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Level 2 and 3 Diplomas in Consumer Electrical and Electronic Product Servicing (2359)
November 2017 Version 1.1
QU
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Qualification at a glance
Subject area Consumer Electrical and Electronic Product Servicing
City & Guilds number 2359
Age group approved 16+
Assessment Online multiple choice, Portfolio, Assignment
Fast track Available
Support materials Centre handbook
Assessment pack
Candidate logbook
Registration and certification
Consult the Walled Garden/Online Catalogue for last dates
Title and level City & Guilds number
Accreditation number
GLH TQT
Level 2 Diploma in Delivering and Installing Consumer Electrical Products
2359-02 600/6117/0 390 400
Level 2 Diploma in Delivering and Installing Consumer Electronic Products
2359-02 600/6118/2 390 400
Level 2 Diploma in Repairing Module Faults in Consumer Electrical Products
2359-02 600/6119/4 440 460
Level 2 Diploma in Repairing Module Faults in Consumer Electronic Products
2359-02 600/6120/0 440 460
Level 3 Diploma in Repairing Component Faults in Consumer Electrical Products
2359-03 600/6121/2 510 510
Level 3 Diploma in Repairing Component Faults in Consumer Electronic Products
2359-03 600/6122/4 510 470
Version and date Change detail Section
1.1 November 2017
Added TQT and GLH details
Deleted QCF
Qualification at a Glance, Structure
Appendix
Contents
1 Introduction 6
Structure 7
2 Centre requirements 11
Approval 11
Resource requirements 11
Candidate entry requirements 12
3 Delivering the qualification 13
Initial assessment and induction 13
Support materials 13
Recording documents 13
4 Assessment 14
Assessment of the qualification 14
Assessment strategy 16
Test specifications 16
Recognition of prior learning (RPL) 18
5 Units 19
Unit 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products 20
Unit 202 Transporting and protecting consumer electronic and electrical products 23
Unit 203 Environmental legislation for consumer electrical and electronic products 26
Unit 204 Installing, testing and handing over of consumer electrical products 29
Unit 205 Diagnosing modular faults and repairing consumer electrical products 33
Unit 206 Electrical principles for consumer electrical servicing37
Unit 214 Installing, testing and handing over of consumer electronic products 41
Unit 215 Diagnosing modular faults and repairing consumer electronic products 44
Unit 216 Electrical principles for consumer electronic servicing 49
Unit 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products 53
Unit 302 Diagnosing component faults and repairing consumer electrical products 56
Unit 303 Electrical and Electronic principles for consumer electrical servicing 63
Unit 312 Diagnosing component faults and repairing consumer electronic products 72
Unit 313 Electrical and electronic principles for consumer electronic servicing 78
Appendix 1 Sources of general information 85
1 Introduction
This document tells you what you need to do to deliver the qualifications:
Area Description
Who are the qualifications for?
These qualifications are for candidates who work or want to work as installers or repairers of brown or white goods.
What do the qualifications cover?
The qualifications allow candidates to learn, develop and practise the skills required for the safe delivery and installation of brown or white goods. Candidates will learn the skills required to diagnose and rectify modular faults at Level 2 and component faults at Level 3.
Are the qualifications part of a framework or initiative?
The Level 2 qualifications form part of the Apprenticeship frameworks :
Intermediate Apprenticeship in Consumer Electrical and Electronic Products
Delivering and Installing
Repairing Module Faults
The Level 3 qualifications form part of the Apprenticeship Framework:
Advanced Apprenticeship in Consumer Electrical and Electronic Products
Repairing Component Faults
What opportunities for progression are there?
They allow candidates to progress into employment or to the following City & Guilds qualifications:
Level 4 Building Services Engineering (4467)
Structure
Level 2 Diploma in Delivering and Installing Consumer Electrical Products – learners must achieve 40 credits from the mandatory units.
Unit accreditation number
City & Guilds unit number
Unit title Credit value
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
D/504/1884 202 Transporting and protecting consumer electronic and electrical products
7
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
K/504/1886 204 Installing, testing and handing over of consumer electrical products
9
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
Level 2 Diploma in Delivering and Installing Consumer Electronic Products - learners must achieve 40 credits from the mandatory units.
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
D/504/1884 202 Transporting and protecting consumer electronic and electrical products
7
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
M/504/1887 214 Installing, testing and handing over of consumer electronic products
9
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
Level 2 Diploma in Repairing Module Faults in Consumer Electrical Products – learners must achieve 46 credits from the mandatory units
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
Y/504/1897 205 Diagnosing modular faults and repairing consumer electrical products
10
M/504/1890 206 Electrical principles for consumer electrical servicing
12
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
Level 2 Diploma in Repairing Module Faults in Consumer Electronic Products - learners must achieve 46 credits from the mandatory units
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
T/504/1888 215 Diagnosing modular faults and repairing consumer electronic products
10
A/504/1892 216 Electrical principles for consumer electronic servicing
12
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
Level 3 Diploma in Repairing Component Faults in Consumer Electrical Products - learners must achieve 47 credits from the mandatory units
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
A/504/1889 302 Diagnosing component faults and repairing consumer electrical products
11
T/504/1891 303 Electrical and Electronic principles for consumer electrical servicing
12
Level 3 Diploma in Repairing Component Faults in Consumer Electronic Products - learners must achieve 47 credits from the mandatory units
Mandatory
Y/504/1883 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
6
H/504/1885 203 Environmental legislation for consumer electrical and electronic products
9
J/504/1894 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
9
L/504/1895 312 Diagnosing component faults and repairing consumer electronic products
11
F/504/1893 313 Electrical and electronic principles for consumer electronic servicing
12
Total Qualification Time
Total Qualification Time (TQT) is the total amount of time, in hours, expected to be spent by a Learner to achieve a qualification. It includes both guided learning hours (which are listed separately) and hours spent in preparation, study and assessment.
Title and level GLH TQT
Level 2 Diploma in Delivering and Installing Consumer Electrical Products
390 400
Level 2 Diploma in Delivering and Installing Consumer Electronic Products
390 400
Level 2 Diploma in Repairing Module Faults in Consumer Electrical Products
440 460
Level 2 Diploma in Repairing Module Faults in Consumer Electronic Products
440 460
Level 3 Diploma in Repairing Component Faults in Consumer Electrical Products
510 510
Level 3 Diploma in Repairing Component Faults in Consumer Electronic Products
510 470
2 Centre requirements
Approval
If your Centre is approved to offer the qualification Level 2 or 3 NVQ in Electrical and Electronic Servicing (1687) or the Progression Award in Electrical and Electronics Servicing (6958), you can apply for the new Level 2 and 3 Diplomas in Consumer Electrical and Electronic Servicing (2359-02, -03, -92 and -93) approval using the fast track approval form, available from the City & Guilds website.
Centres should use the fast track form if:
there have been no changes to the way the qualifications are delivered, and
they meet all of the approval criteria in the fast track form guidance notes.
Fast track approval is available for 12 months from the launch of the qualification. After 12 months, the Centre will have to go through the standard Qualification Approval Process. The centre is responsible for checking that fast track approval is still current at the time of application.
To offer these qualifications, new centres will need to gain both centre and qualification approval. Please refer to the Centre Manual - Supporting Customer Excellence for further information.
Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualifications before designing a course programme.
Resource requirements
Physical resources and site agreements
Centres can use specially designated areas within a centre to assess. Details of specific equipment required is available in the Assignments on the City & Guilds website www.cityandguilds.com.
Centre staffing
Staff delivering these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should:
be occupationally competent or technically knowledgeable in the areas for which they are delivering training and/or have experience of providing training. This knowledge must be to the same level as the training being delivered
have recent relevant experience in the specific area they will be assessing
have credible experience of providing training.
Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but cannot internally verify their own assessments.
Assessors and internal verifiers
Assessor/Verifier (A/V) units are valued as qualifications for centre staff, but they are not currently a requirement for the qualifications.
Continuing professional development (CPD)
Centres must support their staff to ensure that they have current knowledge of the occupational area, that delivery, mentoring, training, assessment and verification is in line with best practice, and that it takes account of any national or legislative developments.
Candidate entry requirements
City & Guilds does not set entry requirements for these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualifications successfully.
Age restrictions
City & Guilds cannot accept any registrations for candidates under 16 as these qualifications are not approved for under 16s.
3 Delivering the qualification
Initial assessment and induction
An initial assessment of each candidate should be made before the start of their programme to identify:
if the candidate has any specific training needs,
support and guidance they may need when working towards their qualification.
any units they have already completed, or credit they have accumulated which is relevant to the qualification.
the appropriate type and level of qualification.
