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Pearson Edexcel Level 3 NVQ Diploma in Green Deal Domestic Advice (QCF) Specification

NVQ/Competence-based qualification First registration August 2014

Pearson Education Limited is one of the largest awarding organisations in the United Kingdom. Pearson is recognised and regulated by Ofqual and the Scottish Qualifications Authority (SQA) to offer accredited qualifications to employers, private training providers, colleges, schools and other places of learning both in the United Kingdom and internationally.

The qualifications offered include National Vocational Qualifications/Competency-based qualifications, Scottish Vocational Qualifications, and other qualifications that attest to competence in the workplace, the suite of BTEC vocationally related qualifications, ranging from Entry Level to Higher National Diplomas, GCSE, GCE AS and GCE A levels. Working in partnership with universities, Pearson Education Limited has Degree awarding powers.

Pearson Education Limited is committed to supporting work-based learning through its BTEC Apprenticeship and Employability Frameworks and our suite of vocational qualifications.

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

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

Authorised by Martin Stretton Prepared by Kirsty Cooper

ISBN 978 1 446 91000 9

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel NVQ/Competence-based qualifications 2

What are NVQ/Competence-based qualifications? 2

2 Qualification summary and key information 3

QCF Qualification Number and qualification title 4

Qualification objectives 4

Relationship with previous qualifications 4

Apprenticeships 4

Progression opportunities 4

Industry support and recognition 4

Relationship with National Occupational Standards 4

3 Qualification structure 5

Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF) 5

4 Assessment 6

Assessment strategy 7

Types of evidence 7

Assessment of knowledge 7

Credit transfer 8

5 Centre resource requirements 9

6 Centre recognition and approval 10

Centre recognition 10

Approvals agreement 10

7 Quality assurance of centres 11

8 Programme delivery 12

9 Access and recruitment 13

10 Access to qualifications for learners with disabilities or specific needs 14

11 Unit format 15

Unit title 15

Unit reference number 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Unit assessment requirements/evidence requirements 15

Learning outcomes 16

Assessment criteria 16

Unit 1: Provide Information to Customers on the Principles, Financing and Operation of the Green Deal 17

Unit 2: Undertake Occupancy Assessment and Give Advice 23 Unit 3: Prepare and Issue Domestic Green Deal Advice Reports 32 Unit 4: Conduct Energy Assessments in a Safe, Effective and

Professional Manner 40 Unit 5: Prepare for Energy Assessments of Domestic Property 49 Unit 6: Undertake Energy Inspections 56 Unit 7: Produce and Explain Energy Performance Certificates

Relating to Domestic Property 64 Unit 8: Explain the Green Deal Advice Report to the Domestic

Customer 76

12 Further information and useful publications 83

13 Professional development and training 84

14 Contact us 85

Annexe A: Assessment strategy 87

Annexe B: Personal, Learning and Thinking Learning Skills (PLTS) mapping 97

Annexe C: List of qualifications and coverage of underpinning knowledge and skills for APEL purposes 117

Annexe D: Portfolio Guidance 125

Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF) – Specification – Issue 1 – February 2014 © Pearson Education Limited 2014

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Purpose of this specification

This specification sets out:

the objectives of the qualification

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

the combination of units that a learner must have completed before the qualification will be awarded and any pathways

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification

the method of any assessment and any associated requirements relating to it

the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

assessment requirements and/or evidence requirements as specified by the relevant Sector Skills Council/Standards Setting Body

assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

the Apprenticeship Framework in which the qualification is included, where appropriate.


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1 Introducing Pearson Edexcel NVQ/Competence-based qualifications

What are NVQ/Competence-based qualifications?

National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner’s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles.

Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQ/Competence-based qualification in the Qualifications and Credit Framework (QCF):

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for those learning outcomes achievable in 10 hours of learning

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF)

QCF Qualification Number (QN) 600/9520/9

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 29/05/2013

Operational start date 01/08/2014

Approved age ranges 18+

19+

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

Credit value 47

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours 230

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

Entry requirements It is advisable to have a background in the sector and learners should have functional numeracy and literacy at Level 2. An understanding of energy assessment would be beneficial.

Centres must also follow the Pearson Access and Recruitment policy (see Section 9, Access and recruitment).

Funding For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aims Reference Application (LARA).


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QCF Qualification Number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our Information Manual, available on our website: www.edexcel.com

Qualification objectives

The Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF) is for learners who work as, or who want to work as, a Green Deal Domestic Advisor.

The qualification gives learners the opportunity to:

demonstrate competence as a Green Deal Advisor

develop knowledge and skills related to the job role of a Green Deal Advisor

achieve a nationally-recognised Level 3 qualification

develop their personal growth and engagement in learning.

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 3 Diploma in Green Deal Domestic Advice (QCF).

Apprenticeships

Asset Skills, the Sector Skills Council for facilities management, housing, property, planning, cleaning and parking, includes the Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF) as a component for the Advanced Apprenticeship in Energy Assessment and Advice.

Progression opportunities

Learners who have achieved the Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF) can progress on to the Pearson BTEC Level 4 Diploma in Green Deal Non-Domestic Advice (QCF).

Industry support and recognition

This qualification is supported by Asset Skills.

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) for Property Services, which were set and designed by Asset Skills, the Sector Skills Council for the sector.


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3 Qualification structure

Pearson Edexcel Level 3 Diploma in Green Deal Domestic Advice (QCF)

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

Minimum number of credits that must be achieved 47

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 T/503/8179 Providing Information to Customers on the Principles, Financing and Operation of the Green Deal

3 4 20

2 L/503/8186 Undertake Occupancy Assessments and Give Advice

3 8 40

3 R/503/8187 Prepare and Issue Domestic Green Deal Advice Reports

4 6 30

4 H/503/8162 Conduct Energy Assessments in a Safe, Effective and Professional Manner

3 6 30

5 K/503/8163 Prepare for Energy Assessments of Domestic Property

3 4 20

6 T/503/8165 Undertake Energy Inspections 3 11 45

7 J/504/0924 Produce and Explain Energy Performance Certificates Relating to Domestic Property

3 4 25

8 Y/503/8188 Explain the Green Deal Advice Report to the Domestic Customer

3 4 20


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4 Assessment

This qualification is assessed through an externally verified Portfolio of Evidence. Learners may use the Pearson devised workbook to collate evidence gathered during the course of their work.

Annexe D provides guidance for centres to use when collecting evidence for the Portfolio of Evidence and details the information that Pearson would expect to see included for each of the qualifications.

To receive a pass for the full qualification, learners must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit learners must:

achieve all the specified learning outcomes

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

prove that the evidence is their own.

Learners must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record.

It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

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

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Learners can provide evidence of occupational competence from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of the Sector Skills Council’s assessment strategy

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

Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website

A combination of these.


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Assessment strategy

The assessment strategy for this qualification has been included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. It has been developed by Asset Skills in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Asset Skills assessment strategy. As stated in the assessment requirements/strategy, the evidence for this qualification can take a variety of forms as indicated below:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q&A)

products of the learner’s work (P)

personal statements and/or reflective accounts (RA)

outcomes from simulation (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT) (these should not form the primary sources of evidence)

expert witness testimony (EWT) (this should not form the primary source of evidence)

evidence of Recognition of Prior Learning (RPL).

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

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier.

Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11.

There is further guidance about assessment on our website. Please see Section 12 for details.

Assessment of knowledge

The units in this qualification include knowledge-based learning outcomes and assessment criteria. The evidence provided to meet these learning outcomes and assessment criteria must be in line with Asset Skills assessment strategy (please see Annexe A). Any specific assessment requirements are given in the unit introductions in Section 11.


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When devising the assessment to ensure that learners can provide evidence with sufficient breadth and depth to meet the requirements, centres need to look closely at the verbs used for each assessment criterion. Any assignment brief should indicate clearly which assessment criteria are being targeted.

Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment. To avoid over-assessment, centres are encouraged to link delivery and assessment across the knowledge-based units or learning outcomes.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


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5 Centre resource requirements

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

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

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

Centres must meet any specific human and physical resource requirements outlined in the assessment requirements/strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.

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

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

Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 9 Access and recruitment and Section 10 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


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6 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model is as described below.

Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre’s performance, taking account of the number:

of assessment sites

and throughput of learners

and turnover of assessors

and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship Framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment and verification and for the specific occupational sector are being consistently met.

Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes.

For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and Competence-based Qualifications – Delivery Requirements and Quality Assurance Guidance on our website, at www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/Quality-assurance.aspx


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8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example, full-time, part-time, evening only, distance learning) that meets learners’ needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson’s policies that may apply to different modes of delivery.

Those planning the programme should aim to address the occupational nature of the qualification by:

engaging with learners, initially through planned induction and subsequently through the involvement of learners in planning for assessment opportunities

using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification

developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors

taking advantage of suitable digital methods to capture evidence.


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9 Access and recruitment

Pearson’s policy regarding access to its qualifications is that:

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

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

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

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

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

For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10 Access to qualifications for learners with disabilities or specific needs.


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10 Access to qualifications for learners with disabilities or specific needs

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

We are committed to making sure that:

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

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

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

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

Further details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies


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11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for NVQs/Competence-based qualifications.

Unit aim

This gives a summary of what the unit aims to do.

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.


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Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.


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Unit 1: Provide Information to Customers on the Principles, Financing and Operation of the Green Deal

Unit reference number: T/503/8179

QCF level: 3

Credit value: 4

Guided learning hours: 20

Unit aim The aim of this unit is to enable learners to demonstrate a general understanding of the overall purpose of the Green Deal, how it operates and how it is financed.

Unit assessment requirements Please refer to the Asset Skills Assessment Principles (May 2012), which can be found in Annexe A.

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equirem

ents

oper

atin

g in r

elat

ion t

o G

reen

Dea

l

2.6

Exp

lain

the

spec

ific

pro

tect

ions

and s

upport

ava

ilable

for

vuln

erab

le

gro

ups

and c

ust

om

ers

under

Gre

en D

eal

2.7

Exp

lain

the

way

s in

whic

h G

reen

Dea

l ca

n o

per

ate

for

rura

l cu

stom

ers,

th

ose

who a

re o

ff t

he

gas

grid a

nd for

trad

itio

nal

pro

per

ties

2.8

Id

entify

ener

gy

effici

ency

mea

sure

s, s

upport

and f

inan

ce m

echan

ism

s outs

ide

the

Gre

en D

eal

2

Under

stan

d h

ow

to

pro

vide

hig

h

qual

ity,

in

dep

enden

t an

d

impar

tial ad

vice

to

cust

om

ers

2.9

Exp

lain

how

cust

om

ers

can a

cces

s in

form

atio

n a

bout

ener

gy

effici

ency

m

easu

res,

support

and fin

ance

mec

han

ism

s outs

ide

the

Gre

en D

eal

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

essm

ent

criter

ia

Evi

den

ce

type

Port

folio

re

fere

nce

D

ate

3.1

Exp

lain

to c

ust

om

ers

the

purp

ose

of

Gre

en D

eal an

d its

role

in

pro

moting e

ner

gy

effici

ency

3.2

Id

entify

for

cust

om

ers

wher

e fu

rther

info

rmat

ion a

nd s

upport

about

Gre

en D

eal ca

n b

e ac

cess

ed b

y cu

stom

ers

3.3

Exp

lain

to c

ust

om

ers

the

role

of th

e G

reen

Dea

l Advi

ser

and h

ow t

hey

pro

vide

impar

tial

advi

ce a

nd r

ecom

men

dat

ions

to c

ust

om

ers

3.4

In

form

the

cust

om

er o

f th

eir

rights

and p

rote

ctio

ns

under

law

in

rela

tion t

o G

reen

Dea

l

3.5

Exp

lain

to c

ust

om

ers

how

the

asse

ssm

ent

of

ener

gy

per

form

ance

is

under

take

n a

nd t

he

role

of

that

ass

essm

ent

in t

he

Gre

en D

eal pro

cess

3.6

Exp

lain

to c

ust

om

ers

the

ener

gy

effici

ency

mea

sure

s th

at c

an b

e fu

nded

thro

ugh t

he

Gre

en D

eal fu

ndin

g

3.7

Exp

lain

to c

ust

om

ers

the

long t

erm

nat

ure

of co

st s

avin

gs

aris

ing f

rom

th

e in

stal

lation o

f en

ergy

savi

ng m

easu

res

3.8

Exp

lain

to c

ust

om

ers

how

the

fundin

g o

ffer

is

arrive

d a

t an

d w

ho

can

pro

vide

finan

cing

3.9

Exp

lain

to c

ust

om

ers

the

role

of th

e G

reen

Dea

l pro

vider

as

the

fundin

g a

gen

cy

3.1

0

Exp

lain

to c

ust

om

ers

the

role

of th

e en

ergy

supplie

rs a

s co

llect

ors

of

pay

men

t vi

a th

e en

ergy

bill

3.1

1

Exp

lain

to c

ust

om

ers

the

per

mis

sions

and c

onse

nts

that

are

req

uired

in

ord

er t

o t

ake

up G

reen

Dea

l

3

Be

able

to p

rovi

de

cust

om

ers

with

info

rmat

ion o

n

Gre

en D

eal to

mee

t th

eir

nee

ds

3.1

2

Exp

lain

to c

ust

om

ers

the

Ener

gy

Com

pan

y O

blig

atio

n s

ubsi

dy

and t

he

elig

ibili

ty c

rite

ria

for

it

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

3

Exp

lain

to c

ust

om

ers

the

hea

ting a

nd o

ther

fuel

ben

efits

that

may

be

avai

lable

under

Gre

en D

eal an

d t

he

elig

ibili

ty c

rite

ria

for

them

3.1

4

Provi

de

info

rmat

ion t

o c

ust

om

ers

on t

he

Feed

in T

ariffs

and

Ren

ewab

le H

eat

Ince

ntive

mec

han

ism

s an

d h

ow t

hey

oper

ate

within

G

reen

Dea

l

3.1

5

Exp

lain

to c

ust

om

ers

the

impac

t of sp

ecia

l re

quirem

ents

in r

elat

ion t

o

rura

l lo

cation,

those

off

the

gas

grid o

r in

tra

ditio

nal

pro

per

ties

3.1

6

Res

pond t

o cu

stom

er q

uer

ies

and s

ignpost

them

to o

ther

info

rmat

ion

and s

ervi

ces

when

req

uired

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


23

Unit 2: Undertake Occupancy Assessment and Give Advice

Unit reference number: L/503/8186

QCF level: 3

Credit value: 8


Unit aim The aim of this unit is to enable learners to carry out an occupancy assessment and to give advice on reducing energy use.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

