenticeship entry requirements.

Successful completion of this major award will enable the learner to transfer to programmes leading to other awards at the same (or lower) levels of the national qualifi cations framework.

Achievement of this award will enable the learner to progress to other programme(s) leading to an award at the next level of the framework.

Enter codes for any applicable progression awardsP01 Progression Award Codes will be entered by QQIP02 Progression Award Codes will be entered by QQIP03 Progression Award Codes will be entered by QQI

Pass 50-64%Merit 65-79%Distinction 80-100%

Access

Transfer

Progression

Progression Awards

Grading

SOLAS – © 2014 9 Rev 3.# – 10/10/2014

Draft

Competency – Based Grading

The Advanced Craft Certifi cate grade is based on a weighted average of all Phase result grades. All components are integrated and assessed throughout the programme alternating between On-the-job phases and Off the job phases. To attain the required standard, a minimum of a pass grade must be achieved in all assessments prescribed in the apprenticeship programme specifi cation. The apprenticeship programme assessment specifi cation maps the component outcomes across assessment instruments in all phases of the apprenticeship

Is awarded when the cumulative assessment results achieved in all phases of the apprenticeship programme aggregate between 50% and 64% of the total marks available.

Is awarded when the cumulative assessment results achieved in all phases of the apprenticeship programme aggregate between 65% and 79% of the total marks available

Is awarded when the cumulative assessment results achieved in all phases of the apprenticeship programme is 80% or above of the total marks available

Certifi cate grades are based on a weighted average of all Phase result

grades.

All of the following component(s)

Award Code

Title LevelCredit Value

<Code> General Electrical Services QQI<Code> Lighting and Emergency Lighting QQI<Code> AC and DC Machines QQI <Code> Electrical Science QQI <Code> Electronics QQI<Code> Alternative Electrical Energy Sources QQI<Code> Electrical and Industrial Control Systems QQI <Code> Testing of Electrical Installations QQI <Code> Electrical Installations in Special Locations QQI<Code> Alarm Systems QQI6N1950 Communications 6 QQI 6N1948 Team Leadership 6 QQI

D01 Current HSA statutory regulations and codes of practiceD02 Manufacture’s equipment/machine operating proceduresD03 Manufacture’s technical/hazardous material InformationD04 Current Apprenticeship Rules

Pass

Merit

Distinction

Certifi cate Requirements

Supporting Documents

SOLAS – © 2014 10 Rev 3.# – 10/10/2014

Draft

All tools and equipment comply with safety requirements. The assessment area must be safe following an appropriate risk assessment in accordance with health and safety legislation

Specifi c Validation Requirements

Draft

Electrical

Component Specifi cation

General Electrical Services

SOLAS – © 2014 12 Rev 3.# – 10/10/2014

Draft

General Electrical Services

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently design, install, inspect, maintain, test and verify, diagnose and rectify faults in General Electrical Service systems in accordance with national legislation, current E.T.C.I rules, manufacturers’ specifi cations and EU directives


1. Compare the construction, sizes and applications of various electrical cables

2. Distinguish between domestic and industrial tariff s.

3. Evaluate the causes and penalties arising from PF relative to the consumer and the supply authority

4. Calculate factors aff ecting volt drop and power loss in cables

5. Evaluate the construction and application of doorbell circuits and carry out installation.

6. Compare diff erent cables and list methods of reducing losses in conduit, trunking and armoured cables

7. Distinguish between earthing requirements for various supply systems to include TT and TNCS

8. Compare the advantages, disadvantages and hazards involved in choosing a wiring system for a given application to include single and three phase systems

9. Select and install the cables, accessories and protective devices required for the installation of various socket circuits and fi xed appliances associated with an installation

10. Select and install the cables and accessories required for earthing systems and identify the various components of these systems, verifying continuity.

11. Select and use the correct tools, equipment and techniques required to form, terminate and erect steel and plastic containment systems of various sizes

12. Select and use the correct tools, equipment and techniques required to install and terminate a variety of cables using diff erent terminating techniques

13. Assemble a distribution board incorporating single and three-phase loads including isolators, protective devices, busbars and terminate main supply cables

14. Design a line diagram for a distribution board incorporating and single and three-phase loads, listing all the necessary equipment including isolators, protective devices, busbars and main supply cables.

Title

Code

Purpose

Learning Outcomes Knowledge

Know How and Skill

SOLAS – © 2014 13 Rev 3.# – 10/10/2014

Draft

15. Select the cables, accessories and protective devices required to install circuits incorporating programmable time clocks and heating system accessories

16. Evaluate the general construction and installation of unit and cubicle type switch-boards and design the layout of a switchboard taking account of the construction and operation of low voltage circuit breakers, methods of arc extinction, protection, interlocking and fault ratings of diff erent forms of switchgear

17. Evaluate the method of connection of a stated load taking account of cable size, material and equipment requirements for connection to various systems and identify the hazards and precautions necessary

18. Read and interpret electrical diagrams, schematics and manufacturers specifi cations for general electrical services

19. Select and set up instruments and equipment to safely perform tests to general electrical services

20. Inspect, diagnose and rectify faults in general electrical services, using a range of diagnostic equipment and techniques

In order to demonstrate that they have reached the standards of knowledge, skill and competence identifi ed in all the learning outcomes, learners are required to complete the assessment(s) below.