We recommend that centres provide an induction programme so the candidate fully understands the requirements of the qualification[s], their responsibilities as a candidate, and the responsibilities of the centre. This information can be recorded on a learning contract.
Support materials
The following resources are available for these qualifications:
Description How to access
Assignments www.cityandguilds.com
fast track approval forms/generic fast track approval form
www.cityandguilds.com
Candidate logbook www.cityandguilds.com
Recording documents
Candidates and centres may decide to use a paper-based or electronic method of recording evidence.
City & Guilds endorses several ePortfolio systems, including our own, Learning Assistant, an easy-to-use and secure online tool to support and evidence learners’ progress towards achieving qualifications. Further details are available at: www.cityandguilds.com/eportfolios.
City & Guilds has developed a set of recording forms specifically for these qualifications, Level 2 and 3 Diplomas in Consumer Electrical and Electronic Product Servicing (2359) Logbook. They are available from the City & Guilds website or can be ordered from Publications.
Although new centres are expected to use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by candidates and assessors at the centre.
4 Assessment
Assessment of the qualification
Candidates must complete the assessment for each unit as detailed in the table below:
Consumer Electronic and Electrical Product Servicing
Unit Number
Unit Title Assessment method
201 Customer care procedures and techniques when dealing with consumer electrical and electronic products (Level 2) (6)
Portfolio
202 Transporting and protecting consumer electronic and electrical products (Level 2) (7)
Portfolio
203 Environmental legislation for consumer electrical and electronic products (Level 2) (9)
Portfolio
204 Installing, testing and handing over of consumer electrical products (Level 2) (9)
Portfolio
205 Diagnosing modular faults and repairing consumer electrical products (Level 2) (10)
Assignment
206 Electrical principles for consumer electrical servicing Level 2) (12)
Multiple Choice
214 Installing, testing and handing over of consumer electronic products (Level 2) (9)
Portfolio
215 Diagnosing modular faults and repairing consumer electronic products (Level 2) (10)
Assignment
216 Electrical principles for consumer electronic servicing (Level 2) (12)
Multiple Choice
301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products (Level 3) (9)
Multiple Choice
302 Diagnosing component faults and repairing consumer electrical products (Level 3) (11)
Assignment
303 Electrical and Electronic principles for consumer electrical servicing (Level 3) (12)
Multiple Choice
312 Diagnosing component faults and repairing consumer electronic products (Level 3) (11)
Assignment
313 Electrical and electronic principles for consumer electronic servicing (Level 3) (12)
Multiple Choice
Assessment strategy
For the purposes of this qualification units assessed by portfolio or assignment, may be taken within the workplace or within a Realistic Working Environment (RWE).
Where units assessed by portfolio are being assessed within a RWE, this should be done with prior agreement with a Qualification Consultant (QC)
Test specifications
Note: percentages are rounded to nearest whole number.
Test: 2359-206 Electrical principles for consumer electrical servicing
Duration: 60 mins
Outcome Number of questions
%
1 Understand the standard units of measurement used in the electrical and electronic services industry
4 13
2 Understand mathematical principles which are appropriate to electrical services work operations
4 13
3 Understand the relationship between force, work, power and energy
2 7
4 Understand the principles of electrical resistance and resistivity
5 17
5 Understand fundamental principles which underpin the generation and control of electrical currents
5 17
6 Understand the operating principles of domestic appliance products and associated equipment
10 33
Total 30 100
Test: 2359-216 Electrical principles for consumer electronic servicing
Duration: 60 mins
Outcome Number of questions
%
1 Understand the standard units of measurement used in the electronic services industry
3 10
2 Understand mathematical principles which are appropriate to electronic services work operations
2 7
3 Understand the relationship between force, work, power and energy
2 7
4 Understand the principles of electrical resistance and resistivity
6 20
5 Understand fundamental principles which underpin the generation and control of electrical currents
5 17
6 Understand the operating principles of consumer electronic products and associated equipment
12 40
Total 30 100
Test: 2359-301 Health and safety legislation, practices and procedures for consumer electrical and electronic products
Duration: 25 mins
Outcome Number of questions
%
1 Understand how health and safety legislation applies in the workplace
3 25
2 Understand the procedures for dealing with health and safety in the work environment
2 17
3 Understand the procedures for establishing a safe working environment
4 33
4 Be able to identify hazards in the work environment
3 25
Total 12 100
Test: 2359-303 Electrical and electronic principles for consumer electrical servicing
Duration: 130 mins
Outcome Number of questions
%
1 Understand standard units of measurement used in the electrical service industry
4 6
2 Understand mathematical principles which are appropriate to electrical service work operations
4 6
3 Understand basic mechanics and the relationship between force, work, energy and power
4 6
4 Understand the principles of electrical resistance and resistivity
6 9
5 Understand fundamental principles which underpin the generation and control of electrical currents
13 20
6 Understand the operating principles of electrical and electronic components
14 22
7 Understand the control systems and controllers used within domestic appliances
9 14
8 Understand motors used within domestic appliances
4 6
9 Understand the installation procedures and use of domestic appliances
7 11
Total 65 100
Test: 2359-313 Electrical and electronic principles for consumer electronic servicing
Duration: 100 mins
Outcome Number of questions
%
1 Understand standard units of measurement used in the electronic service industry
4 8
2 Understand mathematical principles which are appropriate to electronic service work operations
4 8
3 Understand basic mechanics and the relationship between force, work, energy and power
4 8
4 Understand the principles of electrical resistance and resistivity
7 14
5 Understand fundamental principles which underpin the generation and control of electrical currents
10 20
6 Understand the operating principles of electrical and electronic components
8 16
7 Understand waves and waveforms 5 10
8 Understand input and output transducers 6 12
9 Understand combinational logic circuits 2 4
Total 50 100
Recognition of prior learning (RPL)
Recognition of prior learning means using a person’s previous experience or qualifications which have already been achieved to contribute to a new qualification.
RPL is allowed and is also sector specific.
5 Units
Availability of units
The following units can also be obtained from the centre resources section of the City & Guilds website.
They are also on The Register of Regulated Qualifications: http://register.ofqual.gov.uk/Unit
Structure of units
These units each have the following:
City & Guilds reference number
unit accreditation number
title
level
credit value
unit aim
relationship to NOS, other qualifications and frameworks
endorsement by a sector or other appropriate body
information on assessment
learning outcomes which are comprised of a number of assessment criteria
notes for guidance.
Unit 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
UAN: Y/504/1883
Level: Level 2
Credit value: 6
GLH: 60
Relationship to NOS: This unit is partially linked to NOS EES3, EES7 and EES8.
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the customer service required when representing employers within customer’s properties.
Learning outcome
The learner will:
1. be able to maintain productive relationships with customers and colleagues
Assessment criteria
The learner can:
1.1 adapt communication mode in accordance with customer needs
1.2 support effective team working
1.3 resolve potential disputes in an amicable way
Range
customer needs
age
dialect
language
disabilities
technical awareness.
team working
supplying colleagues with information that may affect their work
supply information that falls within own area of responsibility
seeking assistance for matters outside of own responsibility
meeting company targets
resolve disputes
provide a reasonable solution
discuss not argue
arrange and confirm solutions
recognise customer rights
Learning outcome
The learner will:
2. be able to respect a customer's home
Assessment criteria
The learner can:
2.1 demonstrate respect for a customer's home
2.2 carry out procedures for protecting customer's family
Range
respect
decoration
floor covering
leaving property clean and tidy
furniture
equipment
customers family
customer
children
pets
Learning outcome
The learner will:
3. be able to represent their company
Assessment criteria
The learner can:
3.1 conduct self appropriately while representing company
3.2 comply with legislation relating to working in customer's homes
3.3 comply with procedures relating to working in customer's homes
Range
conduct self
dress
manner
politeness
greeting
confirming needs and expectations
procedures
completed work
uncompleted work
financial transactions
limits of responsibility
reporting issues to appropriate problem
Unit 201 Customer care procedures and techniques when dealing with consumer electrical and electronic products
Supporting information
Evidence requirements
You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.
Special considerations:
The nature of this unit means that most of your evidence must come from real work activities either from within the workplace or from a Realistic Working Environment.
Simulation can only be used in exceptional circumstances for example:
Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing.
The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy.
Unit 202 Transporting and protecting consumer electronic and electrical products
UAN: D/504/1884
Level: Level 2
Credit value: 7
GLH: 70
Relationship to NOS: This unit is linked to EES2
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the correct and safe handling and stowing of consumer electrical and electronic consumer products.