24

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

why

a hom

e vi

sit

is n

eeded

in o

rder

to u

nder

take

an

occ

upan

cy a

sses

smen

t fo

r th

e purp

ose

of

Gre

en D

eal

1.2

Id

entify

the

range

of dat

a th

at is

required

fro

m t

he

cust

om

er t

o

enab

le a

n o

ccupan

cy a

sses

smen

t as

def

ined

by

the

pre

scribed

m

ethodolo

gy

1.3

Exp

lain

the

met

hods

use

d t

o o

bta

in d

ata

and info

rmat

ion

1.4

Exp

lain

how

to m

ake

a m

ethodic

al v

isual

on-s

ite

insp

ection o

f a

pro

per

ty

1.5

Id

entify

the

requirem

ents

of th

e pre

scribed

met

hodolo

gy

for

the

occ

upan

cy a

sses

smen

t

1.6

Spec

ify

the

def

initio

ns

and c

onve

ntions

that

apply

to t

he

pre

scribed

m

ethodolo

gy

for

occ

upan

cy a

sses

smen

t

1.7

Id

entify

the

requirem

ents

of

codes

of

pra

ctic

e or

oth

er g

uid

ance

ap

ply

ing t

o t

he

hom

e vi

sit

1.8

D

escr

ibe

how

to

iden

tify

gap

s in

info

rmat

ion g

ather

ed a

nd a

ny

additio

nal

dat

a re

quired

to fill

them

1.9

Exp

lain

the

dat

a pro

tect

ion r

equirem

ents

rel

atin

g t

o cu

stom

ers’

dat

a.

1

Know

how

to

conduct

an

occ

upan

cy

asse

ssm

ent

1.1

0

Iden

tify

the

feat

ure

s of

a p

roper

ty t

hat

may

indic

ate

that

RdSAP

is a

n

inap

pro

priat

e m

ethodolo

gy

for

ener

gy

asse

ssm

ent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

1

Des

crib

e how

to

asse

ss t

he

likel

y cu

rren

t en

ergy

per

form

ance

of

any

pro

per

ty e

lem

ents

com

par

ed t

o its

per

form

ance

as

origin

ally

built

1.1

2

Iden

tify

the

per

form

ance

and d

ura

bili

ty o

f m

ater

ials

and s

yste

ms

ove

r tim

e

1.1

3

Des

crib

e th

e fu

nct

ionin

g o

f build

ing s

ervi

ces

wher

e th

is r

elat

es t

o

ener

gy

per

form

ance

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

how

to e

stab

lish a

nd c

larify

the

nee

ds,

circu

mst

ance

s,

motiva

tions

and c

apab

ilities

of

cust

om

ers

regar

din

g e

ner

gy

consu

mption

2.2

Sta

te t

he

def

initio

n o

f a

house

hold

in F

uel

Pove

rty

2.3

Exp

lain

how

to r

ecognis

e house

hold

s at

ris

k of

bei

ng in F

uel

Pove

rty

2.4

Id

entify

the

types

of

poo

r hea

lth t

ypic

ally

ass

oci

ated

with e

ner

gy

inef

fici

ent

housi

ng

2.5

Id

entify

the

limits

of

ow

n e

xper

tise

in r

elat

ion t

o F

uel

Pove

rty

and

poss

ible

hea

lth o

utc

om

es

2.6

D

escr

ibe

the

sourc

es o

f hel

p a

nd a

dvi

ce a

vaila

ble

for

those

at

risk

of

Fuel

Pove

rty

or

poor

hea

lth a

ssoci

ated

with e

ner

gy

inef

fici

ent

housi

ng

2.7

Id

entify

the

feat

ure

s of

a p

roper

ty t

hat

enco

ura

ge

mould

gro

wth

and

conden

sation

2.8

Id

entify

the

types

of

occ

upie

r beh

avio

ur

that

enco

ura

ges

mould

gro

wth

and c

onden

sation

2.9

D

escr

ibe

the

indic

ators

of under

hea

ting o

f a

pro

per

ty a

nd t

hei

r im

plic

atio

ns

for

the

occ

upan

cy a

sses

smen

t

2.1

0

Iden

tify

the

const

rain

ts t

hat

may

affec

t th

e cu

stom

er’s

abili

ty t

o a

ct

2.1

1

Iden

tify

the

sourc

es o

f finan

cial

support

ava

ilable

to c

ust

omer

s,

incl

udin

g G

reen

Dea

l finan

ce a

nd t

he

Ener

gy

Com

pan

y O

blig

atio

n

mea

sure

s

2

Under

stan

d t

he

met

hods

of

reduci

ng e

ner

gy

consu

mption a

nd

achie

ving

affo

rdab

le w

arm

th

2.1

2

Iden

tify

the

opport

unitie

s fo

r th

e in

stal

lation o

f en

ergy

effici

ency

m

easu

res

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

3

Des

crib

e th

e im

pac

t of diffe

rent

types

of

tenure

on o

ccupan

cy

asse

ssm

ent

2.1

4

Des

crib

e th

e la

ndlo

rd’s

res

ponsi

bili

ties

for

com

plia

nce

with leg

isla

tion

and o

blig

atio

ns

regar

din

g p

roper

ty s

tandar

ds

and e

ner

gy

effici

ency

in

housi

ng

2.1

5

Exp

lain

how

the

occ

upie

r’s

use

of

inst

alle

d a

pplia

nce

s, s

yste

ms

and

contr

ols

affec

t ove

rall

ener

gy

effici

ency

and fuel

bill

s

2.1

6

Iden

tify

the

effici

ent,

saf

e an

d a

ppro

priat

e use

of ap

plia

nce

s, s

yste

ms

and c

ontr

ols

2.1

7

Des

crib

e th

e m

ain m

ethods

and p

roduct

s fo

r co

ntr

olli

ng a

nd

man

agin

g:

The

use

of w

ater

and m

inim

isin

g w

aste

of w

ater

W

aste

red

uct

ion,

re-u

se a

nd r

e-cy

clin

g

2.1

8

Des

crib

e th

e ty

pes

of

ques

tions,

iss

ues

and c

once

rns

that

cust

om

ers

mig

ht

hav

e ab

out

the

hom

e vi

sit

and t

he

occ

upat

ional

advi

ce g

iven

2.1

9

Iden

tify

the

sourc

es o

f in

form

atio

n t

o w

hic

h t

he

cust

om

er c

an b

e re

ferr

ed f

or

furt

her

hel

p a

nd a

dvi

ce

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

met

hods,

for

mat

s an

d c

onve

ntions

for

reco

rdin

g

info

rmat

ion a

nd e

viden

ce o

n t

he

occ

upan

cy a

sses

smen

t

3.2

Id

entify

the

info

rmat

ion a

nd e

viden

ce r

equired

by

the

curr

ent

occ

upan

cy a

sses

smen

t m

ethodolo

gy

and a

ssoc

iate

d g

uid

ance

and

conve

ntions

3.3

D

efin

e th

e le

vel of

det

ail re

quired

to p

roduce

a c

om

ple

te a

nd

com

pre

hen

sive

Gre

en D

eal Advi

ce R

eport

3.4

Exp

lain

how

rec

ord

s ca

n b

e use

d t

o just

ify

dec

isio

ns

on t

he

valu

es

reco

rded

and t

he

advi

ce g

iven

3.5

Id

entify

the

evid

ence

req

uired

to

support

the

choic

e of

the

‘unkn

own’

valu

e

3.6

Exp

lain

the

import

ance

of

storing info

rmat

ion a

nd r

ecord

s se

cure

ly f

or

futu

re a

cces

s an

d t

o m

eet

cert

ific

ation s

chem

e in

spec

tion

requirem

ents

3

Under

stan

d w

ritt

en

reco

rds

required

fo

r In

spec

tion

findin

gs

3.7

Exp

lain

the

role

and o

blig

atio

ns

of

cert

ific

atio

n s

chem

es in r

espec

t of

auditin

g r

ecord

s of in

spec

tion f

indin

gs

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exp

lain

to c

ust

om

ers

the

info

rmat

ion t

hey

will

nee

d t

o p

rovi

de

for

the

occ

upan

cy a

sses

smen

t

4.2

U

se a

ppro

priat

e m

ethods

to o

bta

in r

elev

ant

info

rmat

ion f

rom

cu

stom

ers

4.3

Confirm

that

the

cust

omer

is

the

per

son r

esponsi

ble

for

the

pro

per

ty’s

fu

el b

ills

and h

as t

he

auth

ority

to t

ake

action u

nder

the

Gre

en D

eal

4.4

G

ather

dat

a an

d info

rmat

ion f

rom

appro

priat

e docu

men

tation t

o

enab

le t

he

occ

upan

cy a

sses

smen

t to

tak

e pla

ce

4.5

Est

ablis

h t

hat

the

RdSAP

met

hodolo

gy

is a

ppro

priat

e fo

r id

entify

ing

Gre

en D

eal en

ergy

effici

ency

mea

sure

s in

the

pro

per

ty

4.6

Conduct

a m

ethodic

al v

isual

insp

ection o

f th

e pro

per

ty in a

ccord

ance

w

ith t

he

pre

scribed

met

hodolo

gy

for

the

occ

upan

cy a

sses

smen

t

4.7

Ass

ess

how

the

curr

ent

conditio

n o

f th

e pro

per

ty m

ay a

ffec

t its

ener

gy

per

form

ance

4.8

Chec

k fo

r th

e pre

sence

of

carb

on m

onoxi

de

det

ecto

rs in t

he

pro

per

ty

4

Be

able

to c

onduct

an

occ

upan

cy

asse

ssm

ent

4.9

See

k co

nfirm

atio

n t

hat

the

carb

on m

onoxi

de

det

ecto

rs a

re w

ork

ing if

pre

sent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Est

ablis

h w

ith c

ust

om

ers

thei

r nee

ds,

circu

mst

ance

s, a

bili

ties

, m

otiva

tions

and c

apab

ilities

in r

elat

ion t

o e

ner

gy

consu

mption

reduct

ion

5.2

Id

entify

any

const

rain

ts t

hat

mig

ht

affe

ct t

he

cust

om

er’s

abili

ty t

o a

ct

5.3

Pro

vide

advi

ce w

hic

h is

consi

sten

t w

ith t

he

nee

ds,

circu

mst

ance

s,

abili

ties

, m

otiva

tions

and c

apab

ilities

of th

e cu

stom

er

5.4

Pr

ovi

de

the

cust

om

er w

ith info

rmat

ion a

bout

pot

ential

fundin

g a

nd

finan

cial

support

ava

ilable

to t

hem

5.5

Advi

se c

ust

om

ers

affe

cted

by

fuel

pove

rty

and p

oor

envi

ronm

enta

l co

nditio

ns

about

the

sourc

es o

f hel

p a

nd a

dvi

ce a

vaila

ble

to t

hem

5.6

Exp

lain

to c

ust

om

ers

how

thei

r cu

rren

t use

of ap

plia

nce

s, s

yste

ms

and c

ontr

ols

affec

ts:

th

eir

ener

gy

consu

mption

fu

el b

ills

th

erm

al c

om

fort

risk

of

conden

sation

5.7

Pro

vide

info

rmat

ion o

n t

he

met

hods

and p

roduct

s fo

r ac

hie

ving:

th

e ef

fici

ent

man

agem

ent

of w

ater

usa

ge

and m

inim

isat

ion o

f w

aste

re

duct

ion,

re-u

se a

nd r

e-cy

clin

g o

f w

aste

5.8

Advi

se t

he

cust

om

er o

f th

e lim

itat

ions

on t

he

advi

ce g

iven

5

Be

able

to a

dvi

se

cust

om

ers

on

met

hods

of

reduci

ng e

ner

gy

consu

mption a

nd

achie

ving

affo

rdab

le w

arm

th

5.9

Res

pond t

o cu

stom

er q

uer

ies,

iss

ues

and c

once

rns

about

the

hom

e vi

sit

and t

he

occ

upat

ional

advi

ce g

iven

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Cre

ate

and m

ainta

in c

om

ple

te,

accu

rate

and leg

ible

rec

ord

s of

findin

gs

incl

udin

g:

in

vest

igat

ions

carr

ied o

ut

va

lues

rec

ord

ed

options

consi

der

ed

6.2

Ju

stify

dec

isio

ns

on v

alues

and t

he

nat

ure

of

the

advi

ce b

ased

on t

he

reco

rds

pro

duce

d

6.3

Rec

ord

cle

arly

wher

e in

form

atio

n c

annot

be

obta

ined

and w

her

e dat

a is

rec

ord

ed a

s ‘u

nkn

ow

n’ an

d w

hy

this

act

ion w

as u

nav

oid

able

6

Be

able

to m

ainta

in

writt

en r

ecor

ds

of

insp

ection f

indin

gs

6.4

Cat

alogue,

sec

ure

and s

tore

rec

ord

s fo

r th

e pre

scribed

per

iods

of

tim

e to

ensu

re a

cces

s fo

r fu

ture

use

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


32

Unit 3: Prepare and Issue Domestic Green Deal Advice Reports

Unit reference number: R/503/8187

QCF level: 4

Credit value: 6


Unit aim The aim of this unit is to enable learners to prepare and issue a domestic Green Deal Advice Report.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