The SOLAS Curriculum and Assessment Development Unit (CADU) is responsible for devising assessment instruments (e.g. exam papers, briefs), performance criteria, and mark sheets, consistent with the techniques identifi ed above and the detailed requirements set out in the Assessment Guidelines.

All learning outcomes must be assessed.

This will include a mapping of each learning outcome to its associated assessment technique. See Guidelines for Programme Validation.

1 Competency Skills Demonstration 10%2 Practical 50%3 Theory 30%4 Portfolio 10%

Competence

Assessment Techniques

Assessment Types & Weighting

SOLAS – © 2014 14 Rev 3.# – 10/10/2014

Draft

Description

CADU will devise a brief and guidelines for learners on assembling a collection and/or selection of work. All identifi ed learning outcomes must be assessed within the collection of work.

CADU will devise practical examinations including drawing, that assesses a wide range of learning outcomes.

CADU will devise theory examinations that assess a learner’s ability to recall, recognise and understand concepts and theory.

CADU will devise skills demonstrations that assess a wide range of practical and interpersonal learning outcomes.

CADU will devise a project brief or instruction to refl ect a range of learning outcomes.

Learners may be assessed on the basis of their prior knowledge and experience. Providers must be specifi cally quality assured to assess learners by this means and be included on the Register of RPL approved providers. All applications will be assessed under the SOLAS apprenticeship RPL process.

Advanced Craft Certifi cation

The Advanced Craft Certifi cate grades are based on a weighted average of all Phase result grades. All components are integrated and assessed throughout the programme alternating between On-the-job phases and Off the job phases. To attain the required standard, a minimum of a pass grade must be achieved in all assessments prescribed in the apprenticeship programme specifi cation. The apprenticeship programme assessment specifi cation maps the component outcomes across assessment instruments in all phases of the apprenticeship




SD1 Current HSA statutory regulations and codes of practiceSD2 Manufacture’s technical/hazardous material Information

To access this programme the learner must comply with all current apprenticeship entry requirements.

Portfolio

Practical

Theory

Skills Demonstration

Project Work

Recognition of Prior Learning


Pass

Merit

Distinction

Supporting Documentation

Access

Draft

Electrical


Lighting and Emergency Lighting

SOLAS – © 2014 16 Rev 3.# – 10/10/2014

Draft

Lighting and Emergency Lighting

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently design, install, inspect, maintain, diagnose and rectify faults in lighting systems in accordance with national legislation, current E.T.C.I rules, manufacturers’ specifi cations and EU directives


1. Describe the relevant concepts and theories of lighting to include electronic concepts

2. Describe and test various batteries, emergency lighting circuits and control equipment to include commercial and industrial systems

3. Compare the construction and operation of various discharge lamps and list the factors which aff ect lamp life, colour rendering, effi cacy and applications

4. Select and use the tools, equipment, cables, protective devices and accessories required to install various lighting and emergency lighting circuits using a variety of installation techniques and control devices suitable for domestic, commercial, and industrial scenarios.

5. Install lighting circuits utilising diff erent methods and mounting techniques in accordance with current regulations and recommendations

6. Install various lighting circuits incorporating fl uorescent, halogen, Mains/ELV down-lighters and LED’s.

7. Design and construct lighting and emergency lighting control systems in accordance with national legislation, current E.T.C.I rules, manufacturers’ specifi cations and E.U directives

8. Read and interpret circuit diagrams incorporating current trade symbols

9. Conduct appropriate tests to completed work utilising ETCI guidelines for lighting and emergency lighting system

10. Set up instruments and equipment to safely perform tests to lighting and emergency lighting control systems in accordance with current regulations.

11. Inspect, diagnose and rectify faults in lighting and lighting control systems using a range of diagnostic technique and equipment, keeping accurate records

Title

Code

Purpose


Know How and Skill

Competence

SOLAS – © 2014 17 Rev 3.# – 10/10/2014

Draft








SOLAS – © 2014 18 Rev 3.# – 10/10/2014

Draft

Description











Is awarded when the cumulative assessment results achieved in all phases of the apprenticeship programme is 80% or above of the total marks available.



Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


AC and DC Machines

SOLAS – © 2014 20 Rev 3.# – 10/10/2014

Draft

AC and DC Machines

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently design, install, inspect, maintain, test and verify, diagnose and rectify faults in AC and DC machines and control circuits in accordance with national legislation, current E.T.C.I rules, manufacturers’ specifi cations and EU directives


1. Compare the construction, characteristics and methods of starting three phase and single phase induction motors

2. Compare the methods of rotation reversal single phase and three phase induction motors

3. Describe the construction, principle of operation, methods of speed control and reversal of DC machines.

4. Evaluate the methods used to test motor windings for continuity and insulation resistance

5. Explain the principle of operation of a three-phase induction motor to include rotating magnetic fi elds, motor-induced EMF, current and torque developed.