Learning outcome
The learner will:
1. be able to plan deliveries
Assessment criteria
The learner can:
1.1 identify the paperwork required when transporting products
1.2 communicate with customers regarding deliveries
1.3 plan efficient routes for deliveries
1.4 complete documentation when carrying out deliveries
Learning outcome
The learner will:
2. be able to stow products on delivery vehicles
Assessment criteria
The learner can:
2.1 select packing for products
2.2 comply with package labelling
2.3 stow vehicles according to route planning
2.4 secure products in delivery vehicles
2.5 follow lifting procedures when moving products
Range
secure products
fixing bolts
clamps
Learning outcome
The learner will:
3. be able to follow customer care procedures
Assessment criteria
The learner can:
3.1 follow customer care procedures when dealing with customers and colleagues
3.2 demonstrate respect for a customer's home
3.3 describe limits of own responsibility
3.4 identify who to report to in the event of problems
Range
respect
decoration
floor covering
leaving property clean and tidy
furniture
equipment
Learning outcome
The learner will:
4. be able to dispose of waste
Assessment criteria
The learner can:
4.1 identify types of waste
4.2 follow environmental regulations and company procedures when dealing with waste
4.3 complete documentation when moving waste
Range
types of waste
hazardous waste
recyclable waste
documentation
delivery note/invoice
satisfactory delivery receipt
waste carrier documentation
Unit 202 Transporting and protecting consumer electronic and electrical products
Supporting information
Evidence requirements
You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.
Special considerations:
The nature of this unit means that most of your evidence must come from real work activities either in a workplace or realistic working environment.
Simulation can only be used in exceptional circumstances for example:
Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing.
The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy.
Unit 203 Environmental legislation for consumer electrical and electronic products
UAN: H/504/1885
Level: Level 2
Credit value: 9
GLH: 80
Relationship to NOS: This unit is linked to EES
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry
Aim: This unit covers the environmental legislation covering the fitting and disposal of consumer electrical and electronic products.
Learning outcome
The learner will:
1. be able to apply environmental legislation and working practices which are relevant to waste
Assessment criteria
The learner can:
1.1 identify legislation for processing waste
1.2 identify materials and products that are hazardous and dangerous to the environment
1.3 identify materials and products that are recyclable
1.4 apply legislation and working practices when dealing with waste
Range
legislation for processing waste
The Waste Electrical and Electronic Equipment (WEEE)
Pollution Prevention and Control Act
Packaging (Essential Requirements) Regulations
Environmental Protection Act
Learning outcome
The learner will:
2. be able to apply environmental practices when working
Assessment criteria
The learner can:
2.1 explain environmental legislation relevant to working practices
2.2 apply environmental practices when working
2.3 ensure environmental security devices are used
2.4 describe potential risks to the environment of working practices
2.5 report potential risks to the environment, to the relevant person
Range
legislation
water supply regulations
waste water regulations
air gap regulations
non return valves
Learning outcome
The learner will:
3. be able to advise customers on environmental practices
Assessment criteria
The learner can:
3.1 demonstrate energy saving techniques on products to customer
3.2 explain the environmental dangers of using stand by facilities
3.3 advise on energy saving products
3.4 advise on emerging technologies to reduce energy consumption
Range
energy saving techniques
low water wash
low temperature wash
use of timers
energy saving products
emerging technologies
Unit 203 Environmental legislation for consumer electrical and electronic products
Supporting information
Evidence requirements
You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.
Special considerations:
The nature of this unit means that most of your evidence must come from real work activities either in a workplace or realistic working environment.
Simulation can only be used in exceptional circumstances for example:
Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing.
The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy.
Unit 204 Installing, testing and handing over of consumer electrical products
UAN: K/504/1886
Level: Level 2
Credit value: 9
GLH: 90
Relationship to NOS: This unit is linked to EES
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit is for those who install consumer electrical products in customer’s premises. It covers the safety procedures and how to test and hand over the products to meet customer expectations.
Learning outcome
The learner will:
1. be able to approve installation sites
Assessment criteria
The learner can:
1.1 assess proposed installation site for suitability
1.2 ensure a free path for the equipment site exists
1.3 check that the necessary utilities are available
1.4 verify installation site with customer
Range
suitability
size
ambient temperature
ventilation
utilities
electric supply
water supply
waste outlet
Learning outcome
The learner will:
2. be able to install consumer electrical products
Assessment criteria
The learner can:
2.1 confirm products are correct and suitable for purpose with customer
2.2 select tools to install products
2.3 install products using installation procedures
2.4 verify optimum connections are made
2.5 check installations are complete before handover
2.6 follow health and safety procedures when installing products
Learning outcome
The learner will:
3. be able to hand over consumer electrical products to customers
Assessment criteria
The learner can:
3.1 demonstrate the operation of products to customers
3.2 verify products meet customer expectations
3.3 follow company documentation policy with regards to handover of products
3.4 clean waste from work area
Range
operation
maintenance wash
eco wash
detergents
Learning outcome
The learner will:
4. be able to follow customer care procedures
Assessment criteria
The learner can:
4.1 establish relationships with customers and colleagues
4.2 demonstrate respect for a customer's home
4.3 conduct self appropriately while representing employer
4.4 identify who to report to in the event of a problem
Range
respect
decoration
floor covering
leaving property clean and tidy
furniture
equipment
conduct self
dress
manner
politeness
greeting
confirming needs and expectations
Unit 204 Installing, testing and handing over of consumer electrical products
Supporting information
Evidence requirements
You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.
Special considerations:
The nature of this unit means that most of your evidence must come from real work activities either in a workplace or realistic working environment.
Simulation can only be used in exceptional circumstances for example:
Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing.
The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy.
Unit 205 Diagnosing modular faults and repairing consumer electrical products
UAN: Y/504/1897
Level: Level 2
Credit value: 10
GLH: 90
Relationship to NOS: This unit is linked to EES14 and EES2
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the safe diagnosing and repairing of modular faults in consumer electrical products.
Learning outcome
The learner will:
1. be able to follow safety procedures when working with consumer electrical products
Assessment criteria
The learner can:
1.1 specify the safety precautions to be taken when working on products
1.2 explain modules external operating conditions and associated hazards
1.3 explain the safety precautions to be considered when dealing with appliances with stored energy
1.4 carry out risk assessments within the work place
1.5 comply with hse legislation and guidelines while undertaking fault diagnosis activities on consumer electrical products
Range
products
live
isolated
modules
pumps
motors
water valves
heaters
processors
operating conditions
temperature
water
appliances with stored energy
microwave ovens
switch mode power supplies
HSE legislation and guidelines
anti static protection
working with products that have stored/live electrical charge
use of tools and equipment (puwer)
PPE
manual handling
Learning outcome
The learner will:
2. understand how electrical products operate
Assessment criteria
The learner can:
2.1 describe the basic sequence in which appliances operate
2.2 explain the basic operational principles of modules contained in appliances
2.3 explain where individual product specifications can be obtained
2.4 explain what tests can be carried out to confirm specifications are being met
2.5 identify customer settings for individual appliances
2.6 explain why customer settings would be adjusted
Range
appliances
refrigerators
freezers
washing machines
tumble dryers
modules
motors
pumps
water valves
heaters
processors
Learning outcome
The learner will:
3. be able to use information associated with fault diagnosis
Assessment criteria
The learner can:
3.1 identify sources of information for fault diagnosis
3.2 obtain information regarding the equipment and reported
symptoms
3.3 explain how gas legislation affects any work being carried out
3.4 explain how water bylaws affect any work being carried out
Learning outcome
The learner will:
4. be able to carry out fault diagnosis
Assessment criteria
The learner can:
4.1 identify different types of diagnostic equipment
4.2 explain how equipment should be used and stored correctly
4.3 identify different fault finding techniques
4.4 carry out fault diagnosis using appropriate techniques
4.5 carry out fault diagnosis to module level using test equipment
4.6 record the nature of the fault as per company policy
4.7 identify the limits of their own authority
4.8 report potential problems to appropriate people
4.9 carry out diagnostic and corrective action within agreed timescales
Learning outcome
The learner will:
5. be able to carry out module replacement techniques
Assessment criteria
The learner can:
5.1 describe module replacement techniques
5.2 explain how fastenings would be removed and replaced
5.3 identify the replacement procedures to be followed
5.4 select tools for the replacement procedures
5.5 follow health and safety procedures when replacing modules
5.6 carry out a visual inspection on modules to be replaced
5.7 use techniques to ensure minimal damage to modules
Range
fastenings
electrical connectors
crimps
screws
bolts
cable ties
techniques
single connection soldering techniques
multi connection soldering techniques
controlled temperature soldering techniques
disconnecting/reconnecting plugs and sockets
Learning outcome
The learner will:
6. understand the maintenance requirements of products
Assessment criteria
The learner can:
6.1 identify modules that should be maintained on a regular basis
6.2 explain implications if maintenance is not carried out
6.3 identify recurring faults
6.4 explain how the risk of recurring faults can be minimised
Learning outcome
The learner will:
7. be able to hand appliance back to customer
Assessment criteria
The learner can:
7.1 set up appliance in order to return to customer
7.2 adjust appliances within normal operating specifications
7.3 ensure products meet health and safety requirements before returning to customer
7.4 obtain agreements that product performance meets customer expectations
7.5 complete records as per company policy
Unit 206 Electrical principles for consumer electrical servicing
UAN: M/504/1890
Level: Level 2
Credit value: 12
GLH: 120
Relationship to NOS: This unit is linked to Electrical and Electronic Servicing NOS March 200
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the principles required in order to safely handle consumer electrical products.