33

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

pre

scribed

form

at a

nd c

onte

nt

of a

dom

estic

Gre

en D

eal

Advi

ce R

eport

1.2

Id

entify

the

info

rmat

ion r

equired

to p

roduce

a c

om

plia

nt

dom

estic

Gre

en D

eal Advi

ce R

eport

1.3

Exp

lain

how

to r

etriev

e an

y pre

-exi

stin

g E

ner

gy

Perf

orm

ance

Cer

tifica

tes

for

the

pro

per

ty a

nd t

he

under

pin

nin

g d

ata

linke

d t

o it

1.4

Id

entify

the

range

of

ener

gy

effici

ency

mea

sure

s th

at m

ay b

e in

cluded

w

ithin

a d

om

estic

Gre

en D

eal Advi

ce R

eport

1.5

Exp

lain

the

princi

ple

s under

pin

nin

g t

he

appro

ved s

oft

war

e use

d t

o

pre

par

e a

dom

estic

Gre

en D

eal Advi

ce R

eport

1.6

Id

entify

com

mon a

reas

of

pote

ntial

unce

rtai

nty

or

insu

ffic

ient

info

rmat

ion w

hic

h c

ould

aff

ect

valu

e at

trib

ution

1.7

D

efin

e th

e qual

ity

assu

rance

chec

ks t

o c

onduct

on info

rmat

ion t

o

ensu

re t

hat

:

va

lues

are

corr

ect

en

ergy

effici

ency

mea

sure

s ar

e re

alis

tic

and a

ppro

priat

e fo

r th

e su

bje

ct p

roper

ty

1

Under

stan

d t

he

pro

cess

of

inputt

ing d

ata

for

the

dom

estic

Gre

en

Dea

l Advi

ce

Rep

ort

s

1.8

D

efin

e th

e ci

rcum

stan

ces

in w

hic

h ite

ms

can b

e re

cord

ed a

s ‘u

nkn

own’ as

def

ined

by

conve

ntions

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.9

D

escr

ibe

the

conse

quen

ces

of re

cord

ing a

n ite

m a

s ‘u

nkn

ow

n’ or

as

built

on t

he

met

hodolo

gy’

s as

sess

men

t pro

cess

1.1

0

Iden

tify

the

implic

atio

ns

for

dom

estic

Gre

en D

eal re

port

s an

d e

ner

gy

effici

ency

mea

sure

s w

hen

the

conve

ntions

use

d in G

reen

Dea

l as

sess

men

ts c

han

ge

1.1

1

Des

crib

e how

to

ensu

re t

hat

dat

a is

inputt

ed c

orr

ectly

and h

ow

to

revi

ew d

ata

if t

he

calc

ula

tion w

ill n

ot

pro

cess

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

escr

ibe

the

rela

tionsh

ip b

etw

een t

he

build

ing f

abric

and b

uild

ing

serv

ices

and t

he

impac

t on t

he

ener

gy

asse

ssm

ent

pro

cess

and

ener

gy

effici

ency

mea

sure

s pro

pose

d

2.2

Exp

lain

how

any

futu

re inte

ntions

for

work

on t

he

pro

per

ty w

ill a

ffec

t th

e se

lect

ion a

nd o

rder

ing o

f w

ork

on e

ner

gy

effici

ency

mea

sure

s

2.3

D

escr

ibe

how

to

use

appro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

m

easu

res

that

are

bes

poke

to t

he

pro

per

ty a

nd its

curr

ent

occ

upie

r

2.4

Exp

lain

how

to c

hec

k an

d a

men

d e

ner

gy

effici

ency

mea

sure

s gen

erat

ed t

o e

nsu

re t

hey

are

appro

priat

e fo

r th

e pro

per

ty a

nd

cust

om

er

2.5

D

escr

ibe

the

conse

quen

ces

of m

akin

g inap

pro

priat

e su

gges

tions

for

ener

gy

effici

ency

mea

sure

s

2.6

D

escr

ibe

how

the

appro

ved s

oft

war

e gen

erat

es e

ner

gy

effici

ency

m

easu

res

and e

stim

ates

thei

r co

st s

avin

gs

2.7

Exp

lain

how

to a

dju

st e

stim

ated

sav

ings

in a

ccord

ance

with t

he

occ

upan

cy a

sses

smen

t to

pro

vide

an indic

atio

n o

f how

act

ual

sav

ings

may

diffe

r fr

om

sta

ndar

d e

stim

ates

2

Under

stan

d h

ow

to

asse

ss e

ner

gy

effici

ency

m

easu

res

for

the

dom

estic

Gre

en

Dea

l Advi

ce

Rep

ort

s

2.8

Exp

lain

what

is

mea

nt

by

the

Gre

en D

eal Pr

inci

ple

(G

old

en R

ule

) an

d

how

it

is c

alcu

late

d,

incl

udin

g t

hat

the

cost

of

ener

gy

effici

ency

m

easu

res

use

d in t

he

calc

ula

tion c

ould

chan

ge

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

conte

nt

of

the

codes

of pra

ctic

e an

d s

tandar

ds

that

apply

to

pre

par

ing d

om

estic

Gre

en D

eal Rep

ort

s

3.2

Exp

lain

the

import

ance

of

fully

dis

closi

ng a

ny

refe

rral

fee

s or

oth

er

ben

efits

rece

ived

in r

elat

ion t

o su

gges

ted p

roduct

s, s

ervi

ces

and

supplie

rs

3.3

Exp

lain

the

pro

cess

of

lodgin

g a

nd iss

uin

g a

dom

estic

Gre

en D

eal

Advi

ce R

eport

3.4

Id

entify

the

leve

l an

d d

etai

l of

info

rmat

ion s

tora

ge

required

in r

elat

ion

to d

om

estic

Gre

en D

eal Advi

ce R

eport

s

3

Under

stan

d h

ow

to

lodge

and iss

ue

dom

estic

Gre

en

Dea

l Advi

ce

Rep

ort

s

3.5

Exp

lain

how

to u

pdat

e th

e Ener

gy

Perf

orm

ance

Cer

tifica

te a

fter

the

inst

alla

tion o

f ag

reed

ener

gy

effici

ency

mea

sure

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Colla

te info

rmat

ion r

equired

incl

udin

g a

ny

pre

-exi

stin

g E

ner

gy

Perf

orm

ance

Cer

tifica

tes

4.2

U

se t

he

appro

ved s

oft

war

e to

pre

par

e dom

estic

Gre

en D

eal Rep

ort

s

4.3

Ensu

re t

hat

val

ues

ente

red for

all co

mponen

ts a

re a

ccura

te

4.4

Id

entify

are

as o

f pote

ntial unce

rtai

nty

or

insu

ffic

ient

info

rmat

ion

whic

h c

ould

aff

ect

valu

e at

trib

ution a

nd c

arry

out

chec

ks t

o a

void

lik

ely

erro

rs

4.5

Car

ry o

ut

furt

her

inve

stig

atio

ns

to iden

tify

appro

priat

e va

lues

in o

rder

to

red

uce

or

elim

inat

e use

of

def

ault v

alues

and t

he

‘unkn

ow

n’ option

4.6

Id

entify

the

circ

um

stan

ces

in w

hic

h t

he

use

of def

ault v

alues

or

‘unkn

own’ is

unav

oid

able

and t

he

step

s to

be

take

n t

o av

oid t

hei

r use

in

acc

ord

ance

with r

elev

ant

conve

ntions

and c

ode

of

pra

ctic

e

4.7

G

ener

ate

ener

gy

effici

ency

mea

sure

s w

hic

h a

re a

ppro

priat

e fo

r th

e pro

per

ty u

sing t

he

appro

ved s

oft

war

e an

d t

he

guid

ance

or

conve

ntions

apply

ing t

o its

use

4

Be

able

to p

repar

e dom

estic

Gre

en

Dea

l Advi

ce

Rep

ort

s

4.8

Id

entify

ener

gy

effici

ency

mea

sure

s w

hic

h t

ake

acco

unt

of:

th

e in

tera

ctio

n b

etw

een t

he

build

ing f

abric

and t

he

build

ing

serv

ices

build

ing loca

tion

nee

ds,

circu

mst

ance

s an

d m

otiv

atio

ns

of th

e cu

stom

er

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.9

U

se a

ppro

ved s

oft

war

e to

:

es

tim

ate

ener

gy

use

and a

ssoci

ated

ener

gy

cost

s

es

tim

ate

ener

gy

and c

ost

savi

ngs

from

ener

gy

effici

ency

mea

sure

s

pro

duce

fig

ure

s to

be

use

d in t

he

dom

estic

Gre

en D

eal (G

old

en

Rule

) ca

lcula

tion

as

sess

whic

h e

ner

gy

effici

ency

mea

sure

s or

pac

kages

of

mea

sure

s ar

e lik

ely

to b

e el

igib

le f

or

Gre

en D

eal finan

ce

4.1

0

Prep

are

dom

estic

Gre

en D

eal Advi

ce R

eport

s th

at m

eet

cert

ific

atio

n

schem

e re

quirem

ents

and c

ertifica

tion b

ody

requirem

ents

4.1

1

Chec

k th

e G

reen

Dea

l Advi

ce R

eport

to e

nsu

re it

is c

lear

and c

om

ple

te

4.1

2

Dis

close

any

refe

rral

fee

s or

oth

er b

enef

its

to b

e re

ceiv

ed s

hould

the

cust

om

er f

ollo

w s

ugges

tions

for

par

ticu

lar

pro

duct

s, s

ervi

ces

or

supplie

rs

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Colla

te info

rmat

ion in s

upport

of:

in

vest

igat

ions

carr

ied o

ut

va

lues

att

ribute

d

en

ergy

effici

ency

options

consi

der

ed

en

ergy

effici

ency

options

reje

cted

, w

ith just

ific

atio

n

sp

ecific

dec

isio

ns

mad

e an

d e

ner

gy

effici

ency

mea

sure

s pro

pose

d

5.2

Ensu

re t

hat

rec

ord

s ke

pt

are

clea

r, c

om

ple

te a

nd m

eet

Gre

en D

eal

and s

tatu

tory

req

uirem

ents

and follo

w a

ccep

ted p

rofe

ssio

nal

st

andar

ds

5.3

Fo

llow

the

pro

cedure

for

lodgin

g d

om

estic

Gre

en D

eal Advi

ce R

eport

s on t

he

pre

scribed

nat

ional

reg

iste

r

5.4

Is

sue

dom

estic

Gre

en D

eal Advi

ce R

eport

s to

cust

om

ers

5

Be

able

to lodge

and iss

ue

dom

estic

Gre

en D

eal Advi

ce

Rep

ort

s

5.5

Fo

llow

the

pro

cedure

s fo

r updat

ing a

n E

ner

gy

Perf

orm

ance

Cer

tifica

te

afte

r th

e in

stal

lation o

f en

ergy

effici

ent

mea

sure

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


40

Unit 4: Conduct Energy Assessments in a Safe, Effective and Professional Manner

Unit reference number: H/503/8162

QCF level: 3

Credit value: 6


Unit aim The aim of this unit is to develop knowledge, understanding and skills that contribute to the health, safety and security of the workplace, and effective working relationships with others. The unit enables learners to conduct energy assessments in a professional and ethical manner, complying with organisational and legal requirements at all times.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