6. Select starting methods for given applications to include low resistance, double-cage and wound rotor

7. Determine the open circuit and load characteristics of DC machines to include motors and generators

8. Measure the magnitude and power factor of the current taken by the main and auxiliary windings of a single phase induction motor.

9. Design and install the panel wiring cables, accessories and protective devices required for various motor control circuits incorporating direct on line, inch/jog, forward/reverse, star delta, variable speed drives, soft starters, safety and thermistor relays

10. Connect the required circuits for speed control of three phase induction motors using multiple stator windings and pole amplitude modulation (PAM) Windings.

11. Plot and explain a series of torque/speed characteristics for a three phase motor by varying its frequency/voltage when connected to a solid state variable frequency drive.

12. Vary armature voltage via a thyristor convertor and record speed/torque variation relative to voltage variation

13. Carry out the sequence of operation required in order that a three phase synchronous motor may be connected to the supply to improve the overall power factor of a plant.

Title

Code

Purpose


Know How and Skill

SOLAS – © 2014 21 Rev 3.# – 10/10/2014

Draft

14. Construct a motor variable speed controller, explain the need for anti dv/dt circuits and state the hazards

15. Interpret schematic diagrams and fault fi nd various fault scenarios for single and three-phase induction motors to include accessories, protective and indicator devices

16. Select and set up instruments and equipment to safely perform tests on AC and DC machines and control systems.






Competence



SOLAS – © 2014 22 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Electrical Science

SOLAS – © 2014 24 Rev 3.# – 10/10/2014

Draft

Electrical Science

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to apply the theories and concepts of Electrical Science


1. Compare the quantities and units such as Ohms Law, associated with the fl ow of electric current and calculate circuit values

2. Diff erentiate between series and parallel circuits and calculate current, voltage and resistance aspects of circuits using relevant formulae

3. Determine the relationship between potential diff erence, current and power in circuits and connect instruments to measure values obtained

4. Describe the construction, application and operation of single phase and three phase star and delta connected transformers and all associated parts

5. Compare the behaviour of single phase AC parallel circuits involving resistance/inductance and resistance/capacitance in individual branches

6. Determine the relationship between line and phase currents in star and delta systems.

7. Calculate the energy cost of running various electrical appliances using Power by Time

8. Apply the laws and rules relating to magnetic induction and conduct experiments demonstrating the inductive and magnetic eff ects of various electrical circuits

9. Select the appropriate capacitor for a given application by type, value, tolerance, and maximum working voltage

10. Calculate the values of capacitors connected in series/parallel circuits to determine total capacitance of a given circuit

11. Measure power and power factor of series and parallel circuits and add/subtract sinusoidal values of current and voltage

12. Calculate average, R.M.S. and maximum values of alternating current and voltage

13. Apply the principle of operation of a transformer and calculate values of voltage, current and turn ratio, given relevant formulae

14. Calculate circuit conditions in RLC single phase AC series and parallel circuits and explain the causes of resonance in series circuits

15. Calculate neutral currents and total power in balanced and unbalanced connected loads.

16. Evaluate the laws and rules relating to magnetic induction and conduct experiments demonstrating the inductive and magnetic eff ects of various electrical circuits

Title

Code

Purpose


Know How and Skill

SOLAS – © 2014 25 Rev 3.# – 10/10/2014

Draft

17. Perform appropriate functional tests on a transformer and evaluate the data obtained

18. Measure power in various loads using wattmeter methods and construct circuits which improve power factor

19. Carry out the sequence of operation required in order that a three phase synchronous motor may be connected to the supply to improve the overall power factor of a plant load

20. Identify the necessary tests to transformers including insulation resistance ratio, open and short circuit, crackle, dielectric and polarity.






Competence



SOLAS – © 2014 26 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Electronics

SOLAS – © 2014 28 Rev 3.# – 10/10/2014

Draft

Electronics

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently design, install, inspect, maintain, diagnose and rectify faults in electronic systems in accordance with national legislation, current E.T.C.I rules, manufacturer’s specifi cations and E.U directive .


1. Explain and calculate RC network charge and discharge rates, plot curves and confi rm by measurement

2. Determine the function of oscilloscope controls and use it to measure DC and AC voltage, phase shift, waveform and frequency

3. Investigate the characteristics of diodes and construct circuits incorporating current blocking, voltage regulation, light indication and sensing applications

4. Apply the principles of operation of linear and switch mode power supplies, evaluating the advantages and disadvantages of each

5. Apply the principle of operation of NPN / PNP transistors and calculate component values required for transistor operation

6. Perform ‘out of circuit’ tests to determine type and functionality of a transistor

7. Identify lead out terminals and construct and investigate circuit performance where transistors are used to switch resistive and inductive loads

8. Assess the characteristics and rating of an operational amplifi er to include its eff ect on gain, input impedance and stability