Learning outcome
The learner will:
1. understand the standard units of measurement used in the electrical services industry
Assessment criteria
The learner can:
1.1 use internationally recognised (si) units of measurement for general variables
1.2 use basic si units which apply specifically to electrical variables
1.3 identify appropriate electrical instruments for the measurement of different electrical variables
Range
units of measurement
length
area
volume
mass
density
time
temperature
velocity
weight
SI units
resistance
power
current
voltage
impedance
electrical values
resistance
power
current
voltage
impedance
Learning outcome
The learner will:
2. understand mathematical principles which are relevant to electrical work tasks
Assessment criteria
The learner can:
2.1 apply mathematical principles which are relevant to electrical work
Range
mathematical principles
fractions (including simple addition) and percentages
algebra (including use of addition, multiplication and powers)
indices
powers of 10 (including simple addition, multiplication and division of indices)
transposition
triangles and trigonometry
statistics (mean, median, mode)
Learning outcome
The learner will:
3. understand the relationship between force, work, power and energy
Assessment criteria
The learner can:
3.1 identify the factors affecting the ability to do work
3.2 explain how electrical values are calculated
Range
factors/electrical values
force
work
energy
power
Learning outcome
The learner will:
4. understand the principles of electrical resistance and resistivity
Assessment criteria
The learner can:
4.1 describe the basic principles of electron theory
4.2 differentiate between materials which are good and poor conductors of electrical currents
4.3 describe what is meant by resistance and resistivity in relation to electrical circuits
4.4 apply ohms law
4.5 identify what is meant by the term voltage drop in relation to electrical circuits
Learning outcome
The learner will:
5. understand fundamental principles which underpin the generation and control of electrical currents
Assessment criteria
The learner can:
5.1 describe the chemical, magnetic and thermal effects of electrical currents
5.2 identify the characteristics of circuits
5.3 identify the characteristics of ac and dc electrical supplies
Range
circuits
parallel
series
characteristics
electromotive force
potential difference (PD)
electromagnetism
sine waves
frequency
root mean square (RMS) values
peak to peak
Learning outcome
The learner will:
6. understand the operating principles of domestic appliance products and associated equipment
Assessment criteria
The learner can:
6.1 identify how the installation of domestic appliances is affected by the local water supply
6.2 identify different types of refrigerant gases
6.3 identify the electrical safety tests to be carried out when fault diagnosing domestic appliances
6.4 identify reasons for the correct levelling of appliances
6.5 identify the different metals that are used in bi metal thermostats
6.6 identify the function of bi metal thermostats
6.7 identify the function of a water pressure switch in washing machines
6.8 identify the start up process of washing machines
6.9 identify the stages of a refrigeration cycle
6.10 identify the safety considerations that should be taken into account during microwave servicing activities
Range
water supply
water by laws
water pressure
refrigerant gases
CFC
HCFC
HFC
HC
electrical safety tests
insulation resistance
earth continuity
appliances
fridge/freezer
washing machine
dish washer
safety considerations for microwaves
microwave leakage
electrical safety
high voltage
Unit 214 Installing, testing and handing over of consumer electronic products
UAN: M/504/1887
Level: Level 2
Credit value: 9
GLH: 90
Relationship to NOS: This unit is linked to NOS EES
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit is for those who install consumer electronic products in customer’s premises. It covers the safety procedures and how to test and hand over the products to meet customer expectations.
Learning outcome
The learner will:
1. be able to approve installation sites
Assessment criteria
The learner can:
1.1 assess proposed installation site for suitability
1.2 ensure a free path for the equipment site exists
1.3 check that the necessary utilities are available
1.4 verify installation site with customer
Range
site
viewing distance
distance from ancillary products
wall structure if mounted
health and safety considerations with respect to installation
external lighting considerations
location of surround sound speakers
utilities
signal
electric supply
internet connection
ambient temperatures
Learning outcome
The learner will:
2. be able to install consumer electronic products
Assessment criteria
The learner can:
2.1 confirm products are correct and suitable for purpose with customer
2.2 select tools to install products
2.3 install products using installation procedures
2.4 verify optimum connections are made
2.5 check installations are complete before handover
2.6 follow health and safety procedures when installing product
Learning outcome
The learner will:
3. be able to hand over consumer electronic products to customers
Assessment criteria
The learner can:
3.1 demonstrate the operation of products to customers
3.2 verify products meet customer expectations
3.3 follow company documentation policy with regards to handover of products
3.4 clean waste from work area
Learning outcome
The learner will:
4. be able to follow customer care procedures
Assessment criteria
The learner can:
4.1 establish relationships with customers and colleagues
4.2 demonstrate respect for a customer's home
4.3 conduct self appropriately while representing employer
4.4 identify who to report to in the event of a problem
Range
respect
decoration
floor covering
leaving property clean and tidy
furniture
equipment
conduct self
dress
manner
politeness
greeting
confirming needs and expectations
Unit 214 Installing, testing and handing over of consumer electronic products
Supporting information
Evidence requirements
You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below.
Special considerations:
The nature of this unit means that most of your evidence must come from real work activities either in a workplace or realistic working environment.
Simulation can only be used in exceptional circumstances for example:
Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing.
The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy.
Unit 215 Diagnosing modular faults and repairing consumer electronic products
UAN: T/504/1888
Level: Level 2
Credit value: 10
GLH: 90
Relationship to NOS: This unit is linked to NOS EES12 and EES1
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the safe diagnosing and repairing of modular faults in consumer electronic products.
Learning outcome
The learner will:
1. be able to follow safety procedures when working with consumer electronic products
Assessment criteria
The learner can:
1.1 specify the safety precautions to be taken when working on equipment
1.2 explain modules external operating conditions and associated hazards
1.3 explain the safety precautions to be considered when dealing with appliances with stored energy
1.4 carry out risk assessments within the work place
1.5 comply with hse legislation and guidelines while undertaking fault diagnosis activities on consumer electronic products
Range
equipment
live
isolated
operating conditions:
temperature
HSE legislation and guidelines
anti static protection
working with products that have stored/live electrical charge
use of tools and equipment (puwer)
PPE
manual handling
Learning outcome
The learner will:
2. understand how electronic products operate
Assessment criteria
The learner can:
2.1 describe the functions of products
2.2 explain the basic operational principles of modules contained in products
2.3 explain where individual product specifications can be obtained
2.4 explain what tests can be carried out to confirm specifications are being met
2.5 identify methods of handling static sensitive components
2.6 explain the requirements for wireless connectivity
2.7 identify the signal requirements for televisions
Range
products
television receiver
audio/video equipment
mobile telephone
laptop/desktop/tablet computer
functions
remote control
menu
HDMI/optical/USB connections
Learning outcome
The learner will:
3. be able to use information associated with fault diagnosis
Assessment criteria
The learner can:
3.1 identify sources of information for fault diagnosis
3.2 obtain information regarding the equipment and reported symptoms
Range
information
manufacturers manuals
manufacturers technical support
workshop manuals
equipment self diagnosis
Learning outcome
The learner will:
4. be able to carry out fault diagnosis
Assessment criteria
The learner can:
4.1 identify different types of diagnostic equipment
4.2 explain how equipment should be used and stored correctly
4.3 identify different fault finding techniques
4.4 carry out fault diagnosis using appropriate techniques
4.5 carry out fault diagnosis to module level using test equipment
4.6 record the nature of the fault as per company policy
4.7 identify the limits of their own authority
4.8 report potential problems to appropriate people
4.9 carry out diagnostic and corrective action within agreed timescales
Range
equipment
multimeter
signal/function/pattern generator
oscilloscope
isolation transformer
techniques
visual
auditory
smell
touch
input/output techniques
half split techniques
function testing
voltage
current and resistance measurement
waveform observation
signal analysis
fault
intermittent action or circuit failure
partial failure or reduced performance
complete breakdown
Learning outcome
The learner will:
5. be able to carry out module replacement techniques
Assessment criteria
The learner can:
5.1 describe module replacement techniques
5.2 explain how fastenings would be removed and replaced
5.3 identify the replacement procedures to be followed
5.4 select tools for the replacement procedures
5.5 follow health and safety procedures when replacing modules
5.6 carry out a visual inspection on modules to be replaced
5.7 use techniques to ensure minimal damage to modules
5.8 explain health and safety procedures specific to soldering
5.9 explain how tools and equipment should be stored
Range
fastenings
electrical connectors
crimps
screws
bolts
cable ties
techniques
single connection soldering techniques
multi connection soldering techniques
controlled temperature soldering techniques
disconnecting/reconnecting plugs and sockets
Learning outcome
The learner will:
6. be able to hand appliance back to customer
Assessment criteria
The learner can:
6.1 set up products in order to return to customer
6.2 adjust products within normal operating specifications
6.3 ensure products meet health and safety requirements before returning to customer
6.4 obtain agreements that product performance meets customer expectations
6.5 complete records as per company policy
Learning outcome
The learner will:
7. understand the risks of faults recurring
Assessment criteria
The learner can:
7.1 identify recurring faults
7.2 explain the risks of faults recurring
7.3 explain how the risk of recurring faults can be minimised
Unit 216 Electrical principles for consumer electronic servicing
UAN: A/504/1892
Level: Level 2
Credit value: 12
GLH: 120
Relationship to NOS: This unit is linked to Electrical and Electronic Servicing NOS March 200
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the principles required in order to safely handle consumer electronic products.