41

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

rele

vant

legal

duties

for

hea

lth,

safe

ty a

nd s

ecurity

in t

he

work

pla

ce

1.2

Id

entify

the

hea

lth,

safe

ty a

nd s

ecurity

ris

ks t

hat

cou

ld e

xist

in

diffe

rent

loca

tions,

and t

he

action t

o t

ake

to m

inim

ise

or

mitig

ate

risk

s

1.3

Id

entify

the

risk

s to

sel

f w

hic

h a

re a

ssoci

ated

with lone

work

ing

1.4

Exp

lain

why

it is

import

ant

to r

emai

n a

lert

to t

he

pre

sence

of

risk

s in

th

e w

ork

pla

ce

1.5

Exp

lain

the

import

ance

of

per

sonal

conduct

in m

ainta

inin

g t

he

hea

lth,

safe

ty a

nd s

ecurity

of yo

urs

elf

or

oth

ers

1.6

Exp

lain

how

to m

ake

use

of

rele

vant

supplie

rs’ an

d m

anufa

cture

rs’

inst

ruct

ions

for

the

safe

use

of

equip

men

t, m

ater

ials

and p

roduct

s

1.7

Exp

lain

who

should

be

info

rmed

of an

y co

nflic

ts b

etw

een d

iffe

rent

hea

lth,

safe

ty a

nd s

ecurity

req

uirem

ents

1.8

D

escr

ibe

the

pro

cedure

s fo

r diffe

rent

types

of em

ergen

cy

1.9

Id

entify

the

types

of

sugges

tions

for

impro

ving h

ealth,

safe

ty a

nd

secu

rity

at

work

that

could

be

mad

e an

d w

ho

should

be

giv

en t

hem

1

Under

stan

d t

he

hea

lth a

nd s

afet

y re

quirem

ents

when

under

taki

ng e

ner

gy

asse

ssm

ents

1.1

0

Iden

tify

the

actions

that

may

be

take

n t

o pro

tect

cust

om

ers’

pro

per

ty

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

why

it is

import

ant

to p

rom

ote

goodw

ill a

nd t

rust

when

w

ork

ing w

ith o

ther

s an

d w

ays

in w

hic

h t

his

can

be

achie

ved

2.2

Exp

lain

how

to iden

tify

the

info

rmat

ion y

ou r

equire

and t

he

pote

ntial

so

urc

es o

f su

ch info

rmat

ion

2.3

D

escr

ibe

how

to

resp

ond t

o e

nquirie

s fr

om

oth

ers

and h

ow t

o cl

arify

thei

r in

form

atio

n n

eeds

2.4

Exp

lain

how

to r

espond t

o e

nquirie

s w

hic

h a

re o

uts

ide

your

auth

ority

, bey

ond y

our

area

of

know

ledge

or

exper

tise

, or

wher

e th

e in

form

atio

n

reques

ted is

confiden

tial

2.5

D

efin

e th

e ex

tent

and lim

its

for

your

ow

n c

om

pet

ence

and e

xper

tise

an

d t

he

import

ance

of not

work

ing b

eyond t

hes

e lim

its

2.6

D

escr

ibe

the

way

s in

whic

h d

ispute

s or

diffe

rence

s of

opin

ion s

hou

ld

be

han

dle

d a

nd r

esolv

ed t

o m

inim

ise

offen

ce a

nd m

ainta

in r

espec

t

2.7

D

escr

ibe

the

form

al c

om

pla

ints

pro

cedure

that

cove

rs y

our

work

in

term

s of:

an

y sp

ecific

org

anis

atio

nal

req

uirem

ents

with r

egar

d t

o c

om

pla

ints

yo

ur

own r

esponsi

bili

ty t

o d

eal w

ith c

om

pla

ints

and a

ttem

pt

to

reso

lve

them

bef

ore

esc

alat

ing t

o th

e ac

cred

itat

ion b

ody,

or

the

equiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions

2.8

Id

entify

the

range

of pot

ential

conflic

ts o

f in

tere

st t

hat

you m

ay

enco

unte

r an

d t

he

action r

equired

to m

anag

e th

ese

2

Under

stan

d t

he

legis

lation,

codes

of

conduct

and

com

plia

nce

re

quirem

ents

in

rela

tion t

o e

ner

gy

asse

ssm

ent

2.9

Exp

lain

why

it is

import

ant

to p

rese

nt

a posi

tive

per

sonal

and

pro

fess

ional

im

age

when

dea

ling w

ith p

eople

and h

ow

this

can

be

achie

ved

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

0

Des

crib

e th

e w

ays

in w

hic

h y

ou m

ay d

evel

op y

ours

elf

within

you

r ro

le

to c

ove

r yo

ur

dev

elopm

ent

nee

ds

2.1

1

Def

ine

the

leve

l of

serv

ice

expec

ted b

y cu

stom

ers,

thei

r ex

pec

tations

as t

o t

he

outc

om

es o

f th

e en

ergy

asse

ssm

ent

or

advi

ce p

roce

ss,

and

how

to d

eliv

er a

n a

ppro

priat

e le

vel of

cust

om

er s

ervi

ce

2.1

2

Exp

lain

the

nee

d f

or

pro

mpt

resp

onse

s to

enquirie

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

the

rele

vant

polic

ies

and leg

isla

tion o

n c

om

bat

ing c

limat

e ch

ange

and t

he

reduct

ion o

f ca

rbon e

mis

sions

from

build

ings

3.2

D

escr

ibe

the

rele

vant

legis

lation c

ove

ring:

th

e en

ergy

per

form

ance

of

build

ings

co

mplia

nce

with s

afe

work

ing p

ract

ices

th

e re

leva

nt

regula

tions

in t

he

Dev

olv

ed A

dm

inis

trat

ions

w

her

e ap

pro

priat

e, r

elev

ant

legis

lation o

n t

he

use

of

refr

iger

ants

3.3

D

escr

ibe

the

rele

vant

off

icia

l guid

ance

and c

onve

ntions

rela

ting t

o t

he

asse

ssm

ent

of

ener

gy

per

form

ance

3.4

D

escr

ibe

your

spec

ific

res

ponsi

bili

ties

under

pre

scribed

codes

of

conduct

and e

thic

al s

tandar

ds

3.5

D

escr

ibe

why

it is

import

ant

to c

om

ply

with m

andat

ory

and a

dvi

sory

co

des

of

pra

ctic

e

3.6

D

escr

ibe

the

spec

ific

auditin

g o

r m

onitoring r

equirem

ents

that

rel

ate

to y

our

regis

trat

ion w

ith y

our

accr

editat

ion o

rgan

isat

ion(s

), o

r th

e eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions,

and y

our

resp

onsi

bili

ties

in

com

ply

ing w

ith t

hes

e

3.7

D

escr

ibe

the

fram

ework

under

whic

h a

ccre

ditat

ion b

odie

s, o

r th

e eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions,

are

req

uired

to o

per

ate,

in

cludin

g t

hei

r Sch

eme

Oper

atin

g R

equirem

ents

or

equiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions

U

nder

stan

d t

he

legis

lation,

codes

of

conduct

and

com

plia

nce

re

quirem

ents

in

rela

tion t

o e

ner

gy

asse

ssm

ent

3.8

Exp

lain

the

import

ance

of

obta

inin

g a

nd m

ainta

inin

g a

ppro

priat

e pro

fess

ional

indem

nity

insu

rance

(PI

I) c

ove

r, e

ither

thro

ugh y

our

ow

n

busi

nes

s or

your

emplo

yer,

and t

he

exte

nt

and lim

itat

ions

of th

is t

ype

of

cove

r

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Car

ry o

ut

work

in a

ccord

ance

with t

he

rele

vant

legal

req

uirem

ents

, le

gis

lation a

nd a

dvi

sory

and m

andat

ory

codes

of

pra

ctic

e

4.2

Car

ry o

ut

work

in a

ccord

ance

with t

he

auditin

g a

nd m

onitoring

requirem

ents

of th

e re

leva

nt

accr

editat

ion o

r ce

rtific

atio

n

org

anis

atio

n/s

4.3

Rec

ord

cust

om

er c

onta

ct info

rmat

ion in a

ccord

ance

with

org

anis

atio

nal

and leg

al r

equirem

ents

such

as

the

dat

a pro

tect

ion

legis

lation

4.4

Id

entify

and m

ainta

in a

ppro

priat

e ev

iden

ce t

o r

ecord

to s

upport

you

r dec

isio

ns

and a

ssum

ptions

mad

e w

hen

car

ryin

g o

ut

ener

gy

asse

ssm

ents

4

Be

able

to c

om

ply

w

ith o

rgan

isat

ional

an

d leg

al

requirem

ents

at

all

tim

es

4.5

Id

entify

the

evid

ence

req

uirem

ents

def

ined

in S

chem

e O

per

atin

g

Req

uirem

ents

, or

thei

r eq

uiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Tak

e ac

tion t

o m

itig

ate

hea

lth,

safe

ty a

nd s

ecurity

ris

ks

5.2

Ensu

re p

erso

nal

conduct

does

not

endan

ger

the

hea

lth,

safe

ty a

nd

secu

rity

of

self a

nd o

ther

peo

ple

5.3

Tak

e ac

tion t

o e

nsu

re t

he

pro

tect

ion o

f cl

ient’s

pro

per

ty a

nd b

uild

ings

5.4

Adher

e to

work

pla

ce p

olic

ies

and s

upplie

rs’ or

man

ufa

cture

rs’

inst

ruct

ions

for

the

safe

use

of eq

uip

men

t, p

erso

nal

pro

tect

ive

equip

men

t (P

PE),

mat

eria

ls a

nd p

roduct

s

5.5

Id

entify

pro

cedure

s fo

r diffe

rent

types

of

emer

gen

cy a

nd im

ple

men

t th

em

5

Be

able

to m

ainta

in

hea

lth,

safe

ty a

nd

secu

rity

at

work

5.6

M

ake

reco

mm

endat

ions

for

impro

ving h

ealth,

safe

ty a

nd s

ecurity

in

the

work

pla

ce t

o t

he

rele

vant

per

son/s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

evel

op a

nd m

ainta

in p

roduct

ive

work

ing r

elat

ionsh

ips

with o

ther

s

6.2

Req

ues

t in

form

atio

n f

rom

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s in

a p

olit

e, c

lear

and p

rofe

ssio

nal

man

ner

6.3

Id

entify

and m

ake

use

of

furt

her

sourc

es o

f in

form

atio

n/h

elp

6.4

D

eal w

ith e

nquirie

s fr

om

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s an

d s

eek

clar

ific

atio

n w

her

e nec

essa

ry

6.5

H

andle

enquirie

s w

hic

h:

ar

e outs

ide

ow

n a

uth

ority

ar

e bey

ond o

wn a

rea

of

know

ledge

or

exper

tise

in

volv

e co

nfiden

tial in

form

atio

n

6.6

H

andle

and r

esolv

e dis

pute

s an

d/o

r diffe

rence

s of

opin

ion

6

Be

able

to d

evel

op

and m

ainta

in

effe

ctiv

e w

orki

ng

rela

tionsh

ips

with

colle

agues

, pro

fess

ional

s,

clie

nts

and o

ther

s

6.7

Adher

e to

the

form

al c

om

pla

ints

pro

cedure

when

dea

ling w

ith a

co

mpla

int

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

D

eal w

ith c

olle

agues

, pro

fess

ional

s, c

lients

and o

ther

s in

a t

actf

ul,

court

eous

and e

quitab

le m

anner

7.2

Car

ry o

ut

work

in a

ccord

ance

with p

resc

ribed

codes

of

conduct

, et

hic

al s

tandar

ds

and r

ecognis

ed g

ood p

ract

ice

7.3

Rec

ord

all

evid

ence

support

ing t

he

assu

mptions

and d

ecis

ions

mad

e during t

he

asse

ssm

ent

7.4

D

emonst

rate

effec

tive

man

agem

ent

of w

ork

act

ivitie

s an

d p

erso

nal

an

d p

rofe

ssio

nal

dev

elopm

ent

7.5

Res

pond a

ppro

priat

ely

to p

ress

ure

fro

m a

ny

per

son/s

whic

h m

ay

affe

ct o

wn judgm

ent

7.6

D

emonst

rate

del

iver

y of

the

appro

priat

e le

vel of

cust

om

er s

ervi

ce

7

Be

able

to c

onduct

en

ergy

asse

ssm

ents

in a

pro

fess

ional

m

anner

.