9. Contrast the operation of a diac and triac in electronics applications

10. Explain the principles of operation of a diac and triac and how power may be controlled by the fi ring angle of a triac

11. Apply the principles of discrete input and output modules to include NPN and PNP

12. Calculate values of series resistors used in Zener and light emitting diode applications.

13. Construct the circuit and calculate component values for rectifi ed, smooth and regulated circuits.

14. Construct the circuit and calculate component values for Invertors.

15. Design circuits for linear and switch mode power supplies.

16. Measure circuit voltage levels and waveforms using a precision instrument.

17. Evaluate the operation of a thyristor and construct a thyristor switched lamp circuit.

Title

Code

Purpose


Know How and Skill

SOLAS – © 2014 29 Rev 3.# – 10/10/2014

Draft

18. Plot thyristor bias currents versus voltage characteristics and explain how switching is achieved in AC and DC circuits.

19. Construct a circuit using a triac and compare its operation to that of a thyristor

20. Design a block diagram to show a 555 timer circuit as an oscillator and as a time delay circuit

21. Read and interpret electrical diagrams, schematics and manufacturers specifi cations relative to electronic components and circuits

22. Set up instruments and equipment to safely inspect, diagnose and rectify faults in Electronics/ Electronic Equipment, using a range of diagnostic equipment and techniques






Competence



SOLAS – © 2014 30 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Alternative Electrical Energy Sources

SOLAS – © 2014 32 Rev 3.# – 10/10/2014

Draft

Alternative Electrical Energy Sources

To be added by QQI

The purpose of this award is to equip the learner with the knowledge and skills related to alternative electrical energy sources in accordance with applicable standards, legislation, manufacturers’ instructions and guidelines, whilst working autonomously.


1. Describe key characteristics of alternative electrical energy sources including the major components and system layout of wind, solar p-v (photo-voltaic), hydro- and micro-CHP (combined heat and power) systems

2. Describe wind turbine types to include variable voltage and frequency output

3. Describe output controls on wind generator to include dump loads and electrical braking

4. Summarise the requirements for electrical works with respect to applicable regulations, certifi cation, and national rules for electrical installation

5. Summarise relevant product requirements including those relating to European conformity CE marking, and testing and certifi cation standards

6. Identify hazards associated with alternative electrical energy sources installations to include “always live” systems, leakage current detection, earthing and lightning protection systems and isolation devices proposing suitable mitigation measures

7. Describe network connection requirements including the network connection application process Summarise appropriate signage and labelling requirements as per the National Rules for Electrical Installations to include identifi cation of cable locations and “always live” systems

8. Design a suitable battery system based on sizing and safety requirements as per Current regulations

9. Calculate recommended minimum capacities for electrical components including voltage and current ratings for direct current plugs, connectors and switches, and cable capacity based on size and output

10. Demonstrate the characteristics of generator types to include permanent magnet, induction, synchronous and asynchronous

11. Demonstrate solar p-v module types and arrays to include current voltage characteristics, open circuit voltage, short circuit current, maximum power current and voltage

12. Program inverters with generator power curves in accordance with manufacturers’ specifi cations and set-up instructions

Title

Code

Purpose


Know How and Skill

Competence

SOLAS – © 2014 33 Rev 3.# – 10/10/2014

Draft

13. Complete all the required electrical testing and identify faults in a solar p-v and rotating generator systems using test and measurement equipment





1 Practical 20%2 Theory 20%3 Portfolio 60%



SOLAS – © 2014 34 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Electrical and Industrial Control Systems

SOLAS – © 2014 36 Rev 3.# – 10/10/2014

Draft

Electrical and Industrial Control Systems

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently design, install, inspect, maintain, diagnose and rectify faults in Electrical and Industrial Control Systems in accordance with national regulations, current E.T.C.I rules, manufacturers’ specifi cations and E.U. directives


1. Interpret logic gate symbols to defi ne the function and operation of a circuit to include • AND• OR• EXCLUSIVE-OR / NOR• NOT• NOR• NAND

2. Compare the operation of PLC systems and select input/output modules for a given applications

3. Describe relevant safety and operational applications in electrical and industrial control systems in conformance with current regulations and EU Directives.

4. Select, set up and operate instruments and equipment to perform circuit safety tests, and measure and control electrical and industrial control systems in conformance with all relevant health and safety requirements.

5. Assemble and wire PLC systems using power supplies, input and output modules and a selection of diff erent cables to include low and extra-low voltage.

6. Interpret control system applications to include the confi guration of logic gates

7. Assess various PLC systems, to include the use of interface units, in terms of input and output modules, timers, relays, counters and shift registers.