Learning outcome
The learner will:
1. understand the standard units of measurement used in the electronic services industry
Assessment criteria
The learner can:
1.1 use internationally recognised (si) units of measurement for general variables
1.2 use basic si units which apply specifically to electrical variables
1.3 identify appropriate electrical instruments for the measurement of different electrical variables
Range
units of measurement
length
area
volume
mass
density
time
temperature
velocity
weight
SI units
resistance
power
frequency
current
voltage
impedance
electrical values
resistance
power
frequency
current
voltage
impedance
Learning outcome
The learner will:
2. understand mathematical principles which are appropriate to electronic services work operations
Assessment criteria
The learner can:
2.1 apply mathematical principles which are relevant to electronic work tasks
Range
mathematical principles
fractions and percentages
algebra
indices
powers of 10
transposition
triangles and trigonometry
statistics
Learning outcome
The learner will:
3. understand the relationship between force, work, power and energy
Assessment criteria
The learner can:
3.1 identify the factors affecting the ability to do work
3.2 explain how electrical values are calculated
Range
factors/electrical values:
force
work
energy
power
Learning outcome
The learner will:
4. understand the principles of electrical resistance and resistivity
Assessment criteria
The learner can:
4.1 describe the basic principles of electron theory
4.2 differentiate between materials which are good and poor conductors of electrical currents
4.3 describe what is meant by resistance and resistivity in relation to electrical circuits
4.4 apply ohms law
4.5 identify what is meant by the term voltage drop in relation to electrical circuits
Learning outcome
The learner will:
5. understand fundamental principles which underpin the generation and control of electrical currents
Assessment criteria
The learner can:
5.1 describe the chemical, magnetic and thermal effects of electrical currents
5.2 identify the characteristics of circuits
5.3 identify the characteristics of ac and dc electrical supplies
Range
circuits
parallel
series
characteristics
electromotive force
potential difference (PD)
electromagnetism
sine waves
frequency
root mean square (RMS) values
lag/lead
peak to peak
Learning outcome
The learner will:
6. understand the operating principles of consumer electronic products and associated equipment
Assessment criteria
The learner can:
6.1 describe what is meant by the term dlna
6.2 identify possible sources of interference regarding wireless
technology
6.3 identify the differences between optical media
6.4 identify different types of display screen
6.5 identify the differences between surround sound systems
6.6 identify the differences between fm and dab radio
6.7 identify methods of confirming whether an infra red transmitter is functioning
6.8 identify differences between active and passive 3d technology
6.9 define home networking terms
6.10 identify types of signal that can be carried using different transmission medium
Range
optical media
CD
DVD
Blu-Ray
display screen
LCD HCFL and CCFL backlight
LCD Screen
LED backlight
dynamic LED backlight
plasma
OLED and AMOLED screen types
infra red transmitter
infra red security camera
mobile phone
digital camera
infra red sensitive material
second receiver
home networking terms
IP address
subnet mask
encryption systems
DHCP
DNS
SSID
transmission medium
composite
component
scart
DVI
VGA
HDMI
optical
Unit 301 Health and Safety legislation, practices and procedures for consumer electrical and electronic products
UAN: J/504/1894
Level: Level 3
Credit value: 9
GLH: 90
Relationship to NOS: This unit is linked to NOS EES
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry.
Aim: This unit covers the health and safety legislation and procedures which cover working within the consumer electrical and electronic product industry.
Learning outcome
The learner will:
1. understand how health and safety legislation applies in the workplace
Assessment criteria
The learner can:
1.1 specify the roles and responsibilities of themselves and others with regard to current legislation
1.2 specify health and safety risks which may be present for work operations
Range
legislation
The Health and Safety at Work Act
The Electricity at Work Regulations
The Management of Health and Safety at Work Regulations
Workplace (Health and Safety and Welfare) Regulations
Control of Substances Hazardous to Health (COSHH) Regulations
Personal Protective Equipment at Work Regulations
Manual Handling Operations Regulations
Provision and Use of Work Equipment Regulations
Display Screen Equipment at Work Regulations
work operations
preparation and planning
installation
termination and connection
inspection, testing and commissioning
fault diagnosis and rectification
maintenance
Learning outcome
The learner will:
2. understand the procedures for dealing with health and safety in the work environment
Assessment criteria
The learner can:
2.1 state the procedures that should be followed in the case of accidents which involve injury
2.2 specify procedures which should be followed when emergency situations occur in the workplace
2.3 state the actions to be taken in situations which exceed their level of responsibility for health and safety in the workplace
2.4 state procedures that should be followed in accordance with health and safety regulations for reporting health and safety issues in the workplace
Range
procedures for emergency situations
procedures for summoning emergency services
information that emergency services require
alarm and evacuation procedures
designated escape routes
fire fighting procedures
application of first aid
actions to be taken
report to:
employer
employees
customer/client
safety officers
H&S Executive/Inspectors
Trade Union representative
Environmental Health Officers
Learning outcome
The learner will:
3. understand the procedures for establishing a safe working environment
Assessment criteria
The learner can:
3.1 describe the procedures that should be taken to remove or minimise risks before deciding ppe is needed
3.2 state the purpose of ppe
3.3 identify the appropriate protective clothing and equipment that is required for identified work tasks
3.4 state the first aid facilities that must be available in the work area in accordance with health and safety regulation
3.5 identify safe practices and procedures for using equipment
Range
equipment
portable power tools
signs and guarding
tools and materials storage facilities
dangerous substances
Learning outcome
The learner will:
4. be able to identify hazards in the work environment
Assessment criteria
The learner can:
4.1 identify warning signs for the seven main groups of hazardous substance, as defined by the chemical (hazard information and packaging for supply) regulations (chip)
4.2 identify the correct type of fire extinguisher for a particular type of fire
Unit 302 Diagnosing component faults and repairing consumer electrical products
UAN: A/504/1889
Level: Level 3
Credit value: 11
GLH: 100
Relationship to NOS: This unit is linked to NOS EES15 and EES2
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry
Aim: This unit covers the safe diagnosing and repairing of component faults to component level in consumer electrical products.