7.7

Ass

ess

cust

om

er e

xpec

tations

as t

o t

he

outc

omes

of

the

ener

gy

asse

ssm

ent

or

advi

ce p

roce

ss

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________

jacqcris

Sticky Note

please remove the full stop


49

Unit 5: Prepare for Energy Assessments of Domestic Property

Unit reference number: K/503/8163

QCF level: 3

Credit value: 4


Unit aim This unit aims to develop the knowledge and skills needed before making an energy assessment, for example taking instructions, clarifying requirements and making initial investigations relating to the property or properties.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

50

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

rele

vant

legis

lation g

ivin

g r

ise

to e

ner

gy

asse

ssm

ents

and

Ener

gy

Perf

orm

ance

Cer

tifica

tes,

for

Engla

nd a

nd W

ales

and for

the

Dev

olv

ed A

dm

inis

trat

ions

1.2

Exp

lain

the

regula

tions

and g

uid

ance

under

that

leg

isla

tion r

elat

ing t

o

the

role

of D

om

estic

Ener

gy

Ass

esso

rs o

r al

tern

ativ

es w

ithin

the

Dev

olv

ed A

dm

inis

trat

ions

and t

he

under

taki

ng o

f en

ergy

asse

ssm

ents

1.3

Id

entify

the

types

of

pro

per

ty a

nd s

ituat

ions

that

do

not

by

law

re

quire

an E

ner

gy

Perf

orm

ance

Cer

tifica

te

1

Under

stan

d t

he

legis

lation a

nd

regula

tions

rela

ting

to e

ner

gy

asse

ssm

ents

and

Ener

gy

Perf

orm

ance

Cer

tifica

tes

1.4

Exp

lain

the

princi

ple

s of

the

Gre

en D

eal an

d t

he

role

of

Ener

gy

Perf

orm

ance

Cer

tifica

tes

within

Gre

en D

eal

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

how

to c

larify

and c

onfirm

the

expec

tations

of

the

cust

om

er

2.2

D

escr

ibe

the

bas

ic p

rinci

ple

s of

the

Gre

en D

eal or

equiv

alen

ts w

ithin

th

e D

evolv

ed A

dm

inis

trat

ions,

and t

he

role

of Ener

gy

Perf

orm

ance

Cer

tifica

tes

within

those

sch

emes

2.3

Sta

te w

hen

a p

ote

ntial

conflic

t of

inte

rest

will

req

uire

dis

closu

re t

o t

he

cust

om

er,

or

will

req

uire

the

nee

d t

o d

eclin

e th

e in

stru

ctio

ns

alto

get

her

2.4

Exp

lain

the

limitat

ions

and c

onst

rain

ts t

hat

apply

to t

he

conduct

of

ener

gy

asse

ssm

ents

and t

o t

he

pre

scribed

met

hodolo

gy

2.5

D

escr

ibe

the

limited

circu

mst

ance

s w

her

e re

pre

senta

tive

pro

per

ties

an

d/o

r dat

a co

llect

ed b

y oth

ers

may

be

use

d in t

he

pre

par

atio

n o

f Ener

gy

Perf

orm

ance

Cer

tifica

tes

for

exis

ting d

wel

lings

2.6

Id

entify

alter

nat

ives

to t

he

pre

scribed

met

hodol

ogy

for

exis

ting

hom

es,

Red

uce

d d

ata

SAP

(RdSAP)

and t

he

circ

um

stan

ces

when

an

alte

rnat

ive

met

hodolo

gy

shou

ld b

e co

nsi

der

ed

2.7

D

escr

ibe

the

options

that

the

clie

nt

could

consi

der

reg

ardin

g t

he

use

of

an a

lter

nat

ive

asse

ssm

ent

met

hodolo

gy,

such

as

refe

rrin

g o

n t

o a

n

asse

ssor

accr

edited

for

that

met

hod

olo

gy

2.8

Exp

lain

the

import

ance

of

confirm

ing in w

riting t

he

arra

ngem

ents

ag

reed

bet

wee

n y

ou a

nd t

he

cust

om

er

2.9

D

escr

ibe

the

fee

stru

cture

s an

d p

aym

ent

arra

ngem

ents

for

ener

gy

asse

ssm

ents

2

Under

stan

d h

ow

to

agre

e an

d c

onfirm

in

stru

ctio

ns

to

under

take

ener

gy

asse

ssm

ents

2.1

0

Exp

lain

how

to c

onfirm

on-s

ite

insp

ection a

rran

gem

ents

with t

he

cust

om

er o

r oth

er o

ccupie

r

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

1

Exp

lain

the

import

ance

of

confirm

ing w

het

her

any

spec

ific

ar

rangem

ents

apply

to t

he

ener

gy

asse

ssm

ent

2.1

2

Des

crib

e how

to

iden

tify

and e

xpla

in a

ny

circ

um

stan

ces

that

pre

vent

you fro

m u

nder

taki

ng a

n e

ner

gy

asse

ssm

ent

2.1

3

Des

crib

e how

to

expla

in t

hat

rat

ings

and r

ecom

men

dat

ions

may

diffe

r fr

om

pas

t as

sess

men

ts d

ue

to c

han

ges

in m

ethodolo

gy

or

legis

lation

and o

ther

diffe

rence

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

diffe

rent

types

of

info

rmat

ion t

hat

it

is im

port

ant

to o

bta

in

to g

ener

ate

a co

mple

te a

nd a

ccura

te E

ner

gy

Perf

orm

ance

Cer

tifica

te

3.2

Id

entify

the

diffe

rent

sourc

es o

f in

form

atio

n r

elat

ing t

o t

he

ener

gy

per

form

ance

of

the

pro

per

ty t

hat

can

be

inve

stig

ated

3.3

D

escr

ibe

how

to

obta

in info

rmat

ion o

n r

elev

ant

mat

ters

rel

atin

g t

o t

he

ener

gy

per

form

ance

of th

e pro

per

ty

3.4

Id

entify

the

pre

vaili

ng g

eogra

phic

al/e

nvi

ronm

enta

l fe

ature

s th

at m

ay

affe

ct t

he

ener

gy

per

form

ance

of th

e pro

per

ty

3.5

D

escr

ibe

how

to

eval

uat

e re

leva

nt

info

rmat

ion in o

rder

to iden

tify

any

signific

ant

fact

ors

that

may

influen

ce t

he

ener

gy

asse

ssm

ent

3.6

D

escr

ibe

how

to

iden

tify

circu

mst

ance

s th

at p

reve

nt

you fro

m

asse

ssin

g t

he

ener

gy

per

form

ance

of

the

pro

per

ty

3

Under

stan

d h

ow

to

inve

stig

ate

rele

vant

mat

ters

re

lating t

o t

he

pro

per

ty

3.7

Exp

lain

why

it is

import

ant

to e

nsu

re t

hat

you h

ave

acce

ss t

o t

he

most

up-t

o-d

ate

vers

ion o

f th

e RdSAP

soft

war

e an

d a

ssoci

ated

re

fere

nce

mat

eria

ls

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Cla

rify

and c

onfirm

the

expec

tations

and r

equirem

ents

of th

e cl

ient

4.2

Res

pond t

o re

ques

ts t

o under

take

ener

gy

asse

ssm

ents

4.3

Exp

lain

to t

he

clie

nt

that

an E

ner

gy

Perf

orm

ance

Cer

tifica

te is

a le

gally

req

uired

docu

men

t, t

hat

its

form

and c

onte

nt

is p

resc

ribed

and

that

it

must

be

acco

mpan

ied b

y co

st-e

ffec

tive

rec

om

men

dat

ions

4.4

Exp

lain

to t

he

clie

nt

the

term

s an

d c

onditio

ns

under

whic

h t

he

ener

gy

asse

ssm

ent

will

be

under

take

n,

incl

udin

g a

ny

circ

um

stan

ces

or

const

rain

ts t

hat

may

pre

vent

it

4.5

Exp

lain

to t

he

clie

nt

when

a p

ote

ntial

conflic

t of

inte

rest

req

uires

dis

closu

re t

o t

he

clie

nt

or

requires

the

ener

gy

asse

ssor

to d

eclin

e th

e in

stru

ctio

ns

alto

get

her

4.6

Exp

lain

to t

he

clie

nt

the

limited

circu

mst

ance

s w

her

e re

pre

senta

tive

pro

per

ties

and/o

r dat

a co

llect

ed b

y oth

ers

may

be

use

d in t

he

pre

par

atio

n o

f Ener

gy

Perf

orm

ance

Cer

tifica

tes

for

exis

ting d

wel

lings

4.7

W

her

e use

of

the

Red

uce

d D

ata

SAP

(RdSAP)

met

hodolo

gy

is n

ot

appro

priat

e, d

irec

t th

e cu

stom

er t

owar

ds

the

appro

priat

e ap

pro

ved

asse

ssm

ent

met

hodolo

gy

4.8

Confirm

agre

ed a

rran

gem

ents

in w

riting,

incl

udin

g d

ate

and s

pec

ific

ci

rcum

stan

ces,

pro

toco

ls a

nd t

he

pre

scribed

form

and c

onte

nt

4.9

Confirm

with t

he

clie

nt

on-s

ite

insp

ection a

rran

gem

ents

, in

cludin

g a

ny

spec

ific

arr

angem

ents

, th

e fe

e st

ruct

ure

s an

d p

aym

ent

arra

ngem

ents

4

Be

able

to a

gre

e an

d c

onfirm

in

stru

ctio

ns

to

under

take

ener

gy

asse

ssm

ents

4.1

0

Wher

e nec

essa

ry,

expla

in t

o t

he

clie

nt

that

rat

ings

and

reco

mm

endat

ions

may

diffe

r fr

om

pas

t as

sess

men

ts d

ue

to c

han

ges

in

met

hodolo

gy

or

legis

lation,

and o

ther

diffe

rence

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exp

lain

options

that

the

clie

nt

could

consi

der

reg

ardin

g t

he

use

of an

al

tern

ativ

e as

sess

men

t m

ethodolo

gy,

such

as

refe

rrin

g o

n t

o a

n

asse

ssor

accr

edited

for

that

met

hod

olo

gy

5.2

In

vest

igat

e an

d r

ecord

the

info

rmat

ion n

eces

sary

to g

ener

ate

a co

mple

te a

nd a

ccura

te E

ner

gy

Perf

orm

ance

Cer

tifica

te

5.3

Eva

luat

e si

gnific

ant

fact

ors

such

as

geo

gra

phic

al/e

nvi

ronm

enta

l fe

ature

s th

at m

ay influen

ce o

r af

fect

the

conduct

of th

e en

ergy

asse

ssm

ent

5.4

Id

entify

circu

mst

ance

s th

at p

reve

nt

the

asse

ssm

ent

of

the

ener

gy

per

form

ance

of

a pro

per

ty (

e.g.

hea

lth a

nd s

afet

y) a

nd e

nsu

re t

hat

th

e cl

ient

is info

rmed

5

Be

able

to

inve

stig

ate

rele

vant

mat

ters

re

lating t

o t

he

pro

per

ty

5.5

Ensu

re t

hat

the

most

up-t

o-d

ate

vers

ion o

f th

e pre

scribed

soft

war

e an

d a

ssoci

ated

ref

eren

ce m

ater

ials

can

be

acce

ssed

.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


56

Unit 6: Undertake Energy Inspections

Unit reference number: T/503/8165

QCF level: 3

Credit value: 11


Unit aim This unit aims to develop the competences needed to be able to carry out an inspection in order to determine the energy performance of property by gathering data and information in accordance with the prescribed methodology (RdSAP) to generate an Energy Performance Certificate.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

57

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

princi

ple

s of

build

ing s

truct

ure

, se

rvic

es,

elem

ents

and

fabric

as r

elev

ant

to e

ner

gy

per

form

ance

of

pro

per

ty

1.2

Id

entify

the

equip

men

t an

d r

esourc

es n

eeded

for

the

insp

ection a

nd

expla

in h

ow

to u

se t

hem

1.3

Exp

lain

the

det

aile

d insp

ection r

equirem

ents

that

apply

to

a pro

per

ty

as d

efin

ed b

y th

e cu

rren

t pre

scribed

met

hodolo

gy,

incl

udin

g t

he

def

initio

ns

and c

onve

ntions

that

apply

1.4

Id

entify

the

various

char

acte

rist

ics

of

build

ings

1.5

Id

entify

the

spac

e an

d w

ater

hea

ting s

yste

m(s

) an

d lig

hting s

yste

ms

pre

sent

at t

he

pro

per

ty

1.6

Exp

lain

the

conse

quen

ces,

for

bot

h t

he

rating r

esult a

nd e

ner

gy

effici

ency

mea

sure

s, o

f re

cord

ing a

n ite

m a

s ‘u

nkn

own’ or

‘as

built

’