8. Develop and interpret ladder diagrams and programme statement lists to determine the internal and external operation of the PLC system

9. Interpret drawings and schematics for electrical and industrial control systems

10. Interpret and apply customer requirements in the design, construction and testing of electrical and industrial control systems

11. Inspect, diagnose and rectify faults in Electrical and Industrial Control Systems and circuits using a range of diagnostic equipment and techniques

Title

Code

Purpose


Know How and Skill

Competence

SOLAS – © 2014 37 Rev 3.# – 10/10/2014

Draft








SOLAS – © 2014 38 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Testing of Electrical Installations

SOLAS – © 2014 40 Rev 3.# – 10/10/2014

Draft

Testing of Electrical Installations

To be added by QQI

The purpose of this unit is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to explain the reasons for electrical testing in accordance with national regulations, current E.T.C.I rules, manufacturer’s specifi cations and E.U. directives.


1. Justify the reasons for electrical testing and verifi cation, referencing the national rules for electrical installations and other appropriate documentation

2. Justify the need for visual inspections and ensure equipment and materials comply with relevant standards

3. Identify the various categories and types of testing instruments to include loop impedance, insulation tester, RCD

4. Demonstrate the use of pre-calibrated testing instruments to obtain accurate test results

5. Evaluate the dangers for operator/other persons when conducting tests

6. Determine the methods/procedures for conducting tests to include pre and post connection in the correct sequence

7. Outline the importance of maintaining accurate documentation in respect of testing

8. Identify the various types of completion certifi cates to include domestic and industrial completion certifi cates and test record sheet

9. Conduct the pre-test precautions associated with electrical testing to include removal of lamps, disconnection of sensitive electronic devices

10. Apply the safety procedures required before and after testing instruments are used

11. Complete accurate test record sheets/periodic inspections forms

12. Evaluate the test results in accordance with national regulations, ETCI rules , manufacture specifi cations and EU Directives



Title

Code

Purpose


Know How and Skill

Competence


SOLAS – © 2014 41 Rev 3.# – 10/10/2014

Draft





SOLAS – © 2014 42 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Electrical Installations in Special Locations

SOLAS – © 2014 44 Rev 3.# – 10/10/2014

Draft

Electrical Installations in Special Locations

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently install, inspect, maintain, diagnose and rectify faults in Installations in Special Locations in accordance with national legislation, current E.T.C.I rules, manufacturer’s specifi cations and E.U directives.


1. Evaluate the hazards associated with agricultural/horticultural installations.

2. Identify suitable cables and accessories for use in agricultural/horticultural installations.

3. Compare the advantages and disadvantages of UPS systems.

4. Select a UPS for a given application

5. Determine the materials and equipment necessary for fl ammable and explosive atmospheres and terminate cables into EExe and EExd accessories.

6. Describe agricultural/horticultural installations carrying out critical analysis to suit individual scenarios and customer needs

7. Describe a lightning protection system for a particular building

8. Construct a circuit to demonstrate the operation of a zener barrier

9. Assess the hazards involved and precautions to be observed when carrying out installations in hazardous environments or temporary installations on construction sites.

10. Describe electrical testing requirement and use analytical skills to fault fi nd various fault scenarios on agricultural/horticultural installations

11. Interpret and wire from circuit schematic diagrams of Installations in Special Locations taking into account national legislation, current E.T.C.I rules, manufacturer’s specifi cations and EU directives



Title

Code

Purpose


Know How and Skill

Competence


SOLAS – © 2014 45 Rev 3.# – 10/10/2014

Draft





SOLAS – © 2014 46 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Draft

Electrical


Alarm Systems

SOLAS – © 2014 48 Rev 3.# – 10/10/2014

Draft

Alarm Systems

To be added by QQI

The purpose of this module is to equip the learner to work, independently and as a team member, with the knowledge, skill and competence to eff ectively and effi ciently install, inspect, maintain, diagnose and rectify faults Alarm Systems in accordance with national legislation, current E.T.C.I rules, manufacturer’s specifi cations and E.U directives.


1. Describe the detection devices, signalling devices, controls and cables which comprise an ‘intruder alarm’ system

2. Describe automatic detection and manual signalling devices, controllers and wiring systems.

3. Describe a mains powered detector head to include heat, ionization and photoelectric sensors.

4. Install the detection devices, signalling devices, controls and cables which comprise an ‘intruder alarm’ system

5. Install automatic detection and manual signalling devices, controllers and wiring systems.

6. Install a mains powered detector head to include heat, ionization and photoelectric sensors

7. Interpret and wire from circuit schematic diagrams of intruder alarm systems

8. Design Intruder Alarm Systems carrying out critical analysis to suit individual scenarios and customer needs

9. Interpret and wire from circuit schematic diagrams of fi re alarm systems, read and interpret electrical diagrams, schematics, and manufacturers specifi cations.

10. Use analytical skills to fault fi nd various simulated fault scenarios on intruder and fi re alarm systems



Code

Purpose


Know How and Skill

Competence


SOLAS – © 2014 49 Rev 3.# – 10/10/2014

Draft





SOLAS – © 2014 50 Rev 3.# – 10/10/2014

Draft

Description














Portfolio

Practical

Theory


Project Work



Pass

Merit

Distinction


Access

Component Specification

Communications

Level 6

6N1950

2

1. Introduction

The Further Education and Training Awards Council is the single national awarding body in

further education and training in Ireland. It is responsible for determining the standards for named

awards at levels 1 to 6 on the National Framework of Qualifications. All named awards are

devised in line with the National Qualifications Authority of Ireland's determinations and

guidelines.