Learning outcome
The learner will:
1. understand the specific safety precautions to be taken when working with consumer electrical equipment
Assessment criteria
The learner can:
1.1 specify the safety precautions when working on equipment
1.2 explain safety precautions that should be taken when working on equipment containing stored energy
1.3 explain component external operating conditions
Range
equipment
live
isolated
Learning outcome
The learner will:
2. be able to work safely when rectifying faults in consumer electrical equipment
Assessment criteria
The learner can:
2.1 carry out hazard and risk assessments of the work area
2.2 comply with health and safety legislation while undertaking fault diagnosis
2.3 provide safe access arrangements for the fault finding area
2.4 select tools and equipment for fault finding
2.5 ensure all tools are fit for purpose
2.6 collect fault diagnosing evidence
Range
health and safety legislation
anti-static protection
working with products that have stored energy/live electrical charge
PUWER
PPE
manual handling
HASAWA
fit for purpose
safe
serviceable
calibrated
only used for intended purpose
fault diagnostic evidence from
live circuits
isolated circuits
Learning outcome
The learner will:
3. understand how to use information related to fault diagnosis
Assessment criteria
The learner can:
3.1 identify sources of information
3.2 explain differences between circuit diagrams and physical layout drawings
3.3 identify components in diagrams
3.4 describe how to check information for suitability
3.5 describe how to use information to aid fault diagnosis
3.6 describe the operating sequence of consumer electrical products
Range
information
workshop manuals
drawings – circuits, physical layouts, component drawings
charts specifications
manufacturers manuals
history/maintenance reports
job sheet
internet
focus groups
suitability
date
product serial numbers
operating sequence of
washing machine
dish washer
refrigerator
wired/wireless internet connectivity
Learning outcome
The learner will:
4. be able to use information to aid fault diagnosis
Assessment criteria
The learner can:
4.1 communicate with customers to gain information to aid fault diagnosis
4.2 use information to aid fault diagnosis
4.3 plan fault diagnosis
4.4 carry out fault diagnosis on consumer electrical products
Range
communicate
verbal
pictorial
written
customer demonstration
information
workshop manuals
drawings – circuits, physical layouts, component drawings
charts specifications
manufacturers manuals
history/maintenance reports
job sheet
internet
focus groups
electrical products
washing machine
cooker
fridge/freezer
tumble dryer
dishwasher
Learning outcome
The learner will:
5. understand how to use fault diagnostic equipment
Assessment criteria
The learner can:
5.1 describe the operation of test equipment used to aid fault diagnosis
5.2 explain how test equipment should be calibrated
5.3 explain the importance of calibrating test equipment
5.4 describe checks to be carried out before using test equipment
5.5 identify fault finding techniques
Range
test equipment
multimeter
earth loop impedance tester
insulation tester
supply tester
earth continuity tester
temperature gauge
volt sticks
fault finding techniques
senses – visual, auditory, smell touch
input/output techniques
visual inspection
voltage
current and resistance measurement
half split technique
function testing
waveform observation
Learning outcome
The learner will:
6. understand the facilities required by consumer electrical products
Assessment criteria
The learner can:
6.1 identify the supplies needed by electrical consumer products in order to function correctly
6.2 identify suitable waste facilities
Range
supplies
water
electricity
broadband supply
waste facilities
waste waster
exhaust ventilation
Learning outcome
The learner will:
7. understand how circuits function
Assessment criteria
The learner can:
7.1 explain the purpose of components
7.2 explain the operation of switch mode power supply
7.3 explain how a door interlock functions
Range
components
resistors
capacitors
semi-conductors
inductors
heat sinks
solenoids
pumps
motors
thermostat
Learning outcome
The learner will:
8. understand the risks of faults reoccurring
Assessment criteria
The learner can:
8.1 identify reoccurring faults
8.2 explain the risks of faults recurring
8.3 explain how to minimise the risks of faults recurring
Learning outcome
The learner will:
9. be able to apply diagnostic techniques
Assessment criteria
The learner can:
9.1 use a range of fault diagnostic techniques
9.2 use appropriate test equipment to locate faults
9.3 disconnect or isolate components or sectioned of the circuits to confirm diagnosis
9.4 record test results
9.5 test additional reasons for faults occurring
9.6 identify faults and determine corrective action
9.7 ensure work is completed within agreed timescales
9.8 report any problems to an appropriate person
Range
techniques
senses – visual, auditory, smell, touch
input/output technique
visual inspection
voltage, current and resistance measurement
half split technique
function testing
waveform observation
faults
intermittent action or circuit failure
partial failure or reduce performance
complete breakdown
Learning outcome
The learner will:
10. be able to replace components
Assessment criteria
The learner can:
10.1 use information to aid component replacement
10.2 plan the removal and replacement of components
10.3 carry out visual inspection of components to be replaced
10.4 use appropriate handling techniques
10.5 use tools and equipment safely when replacing components
10.6 test components
10.7 complete service records identifying replacement components
10.8 replace safety components with exact components
Range
equipment safely
soldering
anti static protection
Learning outcome
The learner will:
11. understand operating conditions associated with components
Assessment criteria
The learner can:
11.1 identify the risks associated with operating conditions
11.2 describe control measures taken in order to minimise the risk of injury
Learning outcome
The learner will:
12. be able to return products to customers
Assessment criteria
The learner can:
12.1 set up products in readiness for return to the customer
12.2 ensure adjustments made are within the normal operating specification of the equipment
12.3 ensure equipment's performance meets the customer' expectations
12.4 answer customer questions in an accurate and appropriate manner
12.5 check equipment meets all health and safety requirements
12.6 identify replaced components to the customer
12.7 allow customers the opportunity to retain replaced components that are chargeable
Unit 303 Electrical and Electronic principles for consumer electrical servicing
UAN: T/504/1891
Level: Level 3
Credit value: 12
GLH: 120
Relationship to NOS: This unit is linked to Electrical and Electronic Servicing NOS (March 2008).
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry
Aim: This unit covers the principles required in order to safely handle consumer electrical products.
Learning outcome
The learner will:
1. understand standard units of measurement used in the electrical service industry
Assessment criteria
The learner can:
1.1 identify and use internationally recognised (si) units of measurement for general variables
1.2 identify and use basic si units which apply specifically to electrical variables
1.3 identify appropriate electrical instruments for the measurement of different electrical values.
1.4 use formulae to calculate values
Range
length
area
volume
mass
density
time
temperature
velocity
resistance
capacitance
power
frequency
current
voltage
energy
impedance
resistance
power
frequency
current
voltage
energy
impedance
formulae
RMS
peak to peak
frequency
Learning outcome
The learner will:
2. understand mathematical principles which are appropriate to electrical service work operations
Assessment criteria
The learner can:
2.1 identify mathematical principles to solve problems relevant to electrical and electronic work.
2.2 apply mathematical principles to solve problems relevant to electrical and electronic work
Range
mathematical principles
linear equations and straight line graphs
factorisation and quadratics
data handling
calculus
problems
resistors in series, parallel and combinations
frequency
wavelength
AC values
RMS
peak to peak
instantaneous values
capacitive
inductive reactance and impedance
phase vectors
resonance
resistivity
Learning outcome
The learner will:
3. understand basic mechanics and the relationship between force, work, energy and power
Assessment criteria
The learner can:
3.1 define what is meant by the following:
mass
weight
3.2 explain the principles of basic mechanics as they apply to:
levers
gears
pulleys
3.3 describe the principles and relationships between the following:
force
work
energy (kinetic and potential)
power
efficiency
3.4 define what is meant by:
lead/lag circuits
true power
apparent power
power factors
Learning outcome
The learner will:
4. understand the principles of electrical resistance and resistivity
Assessment criteria
The learner can:
4.1 describe the basic principles of electron theory
4.2 identify materials which are good and poor conductors of electrical currents
4.3 describe what is meant by resistance and resistivity in relation to electrical circuits
4.4 explain the relationship between voltage, current and resistance
4.5 describe how to measure and obtain values for:
voltage
current
resistance
4.6 state that is meant by the term voltage drop in relation to electrical circuits
4.7 explain how the following electrical values are calculated:
energy
work
power
efficiency
Learning outcome
The learner will:
5. understand fundamental principles which underpin the generation and control of electrical currents
Assessment criteria
The learner can:
5.1 describe the chemical, magnetic and thermal effects of electrical currents
5.2 explain what is meant by the following:
electromotive force
electromagnetism
capacitance
5.3 state the characteristics of parallel and series circuits
5.4 state the main elements of alternating current theory
5.5 state the characteristics of ac and dc electrical supplies
5.6 explain how the following relate to electrical currents:
sine waves
frequency
Root Mean Square (RMS) values
5.7 explain parameters of waveforms
5.8 explain the operation of digital logic gates
5.9 explain the operation of a switch mode power supply (smps)
5.10 describe the effects of distortion in a sinusoidal waveform
5.11 identify logic systems
5.12 describe methods for debouncing logic levels derived from switches
5.13 identify truth tables
5.14 explain voltage amplifier parameters
Range
waveforms
sine wave
square wave
triangular wave
digital logic gates
AND
NOR
XOR
OR
NOT
NAND
switch mode power supply
clipping
crossover
sinusoidal waveform
binary counter
registers – SIPO, SISO, PIPO, PISO
display decoder/driver, A-D, D-A convertor
logic systems
CR network
RS Bistable
Schmitt comparator
methods
RS Bistable
JK Flip flop
synchronous timers
asynchronous timers
logic circuits