1

Under

stan

d t

he

info

rmat

ion t

hat

is

nee

ded

to p

roduce

th

e dat

a to

gen

erat

e an

Ener

gy

Perf

orm

ance

Cer

tifica

te (

EPC

) of

a

dom

estic

pro

per

ty

1.7

Sta

te t

he

purp

ose

beh

ind g

ove

rnm

ent

pro

cedure

s fo

r as

sess

ing t

he

ener

gy

per

form

ance

of pro

per

ty

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

the

fact

ors

and a

ssum

ptions

that

are

mad

e in

det

erm

inin

g

ener

gy

per

form

ance

2.2

Exp

lain

the

def

initio

ns

and c

onve

ntions

of

RdSAP

met

hodolo

gy

and

the

effe

ct o

f ch

anges

to

them

ove

r tim

e

2.3

Id

entify

the

fact

ors

that

are

not

dee

med

to a

ffec

t th

e en

ergy

per

form

ance

2.4

Exp

lain

the

rela

tive

sen

sitivi

ty o

f th

e diffe

rent

fact

ors

that

affec

t en

ergy

per

form

ance

and c

ritica

l pro

per

ty f

eatu

res

wher

e in

corr

ect

choic

e of

valu

es w

ill b

e si

gnific

antly

det

rim

enta

l to

acc

ura

cy

2.5

Id

entify

in o

utlin

e th

e diffe

rence

s bet

wee

n t

he

RdSAP

and S

tandar

d

Ass

essm

ent

Proce

dure

(SAP)

ener

gy

asse

ssm

ent

met

hodolo

gie

s

Exp

lain

the

fact

ors

that

could

affec

t th

e ch

oic

e of

ener

gy

effici

ency

m

easu

res

for

the

pro

per

ty,

incl

udin

g:

is

sues

that

mak

e th

em u

nsu

itab

le f

or

the

pro

per

ty

in

tera

ctio

ns

bet

wee

n b

uild

ing f

abric

and b

uild

ing s

ervi

ces

lis

ted b

uild

ing s

tatu

s/co

nse

rvat

ion a

reas

2.6

Exp

lain

the

requirem

ents

and a

pplic

atio

n o

f re

leva

nt

build

ing

regula

tions

and o

ther

tec

hnic

al s

tandar

ds

2.7

Exp

lain

the

purp

ose

beh

ind g

ove

rnm

ent

pro

cedure

s fo

r as

sess

ing t

he

ener

gy

per

form

ance

of pro

per

ty

2.8

D

escr

ibe

the

types

of

beh

avio

ura

l ad

vice

reg

ardin

g e

ner

gy

effici

ency

th

at c

an b

e pro

vided

to o

ccupan

ts d

uring insp

ection

2

Under

stan

d t

he

range

of fa

ctors

th

at a

ffec

t th

e en

ergy

per

form

ance

of

a pro

per

ty

2.9

Id

entify

the

sourc

es o

f in

form

atio

n a

nd a

dvi

ce a

bout

ener

gy

per

form

ance

to w

hic

h o

ccupan

ts c

an b

e re

ferr

ed

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

59

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Exp

lain

the

import

ance

of

keep

ing y

our

reco

rds

legib

le,

com

ple

te a

nd

accu

rate

3.2

Exp

lain

the

purp

ose

beh

ind g

ove

rnm

ent

pro

cedure

s fo

r as

sess

ing t

he

ener

gy

per

form

ance

of pro

per

ty

3.3

Id

entify

the

range

of m

ethods,

form

ats

and c

onve

ntions

for

reco

rdin

g

info

rmat

ion a

nd e

viden

ce o

n t

he

pro

per

ty a

nd its

ener

gy

per

form

ance

3.4

Id

entify

the

required

ran

ge

of

info

rmat

ion a

nd e

viden

ce r

elat

ing t

o t

he

pro

per

ty a

nd its

ener

gy

per

form

ance

as

def

ined

by

the

curr

ent

RdSAP

met

hodolo

gy

and its

ass

oci

ated

guid

ance

and c

onve

ntions

3.5

Id

entify

the

leve

l of

det

ail w

ithin

you

r re

cord

s re

quired

to p

roduce

co

mple

te a

nd c

om

pre

hen

sive

Ener

gy

Per

form

ance

Cer

tifica

tes

and

just

ify

your

dec

isio

ns

on v

alues

rec

ord

ed a

nd e

ner

gy

effici

ency

m

easu

res

sele

cted

3.6

D

escr

ibe

the

import

ance

of

mak

ing a

nd m

ainta

inin

g r

ecord

s th

at a

re

com

ple

te,

accu

rate

and leg

ible

3.7

Sta

te t

he

reas

ons

why

it is

nec

essa

ry a

nd im

port

ant

to r

ecord

wher

e an

d w

hy

accu

rate

insp

ection h

as n

ot

bee

n p

oss

ible

3.8

D

escr

ibe

the

circ

um

stan

ces

in w

hic

h r

ecord

s ca

n incl

ude

the

fact

that

in

form

atio

n is

‘unkn

own’ an

d t

he

evid

ence

req

uired

to s

upport

this

ch

oic

e

3.9

D

escr

ibe

why

it is

import

ant

to s

tore

rec

ord

s se

cure

ly,

allo

win

g f

or

futu

re a

cces

s

3

Under

stan

d h

ow

to

colla

te a

nd

mai

nta

in r

ecord

s of

insp

ection f

indin

gs

3.1

0

Sta

te t

he

purp

ose

s fo

r w

hic

h y

our

reco

rds

may

be

use

d

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

60

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

troduce

sel

f an

d p

rovi

de

evid

ence

of

iden

tity

to t

hose

pre

sent

at t

he

pro

per

ty b

efore

com

men

cing t

he

insp

ection

4.2

Ensu

re t

hat

you h

ave

the

equip

men

t an

d r

esou

rces

nee

ded

for

the

insp

ection,

use

them

corr

ectly

and inte

rpre

t dat

a ac

cura

tely

4.3

Id

entify

and r

ecord

the

age

and m

ethod o

f co

nst

ruct

ion o

f th

e pro

per

ty,

the

mai

n m

ater

ials

use

d incl

udin

g t

he

gla

zing,

and t

he

spac

e, w

ater

-hea

ting a

nd lig

hting s

yste

ms

pre

sent

4.4

Exp

lain

to t

he

clie

nt

any

circ

um

stan

ces

whic

h p

reve

nt

the

insp

ection

of

the

pro

per

ty

4.5

U

nder

take

a m

ethodic

al v

isual

insp

ection o

f al

l re

leva

nt

aspec

ts o

f th

e pro

per

ty in a

ccord

ance

with t

he

requirem

ents

of

the

Red

uce

d D

ata

SAP

(RdSAP)

met

hodolo

gy

and its

conve

ntions,

to p

rovi

de

an o

utc

om

e w

hic

h is

consi

sten

t w

ith o

ther

ener

gy

asse

ssors

4

Be

able

to insp

ect

pro

per

ty t

o

det

erm

ine

ener

gy

per

form

ance

4.6

Pr

ovi

de

beh

avio

ura

l ad

vice

reg

ardin

g e

ner

gy

effici

ency

to o

ccupan

ts

wher

e poss

ible

and s

ourc

es o

f fu

rther

info

rmat

ion a

nd a

dvi

ce

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

M

ake

accu

rate

obse

rvat

ions

and m

easu

rem

ents

to p

rovi

de

dat

a fo

r ca

lcula

tion o

f en

ergy

per

form

ance

rat

ings

5.2

O

bta

in a

ll additio

nal

info

rmat

ion t

hat

is

nee

ded

about

the

pro

per

ty,

espec

ially

wher

e th

is is

nee

ded

to a

void

rec

ord

ing a

n ite

m a

s ‘u

nkn

own’

5.3

M

ake

furt

her

inve

stig

atio

ns

wher

e obse

rvat

ions

are

inco

nsi

sten

t w

ith

exis

ting e

viden

ce a

nd e

xpec

ted f

indin

gs,

iden

tify

ing t

he

cause

s of

thes

e in

consi

sten

cies

5.4

Id

entify

pro

per

ty f

eatu

res

wher

e in

corr

ect

choic

e of

valu

es w

ill b

e si

gnific

antly

det

rim

enta

l to

acc

ura

cy a

nd t

ake

appro

priat

e st

eps

to

corr

ectly

repre

sent

thes

e fe

ature

s to

arr

ive

at a

n a

ccura

te a

sses

smen

t of

the

pro

per

ty

5.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r co

llect

ing info

rmat

ion t

o e

nab

le t

he

ener

gy

effici

ency

of

the

pro

per

ty t

o be

det

erm

ined

5

Be

able

to c

olla

te

rele

vant

info

rmat

ion t

o

asse

ss t

he

ener

gy

leve

l of

the

pro

per

ty

5.6

Id

entify

and r

ecord

any

fact

ors

that

could

affec

t th

e ch

oic

e of

ener

gy

effici

ency

mea

sure

s fo

r th

e pro

per

ty,

such

as:

is

sues

that

mak

e th

em u

nsu

itab

le f

or

the

pro

per

ty

lis

ted b

uild

ing s

tatu

s

in

tera

ctio

ns

bet

wee

n b

uild

ing f

abric

and b

uild

ing s

ervi

ces

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Pro

duce

and m

ainta

in c

om

ple

te,

accu

rate

and leg

ible

rec

ord

s of yo

ur

findin

gs,

incl

udin

g:

in

vest

igat

ions

carr

ied o

ut

va

lues

rec

ord

ed

options

consi

der

ed

6.2

Rec

ord

info

rmat

ion a

t a

suffic

ient

leve

l of

det

ail to

pro

duce

com

ple

te

and c

om

pre

hen

sive

Ener

gy

Perf

orm

ance

Cer

tifica

tes

and just

ify

your

dec

isio

ns

on v

alues

rec

ord

ed a

nd e

ner

gy

effici

ency

mea

sure

s se

lect

ed

6.3

Id

entify

the

range

of in

form

atio

n a

nd e

viden

ce r

elat

ing t

o t

he

pro

per

ty a

nd its

ener

gy

per

form

ance

as

def

ined

by

the

curr

ent

RdSAP

met

hodolo

gy

and its

ass

oci

ated

guid

ance

and c

onve

ntions

6.4

Cre

ate,

mai

nta

in a

nd s

upply

rec

ords

of w

hic

h e

ner

gy

effici

ency

m

easu

res

wer

e co

nsi

der

ed a

nd r

ejec

ted,

with r

easo

ns

6.5

Exp

lain

and r

ecord

any

circ

um

stan

ces

wher

e ac

cura

te insp

ection h

as

not

bee

n p

ossi

ble

or

wher

e th

e in

form

atio

n is

‘unkn

ow

n’

6.6

Ensu

re t

hat

rec

ord

s ar

e ca

talo

gued

and s

tore

d s

ecure

ly a

nd c

an b

e re

adily

acc

esse

d f

or

appro

priat

e purp

ose

s

6

Be

able

to m

ainta

in

reco

rds

of

insp

ection f

indin

gs

6.7

Cooper

ate

pro

mptly

with r

eques

ts f

or insp

ection r

ecord

s in

rel

atio

n t

o

monitoring o

r in

vest

igat

ion b

y yo

ur

accr

editin

g b

ody

or

equiv

alen

t in

th

e D

evolv

ed A

dm

inis

trat

ions

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

63

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


64

Unit 7: Produce and Explain Energy Performance Certificates Relating to Domestic Property

Unit reference number: J/504/0924

QCF level: 3

Credit value: 4


Unit aim This unit aims to cover the activities that take place once the inspection is completed, i.e. how the Energy Performance Certificate is produced and filed, and how recommended measures to improve the energy performance of the property may need to be communicated to relevant individuals.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

65

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

escr

ibe

the

implic

atio

ns

for

ener

gy

effici

ency

of

build

ing p

atholo

gy

and m

orp

hol

ogy

and t

hei

r im

plic

atio

ns

for

ener

gy

asse

ssm

ent

and

reco

mm

ended

act

ion;

the

spec

ial co

nsi

der

atio

ns

that

apply

to

build

ings

of tr

aditio

nal

const

ruct

ion

1.2

D

escr

ibe

the

rela

tionsh

ip b

etw

een t

he

build

ing f

abric,

build

ing loca

tion

and b

uild

ing s

ervi

ces

and t

hei

r im

pac

t on e

ner

gy

asse

ssm

ent

pro

cess

an

d e

ner

gy

effici

ency

mea

sure

s

1.3

Id

entify

way

s of en

suring t

hat

the

info

rmat

ion g

ather

ed lea

ds

to

real

istic

and p

ract

ical

ener

gy

effici

ency

mea

sure

s

1.4

D

escr

ibe

the

nec

essa

ry q

ual

ity

assu

rance

chec

ks t

o co

nduct

on o

wn

info

rmat

ion g

ather

ing t

o e

nsu

re v

alues

are

corr

ect

and e

ner

gy

effici

ency

mea

sure

s ar

e re

alis

tic

1.5

D

escr

ibe

how

to

iden

tify

pro

ble

mat

ic o

r ‘u

nkn

own’ fa

ctors

whic

h c

ould

af

fect

val

ue

attr

ibution

1.6

D

escr

ibe

how

to

gat

her

more

info

rmat

ion t

o a

void

use

of def

ault

valu

es

1.7

Id

entify

the

critic

al p

roper

ty f

eatu

res

wher

e in

corr

ect

choic

e of

valu

es

will

be

signific

antly

det

rim

enta

l to

acc

ura

cy

1

Under

stan

d t

he

princi

ple

s under

pin

nin

g t

he

Ener

gy

Perf

orm

ance

Cer

tifica

tion

pro

cess

1.8

D

escr

ibe

the

pre

scribed

form

at a

nd c

onte

nt

of a

n E

ner

gy

Perf

orm

ance

Cer

tifica

te

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.9

D

escr

ibe

the

diffe

rence

s in

the

Ener

gy

Perf

orm

ance

Cer

tifica

te f

orm

at

use

d in E

ngla

nd/W

ales

and in t

he

Dev

olv

ed A

dm

inis

trat

ions

1.1

0

Des

crib

e th

e co

nve

ntions

use

d in R

educe

d D

ata

SAP

(RdSAP)