2. The National Framework of Qualifications

The National Framework of Qualifications comprises 10 levels ranging from initial learning (level

1) to the most advanced levels of learning (level 10).

At each level there are one or more award types. An award type is a grouping of awards that

share similar features. The National Qualifications Authority of Ireland has determined Award

Type Descriptors for each award type. Seewww.nqai.ie.The Award Type Descriptor identifies the

key strands and sub-strands of knowledge, skill and competence for that award type.

3. Guide to Level

Learning outcomes at this level include a comprehensive range of skills which may be

vocationally-specific and/or of a general supervisory nature, and require detailed theoretical

understanding. The outcomes also provide for a particular focus on learning skills. The outcomes

relate to working in a generally autonomous way to assume design and/or management and/or

administrative responsibilities. Occupations at this level would include higher craft, junior

technician and supervisor.

Extract from 'Determinations for the Outline National Framework of Qualifications': NQAI (www.nqai.ie)

Strand Sub-strand Nature of learning

Knowledge Breadth Specialised knowledge of a broad area

Kind Some theoretical concepts and abstract thinking, with significantdepth in some areas

Know How &Skill

Range Demonstrate a comprehensive range of specialised skills and tools

Selectivity Formulate responses to well defined abstract problems

Competence Context Utilise diagnostic and creative skills in a range of functions in awide variety of contexts

Role Exercise substantial personal autonomy and often takeresponsibility for the work of others and/or for the allocation ofresources; form and function within, multiple and complexheterogeneous groups.

Learning toLearn

Learn to take responsibility for own learning within a managedenvironment.

Insight Express an internalised, personal world view, reflectingengagement with others.

3

4. Award Specifications

FETAC determines the standards for all awards in partnership with relevant stakeholders. This

awardwas developed in line with the Council policy on Standards Development published in

September 2005.

Standards are published in the form of Award Specifications. A Specification is devised in respect

of each named award. Each Specification provides a comprehensive description of the features,

characteristics and standards of the award.

ACertificate Specificationis published for each namedmajor award.

AComponent Specificationis published for each namedminor award.Please note that each

component (i.e. minor award) is associated with one or more Certificates (i.e. major, special

purpose or supplemental award). Seewww.fetac.ie.

ASpecific Purpose Specificationis published for eachspecial purpose award.

ASupplemental Specificationis published for eachsupplemental award.

Standards are expressed in terms oflearning outcomesi.e. concise statements of what the

learner is expected to know or be able to do in order to achieve that award.

Learning outcomes for all awards (i.e. major, special purpose, supplemental awards) are

contained within the associated Component Specifications.

4

5. Component Details

Title Communications

Teideal as Gaeilge Cumarsáid

Award Type Minor

Code 6N1950

Level 6

Credit Value 15

Purpose The purpose of this award is to equip the learner with the relevantknowledge, skill and competence to communicate verbally and non-verbally in a comprehensive range of everyday tasks and in work-related tasks independently and/or in a supervisory capacity.

Learning Outcomes Learners will be able to:

1 Critique current issues in communications and informationtechnology, to include digital and mobile technology, the internet,and the policies and principles relevant to a vocational area

2 Evaluate in practical terms the elements of legislation that mustbe observed in a personal and or work context, to include health,safety and welfare at work and communications-relatedlegislation, and the responsibilities that apply when working in asupervisory capacity

3 Assess the impact of non-verbal communication and of thephysical environment in everyday human interaction

4 Construct non-verbal and visual messages, aids, images andenvironments that promote interpersonal communication, toinclude presentation aids, handouts, physical arrangement ofmeeting rooms

5 Utilise listening skills in a variety of roles and contexts, to includenote-taking, receiving messages, taking minutes, reporting,summarising, paraphrasing

6 Participate in formal and informal working groups, to includeleading or facilitating, note-taking, summarising discussion,agreeing outcomes and action points

7 Use reading techniques to include skimming, scanning, readingfor detail, for overview and analysing on a range of writtenmaterial, including media texts, official documents, businesscommunications, literary texts and technical and or vocationalmaterial

5

8 Use drafting, editing and proofreading skills and the correctconventions of language usage including spelling, punctuationand syntax to produce formal written communications relevant toa particular vocational area, to include reports, correspondence,faxes, memos, minutes

9 Use research skills to investigate relevant topics, to include useof effective study skills, research methodologies and enquirytechniques

10 Demonstrate vocal and interactive skills in personal andprofessional contexts, including an oral presentation, discussion,debate, meeting, interview and or job seeking skills and for thepurposes of persuading, informing, advocating, regulating

11 Work independently and or in a supervisory capacity, displayingqualities such as assertiveness, self-confidence, tact, diplomacy,empathy and patience

Assessment

General Information Details of FETAC's assessment requirements are set out inAssessmentGuidelines for Providers.