truth tables
open loop gain
phase shift
CMRR
bandwidth
slew rate
Learning outcome
The learner will:
6. understand the operating principles of electrical and electronic components
Assessment criteria
The learner can:
6.1 identify the purpose of two different types of diode
6.2 explain the operation of a transistor in an analogue circuit
6.3 describe the characteristics and operation of a capacitor
6.4 explain the operation of a transistor in a digital circuit
6.5 identify common switches
6.6 explain the operation of microswitches
6.7 describe pressure switches
6.8 describe the operation of float and tilt switches
6.9 identify types of oscillators used in digital systems
6.10 describe the purpose of passive filters
6.11 explain the operation of multivibrator timers
6.12 identify indicators and displays
6.13 identify anode and cathode associated with p and n regions
6.14 explain half wave rectifier operation with ac input
Range
switches
slide
DIL
rocker
toggle
rotary
push button switches
latching and non-latching
microswitches
plunger
roller
lever
pressure switches
single level
multiple level
oscillators
LC
Wien RC
crystal controlled
passive filters
low pass
high pass
band pass
notch pass
multivibrator timers
astable
monostable
bistable
indicators and displays
LED devices
LED displays
LCD reflective
LCD transflective
Learning outcome
The learner will:
7. understand the control systems and controllers used within domestic appliances
Assessment criteria
The learner can:
7.1 describe basic control systems
7.2 explain the function of a sensor
7.3 describe the process of water heating
7.4 explain how motor speed is controlled in a universal (brush) motor
7.5 explain how motor speed is controlled in an induction motor
7.6 identify types of tacho generator
7.7 identify the features of a motor driven programmer/timer
7.8 explain the function of the power board in a microprocessor based controller module
7.9 describe the controller connections of a microprocessor based controller module
7.10 identify the wiring used in domestic appliances
Range
control systems
open loop
closed loop
water heating
thermostat
temperature controller module with a thermistor sensor
tacho generator
AC
DC
AC Induction
AC synchronous
optical
magnetic
hall effect
features
low power AC
synchronous motor with a permanent magnet rotor
Electrical stop
wiring
ribbon cable
cable harness
associated connectors
Learning outcome
The learner will:
8. understand motors used within domestic appliances
Assessment criteria
The learner can:
8.1 explain what is meant by motor torque
8.2 describe the operating process of motors
8.3 explain the start-up process for different versions of the single phase induction motor
8.4 describe the practical aspects of the permanent magnetic rotor single phase motor
Range
operating process
electrical connections
speed
direction of rotation
protection
mounting methods
single phase induction motor
hall effect motor
start-up process
capacitor start and run
relay start
capacitor start with centrifugal switch
practical aspects
construction
electrical connections
speed
direction of rotation
protection
application as a pump motor
Learning outcome
The learner will:
9. understand the installation procedures and use of domestic appliances
Assessment criteria
The learner can:
9.1 describe the procedures for connection of services
9.2 explain how provision for earthing is made
9.3 explain the door lock operation
9.4 explain how interlocking is achieved
9.5 describe the operating cycles of washing/drying appliances
9.6 describe the operation of refrigerator components
9.7 explain the method of temperature control
9.8 describe methods for frost dispersal
Range
connection of services
water supplies
waste
electrical supply
vent outlet
operating cycle
wash load
volume of water used
wash temperatures
spin speeds
wash speed and direction
drying load
drying temperatures
tumble speeds
air flow path
refrigerator components
compressor
condenser
dryer/filter unit
capillary tube
heat exchanger
evaporator and collector.
Unit 312 Diagnosing component faults and repairing consumer electronic products
UAN: L/504/1895
Level: Level 3
Credit value: 11
GLH: 100
Relationship to NOS: This unit is linked to NOS EES13 and EES1
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry
Aim: This unit covers the safe diagnosing and repairing of component faults in consumer electronic products.
Learning outcome
The learner will:
1. understand the specific safety precautions to be taken when working with consumer electronic equipment
Assessment criteria
The learner can:
1.1 specify the safety precautions when working on equipment
1.2 explain safety precautions that should be taken when working on equipment containing stored energy
1.3 explain component external operating conditions
Range
equipment
live
isolated
Learning outcome
The learner will:
2. be able to work safely when rectifying faults in consumer electronic equipment
Assessment criteria
The learner can:
2.1 carry out risk assessments of the work area
2.2 comply with health and safety legislation while undertaking fault diagnosis
2.3 provide safe access arrangements for the fault finding area
2.4 select tools and equipment for fault finding
2.5 ensure all tools are fit for purpose
2.6 collect fault diagnosing evidence
Range
Health and safety legislation
anti-static protection
working with products that have stored energy/live electrical charge
PUWER
PPE
manual handling
HASAWA
fit for purpose
safe
serviceable
calibrated
only used for intended purpose
fault diagnostic evidence from
live circuits
isolated circuits
Learning outcome
The learner will:
3. understand how to use information related to fault diagnosis
Assessment criteria
The learner can:
3.1 identify sources of information
3.2 explain differences between circuit diagrams and physical layout drawings
3.3 identify components in diagrams
3.4 describe how to check information for suitability
3.5 describe how to use information to aid fault diagnosis
Range
information
workshop manuals
drawings – circuits, physical layouts, component drawings
charts specifications
manufacturers manuals
history/maintenance reports
job sheet
internet
focus groups
suitability
date
product serial numbers
Learning outcome
The learner will:
4. be able to use information to aid fault diagnosis
Assessment criteria
The learner can:
4.1 communicate with customers to gain information to aid fault diagnosis
4.2 use information to aid fault diagnosis
4.3 plan fault diagnosis
4.4 carry out fault diagnosis on consumer electronic products
Range
communicate
verbal
pictorial
written
customer demonstration
information
workshop manuals
drawings – circuits, physical layouts, component drawings
charts specifications
manufacturers manuals
history/maintenance reports
job sheet
internet
focus groups
electronic products
television receiver
audio/video equipment
mobile phone
laptop/desktop/tablet computer
satellite navigation equipment
Learning outcome
The learner will:
5. understand how to use fault diagnostic equipment
Assessment criteria
The learner can:
5.1 describe the operation of test equipment used to aid fault diagnosis
5.2 explain how test equipment should be calibrated
5.3 explain the importance of calibrating test equipment
5.4 describe checks to be carried out before using test equipment
5.5 identify fault finding techniques
Range
test equipment
multimeter
signal function/pattern generator
oscilloscope
transformer
fault finding techniques
senses – visual, auditory, smell touch
input/output techniques
visual inspection
voltage
current and resistance measurement
half split technique
function testing
waveform observation
Learning outcome
The learner will:
6. understand the types of signal required by electronic consumer products
Assessment criteria
The learner can:
6.1 identify the required signals needed by electronic consumer products in order to function correctly
6.2 explain how signal measurements are taken
Range
signals
RF signal
broadband signals
Learning outcome
The learner will:
7. understand how circuits function
Assessment criteria
The learner can:
7.1 explain the purpose of components
7.2 explain the operation of switch mode power supply
7.3 explain how an optical laser functions
Range
components
resistors
capacitors
semi-conductors
inductors
heat sinks
displays
LED
Learning outcome
The learner will:
8. understand the risks of faults re-occuring
Assessment criteria
The learner can:
8.1 identify re-occuring faults
8.2 explain the risks of faults recurring
8.3 explain how to minimise the risks of faults recurring
Learning outcome
The learner will:
9. be able to apply diagnostic techniques
Assessment criteria
The learner can:
9.1 use a range of fault diagnostic techniques
9.2 use appropriate test equipment to locate faults
9.3 disconnect or isolate components or sections of the circuits to confirm diagnosis
9.4 record test results
9.5 test additional reasons for faults occurring
9.6 identify faults and determine corrective action
9.7 ensure work is completed within agreed timescales
9.8 report any problems to an appropriate person
Range
techniques
senses – visual, auditory, smell, touch
input/output technique
voltage, current and resistance measurement
half split technique
function testing
waveform observation.
test equipment
multimeter
signal/function/pattern generator
oscilloscope
isolation transformer
circuits
intermittent action or circuit failure
partial failure or reduce performance
complete breakdown
Learning outcome
The learner will:
10. be able to replace components
Assessment criteria
The learner can:
10.1 use information to aid component replacement
10.2 plan the removal and replacement of components
10.3 carry out visual inspection of components to be replaced
10.4 use appropriate handling techniques
10.5 use tools and equipment safely when replacing components
10.6 test components
10.7 complete service records identifying replacement components
10.8 replace safety components with exact components
Learning outcome
The learner will:
11. understand operating conditions associated with components
Assessment criteria
The learner can:
11.1 identify the risks associated with operating conditions
11.2 describe control measures taken in order to minimise the risk of injury
Learning outcome
The learner will:
12. be able to return products to customers
Assessment criteria
The learner can:
12.1 set up products in readiness for return to the customer
12.2 ensure adjustments made are within the normal operating specification of the equipment
12.3 ensure equipment's performance meets the customer' expectations
12.4 answer customer questions in an accurate and appropriate manner
12.5 check equipment meets all health and safety requirements
12.6 identify replaced components to the customer
12.7 allow customers the opportunity to retain replaced components that are chargable
Unit 313 Electrical and electronic principles for consumer electronic servicing
UAN: F/504/1893
Level: Level 3
Credit value: 12
GLH: 120
Relationship to NOS: This unit is linked to Electrical and Electronic Servicing NOS (March 2008).