ener

gy

asse

ssm

ent

and t

he

implic

atio

ns

for

resu

lts

when

thes

e ch

ange

1.1

1

Des

crib

e th

e ro

le o

f G

ove

rnm

ent’s

Sch

eme

Oper

atio

nal

Req

uirem

ents

on A

ccre

ditat

ion B

odie

s, o

r eq

uiv

alen

ts in t

he

Dev

olv

ed

Adm

inis

trat

ions,

and h

ow t

hey

must

be

follo

wed

to e

nsu

re t

he

accu

racy

of en

trie

s an

d q

ual

ity

of

ener

gy

effici

ency

mea

sure

s

1.1

2

Iden

tify

the

spec

ial fa

ctors

to t

ake

into

acc

ount

for

liste

d b

uild

ings

and

oth

er h

eritag

e fa

ctors

1.1

3

Des

crib

e w

ays

to m

inim

ise

the

impac

t of

mea

sure

s in

conse

rvat

ion

area

s an

d/o

r lis

ted b

uild

ings

to a

ddre

ss lik

ely

conce

rns

of

conse

rvat

ion o

ffic

ers

or

equiv

alen

ts in t

he

Dev

olv

ed A

dm

inis

trat

ions

1.1

4

Des

crib

e th

e ra

nge

of

ener

gy

effici

ency

mea

sure

s to

im

pro

ve t

he

ener

gy

per

form

ance

of pro

per

ty t

hat

may

be

incl

uded

within

an

Ener

gy

Perf

orm

ance

Cer

tifica

te

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

escr

ibe

the

soft

war

e use

d t

o pro

duce

Ener

gy

Perf

orm

ance

Cer

tifica

tes

and h

ow

to u

se it

corr

ectly

2.2

D

escr

ibe

the

princi

ple

s under

pin

nin

g t

he

appro

ved s

oft

war

e use

d t

o ca

lcula

te e

ner

gy

ratings

2.3

D

escr

ibe

how

to

input

dat

a usi

ng t

he

appro

ved s

oft

war

e in

ord

er t

o

det

erm

ine

ener

gy

per

form

ance

rat

ings

2.4

D

escr

ibe

how

to

use

appro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

m

easu

res

for

mea

sure

s to

im

pro

ve t

he

ener

gy

per

form

ance

of

pro

per

ty

2.5

Id

entify

the

circ

um

stan

ces

in w

hic

h ite

ms

can b

e re

cord

ed a

s ‘u

nkn

own’

2.6

D

escr

ibe

why

it is

import

ant

to c

hec

k th

at d

ata

has

bee

n input

corr

ectly

and h

ow t

o re

view

dat

a if t

he

calc

ula

tion w

ill n

ot

pro

cess

or

appea

rs inco

rrec

t

2.7

D

escr

ibe

why

it is

import

ant

to c

hec

k th

e en

ergy

effici

ency

mea

sure

s gen

erat

ed,

del

etin

g a

ny

that

are

inap

pro

priat

e an

d p

rovi

din

g y

our

reas

ons

2.8

D

escr

ibe

the

way

in w

hic

h e

ner

gy

effici

ency

mea

sure

s ar

e gen

erat

ed

and c

ircu

mst

ance

s w

hen

it

is a

ppro

priat

e to

del

ete

them

2.9

D

escr

ibe

why

it is

import

ant

to u

se p

lain

lan

guag

e an

d a

ppro

priat

e te

rms

wher

e fr

ee t

ext

is a

llow

ed a

nd t

o co

mply

with d

ata

pro

tect

ion

2

Under

stan

d t

he

princi

ple

s an

d

oper

atio

n o

f th

e ap

pro

ved s

oft

war

e use

d t

o gen

erat

e re

com

men

dat

ions

for

impro

ved

ener

gy

per

form

ance

of

a pro

per

ty

2.1

0

Des

crib

e w

hy

it is

import

ant

to c

hec

k th

e Ener

gy

Perf

orm

ance

Cer

tifica

te t

o e

nsu

re it

is c

lear

and c

om

ple

te

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

1

Exp

lain

the

spec

ial co

nsi

der

atio

ns

that

apply

to

build

ings

of tr

aditio

nal

co

nst

ruct

ion in r

elat

ion t

o t

hei

r en

ergy

effici

ency

2.1

2

Iden

tify

are

as o

f pote

ntial unce

rtai

nty

or

insu

ffic

ient

info

rmat

ion t

hat

co

uld

aff

ect

valu

e at

trib

ution a

nd c

arry

out

chec

ks t

o av

oid

com

mon

mis

attr

ibutions

when

inputt

ing d

ata

2.1

3

Iden

tify

critica

l pro

per

ty f

eatu

res

wher

e in

corr

ect

choic

e of va

lues

will

be

signific

antly

det

rim

enta

l to

acc

ura

cy in t

erm

s of:

ro

om

s in

the

roof

re

trofitt

ed insu

lation

unse

par

ated

conse

rvat

ory

ex

tensi

ons

w

all co

nst

ruct

ion

prim

ary,

sec

ondar

y an

d p

ort

able

hea

ting

in

adeq

uat

e hea

ting

ag

e of

mai

n p

roper

ty a

nd o

f an

y ex

tensi

ons

or r

oof

room

s

lo

w a

nd z

ero-c

arbon t

echnolo

gie

s

an

y oth

er f

eatu

res

that

when

inco

rrec

tly

iden

tified

will

hav

e a

signific

ant

det

rim

enta

l ef

fect

on r

atin

g a

ccura

cy

2.1

4

Exp

lain

the

circ

um

stan

ces

in w

hic

h ite

ms

can b

e re

cord

ed a

s ‘u

nkn

own’