All FETAC assessment is criterion referenced. Successful achievementof the award is based on learners attaining the required standards ofknowledge, skill or competence.

The techniques set out below are considered the optimum approach toassessment for this component. In exceptional circumstances providersmay identify alternative assessment techniques through the provider'sapplication for programme validation which arereliableandvalidbutwhich are more appropriate to their context.

Assessment of a number of components may be integrated acrossprogrammes for delivery, provided that the learning outcomes of eachminor award are assessed.

Group or team work may form part of the assessment, provided eachlearner's achievement is separately assessed.

All providers are required to submit an assessment plan as part of theirapplication for programme validation. Assessment Plans will includeinformation relating to scheduling and integration of assessment.SeeFETAC's Provider Guidelines for Programme Validation.

AssessmentTechniques

In order to demonstrate that they have reached the standards ofknowledge, skill and competence identified in all the learning outcomes,learners are required to complete the assessment(s) below.

The assessor is responsible for devising assessment instruments (e.g.project and assignment briefs, examination papers), assessment criteriaand mark sheets, consistent with the techniques identified below andFETAC's assessment requirements.

Programme validation will require providers to map each learningoutcome to its associated assessment technique.See FETAC's ProviderGuidelines for Programme Validation.

6

All learning outcomesmustbe assessed.

Portfolio / Collection of Work 50%

Skills Demonstration 50%

Description

Portfolio / Collection of Work

A portfolio or collection of work is a collection and/or selection of piecesof work produced by the learner over a period of time that demonstratesachievement of a range of learning outcomes. The collection may beself-generated or may be generated in response to a particular brief ortasks/activities devised by the assessor.


A skills demonstration is used to assess a wide range of practical basedlearning outcomes including practical skills and knowledge. A skillsdemonstration will require the learner to complete a task or series oftasks that demonstrate a range of skills.

Recognition of PriorLearning (RPL)

Learners may be assessed on the basis of their prior knowledge andexperience. Providers must be specifically quality assured to assesslearners by this means. To do so they must complete B10, seeProvider's Quality Assurance Guidelines and be included on theRegister of RPL approved providers. See RPL Guidelines atwww.fetac.iefor further information and registration details.

Grading Pass 50% - 64%Merit 65% - 79%Distinction 80% - 100%

Specific ValidationRequirements

There are no specific validation requirements for this award

SupportingDocumentation

None

Access To access programmes leading to this award the learner should havereached the standards of knowledge, skill and competence associatedwith the preceding level of the National Framework of Qualifications.This may have been achieved through a formal qualification or throughrelevant life and work experience.

Transfer Successful completion of this component award enables the learner totransfer to programmes leading to other certificates where thiscomponent is a mandatory or an elective requirement.

Component Specification

Team Leadership

Level 6

6N1948

2

1. Introduction

The Further Education and Training Awards Council is the single national awarding body in

further education and training in Ireland. It is responsible for determining the standards for named

awards at levels 1 to 6 on the National Framework of Qualifications. All named awards are

devised in line with the National Qualifications Authority of Ireland's determinations and

guidelines.

2. The National Framework of Qualifications

The National Framework of Qualifications comprises 10 levels ranging from initial learning (level

1) to the most advanced levels of learning (level 10).

At each level there are one or more award types. An award type is a grouping of awards that

share similar features. The National Qualifications Authority of Ireland has determined Award

Type Descriptors for each award type. Seewww.nqai.ie.The Award Type Descriptor identifies the

key strands and sub-strands of knowledge, skill and competence for that award type.

3. Guide to Level

Learning outcomes at this level include a comprehensive range of skills which may be

vocationally-specific and/or of a general supervisory nature, and require detailed theoretical

understanding. The outcomes also provide for a particular focus on learning skills. The outcomes

relate to working in a generally autonomous way to assume design and/or management and/or

administrative responsibilities. Occupations at this level would include higher craft, junior

technician and supervisor.

Extract from 'Determinations for the Outline National Framework of Qualifications': NQAI (www.nqai.ie)

Strand Sub-strand Nature of learning

Knowledge Breadth Specialised knowledge of a broad area

Kind Some theoretical concepts and abstract thinking, with significantdepth in some areas

Know How &Skill

Range Demonstrate a comprehensive range of specialised skills and tools

Selectivity Formulate responses to well defined abstract problems

Competence Context Utilise diagnostic and creative skills in a range of functions in awide variety of contexts

Role Exercise substantial personal autonomy and often takeresponsibility for the work of others and/or for the allocation ofresources; form and function within, multiple and complexheterogeneous groups.

Learning toLearn

Learn to take responsibility for own learning within a managedenvironment.

Insight Express an internalised, personal world view, reflectingengagement with others.

3

4. Award Specifications

FETAC determines the standards for all awards in partnership with relevant stakeholders. This

awardwas developed in line with the Council policy on Standards Development published in

September 2005.

Standards are published in the form of Award Specifications. A Specification is devised in respect

of each named award. Each Specification provides a comprehensive description of the features,

characteristics and standards of the award.