Endorsement by a sector or regulatory body:
This unit is endorsed by SummitSkills, the Sector Skills Council for the Building Services Industry
Aim: This unit covers the principles required in order to safely handle consumer electronic products.
Learning outcome
The learner will:
1. understand standard units of measurement used in the electronic service industry
Assessment criteria
The learner can:
1.1 identify and use internationally recognised (si) units of measurement for general variables
1.2 identify and use basic si units which apply specifically to electrical variables
1.3 identify appropriate electrical instruments for the measurement of different electrical values
1.4 use formulae to calculate values
Range
units of measurement
length
area
volume
mass
density
time
temperature
velocity
units of measurement applicable to electrical variables
resistance
capacitance
power
frequency
current
voltage
energy
impedance
formulae
RMS
peak to peak
pk
frequency
Learning outcome
The learner will:
2. understand mathematical principles which are appropriate to electrical service work operations
Assessment criteria
The learner can:
2.1 identify mathematical principles to solve problems relevant to electrical and electronic work
2.2 apply mathematical principles to solve problems relevant to electrical and electronic work
Range
mathematical principles
linear equations and straight line graphs
factorisation and quadratics
data handling
calculus
principles relevant to electrical and electronic work
resistors in series
parallel and combinations
frequency
wavelength
AC values
RMS
peak to peak
instantaneous values
capacitive
inductive reactance and impedance
phase
vectors
resonance
resistivity
Learning outcome
The learner will:
3. understand basic mechanics and the relationship between force, work, energy and power
Assessment criteria
The learner can:
3.1 define what is meant by the following:
mass
weight
3.2 explain the principles of basic mechanics as they apply to:
levers
gears
pulleys
3.3 describe the principles and relationships between the following:
force
work
energy (kinetic and potential)
power
efficiency
3.4 define what is meant by:
lead/lag circuits
true power
apparent power
power factors
Learning outcome
The learner will:
4. understand the principles of electrical resistance and resistivity
Assessment criteria
The learner can:
4.1 describe the basic principles of electron theory
4.2 identify materials which are good and poor conductors of electrical currents
4.3 describe what is meant by resistance and resistivity in relation to electrical circuits
4.4 explain the relationship between voltage, current and resistance
4.5 describe how to measure and obtain values for:
voltage
current
resistance
4.6 state that is meant by the term voltage drop in relation to electrical circuits
4.7 explain how the following electrical values are calculated:
energy
work
power
efficiency
Learning outcome
The learner will:
5. understand fundamental principles which underpin the generation and control of electrical currents
Assessment criteria
The learner can:
5.1 describe the chemical, magnetic and thermal effects of electrical currents
5.2 explain what is meant by the following:
electromotive force
electromagnetism
electron theory (conventional and electron)
inductive reactance
capacitive reactance
5.3 state the characteristics of parallel and series circuits
5.4 state the main elements of alternating current theory
5.5 state the characteristics of ac and dc electrical supplies
5.6 explain how the following relate to electrical currents:
sine waves
frequency
Root Mean Square (RMS) values
reference line value
5.7 explain the operation of a switch mode power supply (smps)
5.8 identify logic systems
5.9 identify methods for debouncing logic levels derived from switches
Range
operation
binary Counter
registers – SIPO, SISO, PIPO, PISO
display decoder/driver
A-D, D-A convertor
logic systems
CR network
RS Bistable
Schmitt comparator
Learning outcome
The learner will:
6. understand the operating principles of electrical and electronic components
Assessment criteria
The learner can:
6.1 identify the purpose of two different types of diode
6.2 explain the operation of a transistor in an analogue circuit
6.3 explain the operation of a transistor in a digital circuit
6.4 identify single and multistage amplifier parameters
6.5 explain the operation of multivibrator timers
6.6 identify indicators and displays used in digital systems
6.7 identify the transistor as a switch
Range
amplifier parameters
open loop gain
phase shift
CMRR
Bandwidth
slew rate
multivibrator timers
astable
monostable
bistable
indicators and displays
LED devices
LED displays
LCD reflective
LCD transflective
Learning outcome
The learner will:
7. understand waves and waveforms
Assessment criteria
The learner can:
7.1 identify parameters of waveforms
7.2 identify fundamental and harmonic frequencies
7.3 identify the frequency components of common waveforms
7.4 identify wave parameters
7.5 identify sound wave frequency range
7.6 identify e-m wave frequency range
7.7 identify series and parallel resonance circuits
Range
waveforms
sine wave
square wave
triangular wave
periodic time
frequency
amplitude
peak to peak value
pk value
average value
mark/space value
frequency components of common waveforms
sinusoidal
square (odds only)
pulse (odds and evens).
wave parameters
sound
electromagnetic – frequency, velocity, wavelength
sound wave frequency range
audio
ultrasonic
e-m wave frequency range
VLF to SHF bands
microwaves
infrared
visible light
ultraviolet
Learning outcome
The learner will:
8. understand input and output transducers
Assessment criteria
The learner can:
8.1 identify common switches
8.2 identify common types of microphone
8.3 identify common microphone parameters
8.4 identify the effects of distortion in a sinusoidal waveform
8.5 identify voltage amplifier parameters
8.6 identify types of oscillators
8.7 identify the purpose of passive filters
Range
common switches
slide
DIL
rocker
toggle
rotary
push button switches
latching and non-latching
common types of microphone
electret condenser
dynamic
common microphone parameters
frequency response
cardioid response
effects of distortion
clipping
crossover
voltage amplifier parameters
open loop gain
phase shift
CMRR
bandwidth
slew rate
oscillators
LC
Wien RC
crystal controlled
passive filters
low pass
high pass
band pass
notch pass
Learning outcome
The learner will:
9. understand combinational logic circuits
Assessment criteria
The learner can:
9.1 identify the operation of digital logic gates
9.2 identify truth tables
Range
digital logic gates
AND
NOR
XOR
OR
NOT
NAND
truth tables
RS Bistable
JK Flip flop
synchronous timers
asynchronous timers
logic circuits
Appendix 1 Sources of general information
The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com.
Centre Manual - Supporting Customer Excellence contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on:
The centre and qualification approval process
Assessment, internal quality assurance and examination roles at the centre
Registration and certification of candidates
Non-compliance
Complaints and appeals
Equal opportunities
Data protection
Management systems
Maintaining records
Assessment
Internal quality assurance
External quality assurance.
Our Quality Assurance Requirements encompasses all of the relevant requirements of key regulatory documents such as:
SQA Awarding Body Criteria (2007)
NVQ Code of Practice (2006)
and sets out the criteria that centres should adhere to pre and post centre and qualification approval.
Access to Assessment & Qualifications provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment.
The centre homepage section of the City & Guilds website also contains useful information such on such things as:
Walled Garden: how to register and certificate candidates on line
Events: dates and information on the latest Centre events
Online assessment: how to register for GOLA/e-volve assessments.
Useful contacts
UK learners
General qualification information
T: +44 (0)844 543 0033
E: learnersupport@cityandguilds.com
International learners
General qualification information
T: +44 (0)844 543 0033
F: +44 (0)20 7294 2413
E: intcg@cityandguilds.com
Centres
Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: centresupport@cityandguilds.com
Single subject qualifications
Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
F: +44 (0)20 7294 2404 (BB forms)
E: singlesubjects@cityandguilds.com
International awards
Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: intops@cityandguilds.com
Walled Garden
Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: walledgarden@cityandguilds.com
Employer
Employer solutions, Mapping, Accreditation, Development Skills, Consultancy
T: +44 (0)121 503 8993
E: business@cityandguilds.com
Publications
Logbooks, Centre documents, Forms, Free literature
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication.
If you have a complaint, or any suggestions for improvement about any of the services that we provide, email: feedbackandcomplaints@cityandguilds.com
About City & Guilds
As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.
City & Guilds Group
The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Land Based Services (land-based qualifications), the Centre for Skills Development (CSD works to improve the policy and practice of vocational education and training worldwide) and Learning Assistant (an online e-portfolio).
Copyright
The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:
centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes
candidates may copy the material only for their own use when working towards a City & Guilds qualification
The Standard Copying Conditions (see the City & Guilds website) also apply.
Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council.
Published by City & Guilds, a registered charity established to promote education and training
City & Guilds
1 Giltspur Street
London EC1A 9DD
T +44 (0)844 543 0000
F +44 (0)20 7294 2413
www.cityandguilds.com
HB-01-2359
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