ACertificate Specificationis published for each namedmajor award.

AComponent Specificationis published for each namedminor award.Please note that each

component (i.e. minor award) is associated with one or more Certificates (i.e. major, special

purpose or supplemental award). Seewww.fetac.ie.

ASpecific Purpose Specificationis published for eachspecial purpose award.

ASupplemental Specificationis published for eachsupplemental award.

Standards are expressed in terms oflearning outcomesi.e. concise statements of what the

learner is expected to know or be able to do in order to achieve that award.

Learning outcomes for all awards (i.e. major, special purpose, supplemental awards) are

contained within the associated Component Specifications.

4

5. Component Details

Title Team Leadership

Teideal as Gaeilge Ceannaireacht Foirne

Award Type Minor

Code 6N1948

Level 6

Credit Value 15

Purpose The purpose of this award is to equip the learner with the relevantknowledge, skill and competence to work as an effective leader andmember of a team, independently and or in a supervisory capacity.

Learning Outcomes Learners will be able to:

1 Research the elements and stages of team development, toinclude different kinds of teams, a multi-team environment, thecharacteristics of an effective team and the need for differentroles for individuals

2 Evaluate the concepts of leadership and management, differentleadership and management styles and the principal theoriesthat underpin these, to include leadership in different contextsand environments such as mentoring, coaching, projectmanagement, the learning organisation and the debate overleadership versus management

3 Participate in organisational planning and in teamwork planning,to include setting specific, measurable, attainable, relevant andtime-bound (SMART) objectives, ongoing monitoring ofprogress, and evaluation

4 Distinguish between organisational strategy, objectives andgoals

5 Evaluate a range of current motivation theories and practicalstrategies to enhance motivation in teams

6 Demonstrate team leadership, to include team building,supporting team members at different stages of teamdevelopment, motivation strategies, interpersonalcommunications, time and meeting management and use ofinter- and intra-team reporting structures

7 Negotiate a plan or project with team members, to includeeffective delegation of tasks and responsibilities

5

8 Lead progress on a work plan, to include taking corrective actionto ensure successful completion of the plan, ongoing monitoringof progress, and evaluation.

Assessment

General Information Details of FETAC's assessment requirements are set out inAssessmentGuidelines for Providers.

All FETAC assessment is criterion referenced. Successful achievementof the award is based on learners attaining the required standards ofknowledge, skill or competence.

The techniques set out below are considered the optimum approach toassessment for this component. In exceptional circumstances providersmay identify alternative assessment techniques through the provider'sapplication for programme validation which arereliableandvalidbutwhich are more appropriate to their context.

Assessment of a number of components may be integrated acrossprogrammes for delivery, provided that the learning outcomes of eachminor award are assessed.

Group or team work may form part of the assessment, provided eachlearner's achievement is separately assessed.

All providers are required to submit an assessment plan as part of theirapplication for programme validation. Assessment Plans will includeinformation relating to scheduling and integration of assessment.SeeFETAC's Provider Guidelines for Programme Validation.

AssessmentTechniques

In order to demonstrate that they have reached the standards ofknowledge, skill and competence identified in all the learning outcomes,learners are required to complete the assessment(s) below.

The assessor is responsible for devising assessment instruments (e.g.project and assignment briefs, examination papers), assessment criteriaand mark sheets, consistent with the techniques identified below andFETAC's assessment requirements.

Programme validation will require providers to map each learningoutcome to its associated assessment technique.See FETAC's ProviderGuidelines for Programme Validation.

All learning outcomesmustbe assessed.

Portfolio / Collection of Work 50%

Skills Demonstration 50%

Description

Portfolio / Collection of Work

A portfolio or collection of work is a collection and/or selection of piecesof work produced by the learner over a period of time that demonstratesachievement of a range of learning outcomes. The collection may beself-generated or may be generated in response to a particular brief ortasks/activities devised by the assessor.

6


A skills demonstration is used to assess a wide range of practical basedlearning outcomes including practical skills and knowledge. A skillsdemonstration will require the learner to complete a task or series oftasks that demonstrate a range of skills.

Recognition of PriorLearning (RPL)

Learners may be assessed on the basis of their prior knowledge andexperience. Providers must be specifically quality assured to assesslearners by this means. To do so they must complete B10, seeProvider's Quality Assurance Guidelines and be included on theRegister of RPL approved providers. See RPL Guidelines atwww.fetac.iefor further information and registration details.

Grading Pass 50% - 64%Merit 65% - 79%Distinction 80% - 100%

Specific ValidationRequirements

There are no specific validation requirements for this award

SupportingDocumentation

None

Access To access programmes leading to this award the learner should havereached the standards of knowledge, skill and competence associatedwith the preceding level of the National Framework of Qualifications.This may have been achieved through a formal qualification or throughrelevant life and work experience.

Transfer Successful completion of this component award enables the learner totransfer to programmes leading to other certificates where thiscomponent is a mandatory or an elective requirement.