2.1

5

Exp

lain

the

way

in w

hic

h r

ecom

men

dat

ions

are

gen

erat

ed a

nd t

he

circ

um

stan

ces

when

it

is a

ppro

priat

e to

del

ete

them

2.1

6

Des

crib

e th

e ro

le o

f G

ove

rnm

ent’s

Sch

eme

Oper

atio

nal

Req

uirem

ents

on A

ccre

ditat

ion B

odie

s an

d h

ow t

hey

must

be

follo

wed

to e

nsu

re t

he

accu

racy

of en

trie

s an

d q

ual

ity

of

ener

gy

effici

ency

mea

sure

s se

lect

ed

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

D

escr

ibe

how

to

esta

blis

h t

he

cust

om

er’s

under

stan

din

g o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

te p

roce

ss a

nd t

hei

r ex

pec

tations

as t

o o

utc

om

es

3.2

Id

entify

the

com

ponen

ts a

nd o

utc

omes

of

the

ener

gy

asse

ssm

ent

pro

cess

and lik

ely

cust

omer

quer

ies

about

them

3.3

D

escr

ibe

how

to

use

the

info

rmat

ion t

echnolo

gy

under

pin

nin

g t

he

nat

ional

reg

iste

r fo

r lo

dgem

ent

and r

etriev

al o

f Ener

gy

Per

form

ance

Cer

tifica

tes

and h

ow

to p

rovi

de

nec

essa

ry a

udit e

viden

ce v

ia

elec

tronic

tra

nsf

er

3.4

Exp

lain

why

it is

import

ant

to info

rm t

he

cust

om

er w

hen

the

Ener

gy

Per

form

ance

Cer

tifica

te is

avai

lable

3.5

D

escr

ibe

how

to

inte

rpre

t th

e ra

tings

and e

ner

gy

effici

ency

mea

sure

s pro

vided

in t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te

3.6

D

escr

ibe

how

to

expla

in a

ll th

e co

mponen

t par

ts o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd t

hei

r im

plic

atio

ns

clea

rly

to t

he

cust

om

er

3.7

Id

entify

the

limitat

ions

of

the

appro

ved s

oft

war

e an

d t

hei

r im

plic

atio

ns

for

both

rat

ings

and e

ner

gy

effici

ency

mea

sure

s

3.8

D

escr

ibe

the

circ

um

stan

ces

in w

hic

h t

he

dat

a re

cord

ed o

n t

he

pre

scribed

dat

abas

e m

ay b

e ac

cess

ed b

y ot

her

s

3.9

D

escr

ibe

how

to

resp

ond t

o q

uer

ies

regar

din

g t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd p

rovi

de

clar

ific

atio

n o

f th

e co

nte

nts

3.1

0

Des

crib

e th

e lim

itat

ions

on a

nsw

ers

to q

uer

ies

that

it

is a

ppro

priat

e to

pro

vide

to c

ust

om

ers

3

Under

stan

d t

he

pro

cess

for

issu

ing

Ener

gy

Perf

orm

ance

Cer

tifica

tes

and

expla

inin

g t

hei

r co

nte

nts

3.1

1

Iden

tify

the

sourc

es o

f fu

rther

info

rmat

ion a

nd a

dvi

ce t

o w

hic

h p

eople

co

uld

be

refe

rred

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

2

Des

crib

e th

e ro

le o

f th

e Ener

gy

Per

form

ance

Cer

tifica

te w

ithin

the

Gre

en D

eal

3.1

3

Des

crib

e how

cust

om

ers

can e

xpre

ss a

n inte

rest

in t

he

Gre

en D

eal

and t

he

firs

t st

eps

in t

he

pro

cess

3.1

4

Des

crib

e th

e ch

arac

terist

ics

of

good

cust

om

er s

ervi

ce

3.1

5

Des

crib

e th

e nec

essa

ry f

eatu

res

of a

com

pla

ints

pro

cedure

and h

ow

cu

stom

ers

may

acc

ess

your

own c

om

pla

ints

pro

cedure

3.1

6

Des

crib

e th

e re

asons

for

mai

nta

inin

g c

lear

and c

om

ple

te inte

rnal

re

cord

s

3.1

7

Iden

tify

the

min

imum

per

iod o

f tim

e fo

r w

hic

h y

ou m

ust

ret

ain

reco

rds

3.1

8

Des

crib

e how

to

dra

w t

he

cust

om

er’s

att

ention t

o a

ny

ener

gy

effici

ency

mea

sure

s sp

ecific

ally

exc

luded

by

the

asse

ssor

if r

eques

ted

to b

y th

e cu

stom

er

3.1

9

Exp

lain

the

term

inolo

gy

use

d o

n t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te,

pay

ing a

tten

tion t

o diffe

rence

s bet

wee

n t

he

pre

cise

mea

nin

g o

f th

e te

rms

and t

hei

r co

mm

only

use

d m

eanin

g

3.2

0

Des

crib

e how

to

advi

se c

ust

om

ers

about

way

s to

min

imis

e th

e im

pac

t of

mea

sure

s in

conse

rvat

ion a

reas

and/o

r lis

ted b

uild

ings,

to a

ddre

ss

likel

y co

nce

rns

of co

nse

rvat

ion o

ffic

ers

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Ass

emble

and c

olla

te info

rmat

ion f

rom

the

on-s

ite

insp

ection a

nd f

rom

oth

er r

elev

ant

and r

elia

ble

sourc

es

4.2

U

se a

ppro

ved s

oft

war

e to

det

erm

ine

ener

gy

per

form

ance

rat

ings,

en

suring t

hat

dat

a is

ente

red a

ccura

tely

4.3

Tak

e ap

pro

priat

e st

eps

to c

orr

ectly

repre

sent

the

pro

per

ty’s

critica

l fe

ature

s to

arr

ive

at a

n a

ccura

te a

sses

smen

t of th

e pro

per

ty

4.4

O

bta

in s

uffic

ient

info

rmat

ion t

o e

nsu

re v

alues

ente

red f

or

all

com

ponen

ts a

re a

ccura

te

4.5

Bef

ore

inputt

ing a

n ite

m a

s ‘u

nkn

ow

n’, c

arry

out

suffic

ient

inve

stig

atio

ns

to m

inim

ise

the

use

of

def

ault v

alues

4.6

U

se a

ppro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

mea

sure

s fo

r th

e pro

per

ty

4

Be

able

to

gen

erat

e Ener

gy

Perf

orm

ance

Cer

tifica

tes

usi

ng

appro

ved s

oft

war

e

4.7

Tak

e ac

count

of

the

inte

ract

ion b

etw

een t

he

build

ing f

abric

and t

he

serv

ices

in t

he

build

ing w

hen

consi

der

ing e

ner

gy

effici

ency

mea

sure

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Pr

oduce

an E

ner

gy

Perf

orm

ance

Cer

tifica

te t

hat

mee

ts r

elev

ant

codes

of

pra

ctic

e an

d s

tandar

ds,

incl

udin

g t

he

accu

rate

rec

ord

ing o

f th

e dat

e pre

par

ed a

nd r

elev

ant

pro

per

ty a

ddre

ss

5.2

U

se p

lain

languag

e an

d a

ppro

priat

e te

rms

wher

e fr

ee t

ext

is a

llow

ed

5.3

Chec

k th

e re

com

men

dat

ions

gen

erat

ed a

nd d

elet

e an

y in

appro

priat

e ones

, in

acc

ord

ance

with c

onve

ntions

and p

rovi

din

g r

easo

ns

for

doin

g

so

5.4

Pr

ovi

de

a se

t of

ener

gy

effici

ency

mea

sure

s ta

ilore

d t

o t

he

fabric

and

loca

tion o

f th

e build

ing,

taki

ng a

ccount

of

avai

lable

fuel

supplie

s an

d

curr

ent

conve

ntions

5.5

Chec

k th

at d

ata

has

bee

n input

corr

ectly

and r

evie

w d

ata

if t

he

calc

ula

tion w

ill n

ot

pro

cess

or

appea

rs inco

rrec

t

5.6

Rec

ognis

e a

resu

lt t

hat

is

clea

rly

inco

rrec

t fo

r th

e pro

per

ty in q

ues

tion

5.7

Tak

e th

e nec

essa

ry c

orr

ective

act

ion w

her

e an

y of yo

ur

chec

ks

indic

ate

a poss

ible

mis

att

ribution o

f dat

a or

erro

r in

the

resu

ltin

g

rating o

r en

ergy

effici

ency

mea

sure

s

5

Be

able

to p

roduce

an

Ener

gy

Perf

orm

ance

Cer

tifica

te

5.8

Chec

k th

e dat

a is

com

ple

te b

efore

fin

alis

ing t

he

Ener

gy

Per

form

ance

Cer

tifica

te a

nd c

hec

k it t

o e

nsu

re it

is c

lear

and c

om

ple

te

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

O

n c

om

ple

tion,

lodge

Ener

gy

Per

form

ance

Cer

tifica

tes

on t

he

pre

scribed

nat

ional

dat

aban

k

6.2

In

form

the

cust

om

er t

hat

the

Ener

gy

Perf

orm

ance

Cer

tifica

te h

as

bee

n c

om

ple

ted a

nd is

avai

lable

to t

hem

6.3

Est

ablis

h t

he

cust

om

er’s

under

stan

din

g o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

te p

roce

ss a

nd t

hei

r ex

pec

tations

as t

o outc

om

es

6.4

Exp

lain

all

the

com

ponen

t par

ts o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

te

and t

hei

r im

plic

atio

ns

6.5

Exp

lain

var

iations

bet

wee

n r

atin

gs

and e

ner

gy

effici

ency

mea

sure

s pro

duce

d b

y diffe

rent

vers

ions

of

the

calc

ula

tion m

ethodol

ogy

and

bet

wee

n a

sses

smen

ts u

nder

take

n u

sing t

he

diffe

rent

met

hodolo

gie

s fo

r new

and e

xist

ing h

omes

6.6

Exp

lain

to c

ust

om

ers

the

limitat

ions

of th

e ap

pro

ved s

oft

war

e fo

r both

ra

tings

and e

ner

gy

effici

ency

mea

sure

s

6.7

Res

pond t

o quer

ies

about

the

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd

clar

ify

thei

r co

nte

nts

when

nec

essa

ry

6.8

Pro

vide

a hig

h s

tandar

d o

f cu

stom

er s

ervi

ce in a

ll dea

lings

with y

our

cust

om

er,

incl

udin

g iss

uin

g a

nd e

xpla

inin

g t

hei

r Ener

gy

Perf

orm

ance

Cer

tifica

te

6.9

In

form

you

r cu

stom

er t

hat

you h

ave

a co

mpla

ints

pro

cedure

and

advi

se t

hem

how

to a

cces

s it

6

Be

able

to iss

ue

and e

xpla

in t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te

6.1

0

Colla

te r

elev

ant

info

rmat

ion a

s ev

iden

ce t

o s

upport

the

spec

ific

dec

isio

ns

mad

e on v

alues

and e

ner

gy

effici

ency

mea

sure

s co

nsi

der

ed

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

1

Mai

nta

in r

ecord

s of w

hic

h e

ner

gy

effici

ency

mea

sure

s w

ere

consi

der

ed

and r

ejec

ted,

with r

easo

ns

6.1

2

Kee

p a

ccura

te a

nd t

race

able

rec

ords

of

inve

stig

atio

ns

carr

ied o

ut,

va

lues

att

ribute

d a

nd o

ptions

consi

der

ed

6.1

3

Mai

nta

in inte

rnal

rec

ord

s th

at a

re c

lear

, co

mple

te a

nd c

onfo

rm t

o

pro

fess

ional

and s

tatu

tory

req

uirem

ents

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Id

entify

the

circ

um

stan

ces

wher

e dat

a co

llect

ed d

uring t

he

insp

ection

and r

ecord

ed o

n t

he

pre

scribed

dat

abas

e m

ay b

e ac

cess

ed b

y oth

ers

7.2

Id

entify

rel

evan

t so

urc

es o

f ad

ditio

nal

info

rmat

ion,

advi

ce a

nd s

upport

7.3

Id

entify

way

s to

min

imis

e th

e im

pac

t of

mea

sure

s in

conse

rvat

ion

area

s an

d/o

r lis

ted b

uild

ings

to a

ddre

ss lik

ely

conce

rns

of

conse

rvat

ion o

ffic

ers

7.4

Exp

lain

the

pre

cise

mea

nin

g o

f an

y te

rms

use

d o

n t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te w

her

e th

is d

iffe

rs f

rom

thei

r co

mm

only

use

d

mea

nin

g

7.5

Exp

lain

why

pre

dic

ted s

avin

gs

from

ener

gy

effici

ency

mea

sure

s,

bas

ed o

n s

tandar

d o

ccupan

cy,

may

not

be

achie

ved in p

ract

ice

7.6

Exp

lain

the

role

of

the

Ener

gy

Per

form

ance

Cer

tifica

te w

ithin

the

Gre

en D

eal

7

Be

able

to e

xpla

in

to c

ust

om

ers

how

th

e Ener

gy

Perf

orm

ance

Cer

tifica

te m

ay b

e use

d t

o im

pro

ve

the

ener

gy

effici

ency

of

dom

estic

pro

per

ty

7.7

Exp

lain

how

cust

om

ers

can e

xpre

ss a

n inte

rest

in t

he

Gre

en D

eal an

d

the

firs

t st

eps

in t

he

pro

cess

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


76

Unit 8: Explain the Green Deal Advice Report to the Domestic Customer

Unit reference number: Y/503/8188

QCF level: 3

Credit value: 4


Unit aim The aim of this unit is to enable learners to explain the components of the Green Deal Report to domestic customers and the implications for implementing the recommendations.


Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

77

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

lear

ner

s nee

d t

o dem

onst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or t

he

unit.

The

asse

ssm

ent

criter

ia d

eter

min

e th

e st

andar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exp

lain

the

requirem

ents

of th

e G

reen

Dea

l Cod

e of

Prac

tice

in

resp

ect

of:

is

suin

g t

he

Gre

en D

eal Advi

ce R

eport

to c

ust

omer

s

th

e pro

fess

ional

res

ponsi

bili

ties

and lia

bili

ties

in t

he

giv

ing o

f ad

vice

an

y dis

clai

mer

s th

at s

hould

be

mad

e

1.2

Exp

lain

whic

h e

ner

gy

effici

ency

mea

sure

s hav

e th

e gre

ates

t im

pac

t on

the

ener

gy

per

form

ance

of

a build

ing

1.3

D

escr

ibe

the

ben

efits

of

inst

allin

g e

ner

gy

effici

ency

mea

sure

s as

a

pac

kage

1.4

D

escr

ibe

the

import

ance

of th

e se

quen

ce o

f in

stal

lation

1.5

D

escr

ibe

how

est

imat

es a

re a

rriv

ed a

t an

d h

ow

robust

they

are

1.6

D

escr

ibe

for

how

long e

stim

ates

will

be

valid

1.7

Id

entify

the

diffe

rent

circ

um

stan

ces

and r

equirem

ents

of

rura

l cu

stom

ers,

those

off t

he

gas

grid a

nd t

hose

liv

ing in t

raditio

nal

build

ings

1.8

Id

entify

the

spec

ific

advi

ce n

eeded

on im

ple

men

ting t

he

reco

mm

endat

ions

whic

h m

ay h

ave

to b

e pro

vided

1

Under

stan

d t

he

com

ponen

ts o

f th

e dom

estic

Gre

en

Dea

l Advi

ce R

eport

to

dom

estic

cust

om

ers

1.9

Id

entify

the

sourc

es o

f fu

rther

info

rmat

ion a

nd a

dvi

ce

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

0

Exp

lain

the

fundin

g o

ptions

avai

lable

and t

he

elig

ibili

ty r

equirem

ents

of

the

Gre

en D

eal finan

ce p

acka

ge

1.1

1

Iden

tify

the

feat

ure

s, c

har

acte

rist

ics

and e

ligib

ility

crite

ria

of

alte

rnat

ive

ener

gy

effici

ency

pro

gra

mm

es o

uts

ide

the

Gre

en D

eal

1.1

2

Iden

tify

how

to

acce

ss f

undin

g for

alte

rnat

ive

ener

gy

effici

ency

pro

gra

mm

es o

uts

ide

the

Gre

en D

eal

1.1

3

Est

ablis

h t

he

critic

al fa

ctors

for

the

cust

om

er in d

ecid

ing w

hic

h

mea

sure

s to

purs

ue,

incl

udin

g e

conom

ic a

nd p

erso

nal

circu

mst

ance

s

1.1

4

Iden

tify

way

s of

crea

ting a

cle

ar d

emar

cation b

etw

een t

he

indep

enden

t an

d im

par

tial

sta

ge

of

the

pro

cess

and t

he

dec

lara

tion o

f an

y lin

ks t

o p

rovi

der

s an

d/o

r su

pplie

rs

1.1

5

Exp

lain

the

nex

t st

eps

in t

he

pro

cess

1.1

6

Iden

tify

the

key

indiv

idual

s an

d o

rgan

isat

ions

invo

lved

and h

ow t

o co

nta

ct t

hem

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exp

lain

to c

ust

om

ers

whic

h e

ner

gy

effici

ency

mea

sure

s hav

e gre

ater

im

pac

t on t

he

ener

gy

per

form

ance

of

a build

ing

2.2

Exp

lore

with c

ust

om

ers

the

mer

its

and d

emer

its

of th

e pro

pose

d

ener

gy

effici

ency

mea

sure

s an

d w

ays

of

ove

rcom

ing a

ny

bar

rier

s to

im

ple

men

ting t

he

ener

gy

effici

ency

mea

sure

s

2.3

Exp

lain

to c

ust

om

ers

the

ben

efits

of

inst

allin

g s

ever

al m

easu

res

as

par

t of

a pac

kage

and t

he

adva

nta

ge

of

corr

ectly

sequen

cing t

he

inst

alla

tion

2.4

Exp

lain

to c

ust

om

ers

how

est

imat

es o

f ru

nnin

g c

ost

s pro

duce

d b

y RdSAP

hav

e bee

n a

rriv

ed a

t an

d for

how

long t

hey

are

val

id

2.5

Exp

lain

to c

ust

om

ers

the

gap

bet

wee

n s

tandar

d s

avin

gs

estim

ates

an

d lik

ely

actu

al s

avin

gs

bas

ed o

n o

ccupan

cy

2.6

Id

entify

way

s in

whic

h t

he

reco

mm

endat

ions

can b

e im

ple

men

ted a

nd

wher

e to

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80

Learn

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81

Learn

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eport

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and r

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in a

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and

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82

Learn

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Consi

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raditio

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Lear

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nam

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83

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk/contactus

Key publications:

Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

Equality Policy (Pearson)

Recognition of Prior Learning Policy and Process (Pearson)

UK Information Manual (Pearson)

UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available on our website, at www.edexcel.com/quals/NVQ-competence-based-qcf/delivering-NVQs/Pages/Quality-assurance.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/Pages


84

13 Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options and sector events, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

For more information on training options and upcoming events, please visit our website, : www.pearsonwbl.edexcel.com//training-events. You can request customised training by completing the enquiry form on our website and we will contact you to discuss your training needs.

Support services

Face-to-face support: our team of Regional Quality Managers, based around the country, is responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. A UK map showing the Regional Quality Managers’ contact details can be found at www.btec.co.uk/support.

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available at www.pearsonwbl.edexcel.com/Our-support.

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers are able to seek advice and clarification about any aspect of our qualifications and services, as well as share knowledge and information with others. The forums are sector specific and cover Business Administration, Customer Service, Health and Social Care, Hospitality and Catering and Retail. The online forum is available at www.pearsonwbl.edexcel.com/Our-support.


85

14 Contact us

We have a dedicated Account Support team, based throughout the UK, to give you more personalised support and advice. To contact your Account Specialist you can use any of the following methods:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us at:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback We are working hard to provide you with excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


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87

Annexe A: Assessment strategy

Asset Skills Assessment Principles May 2012.

1 Introduction

ASSET SKILLS has worked with the awarding organisations offering qualifications within their footprint to develop these assessment principles for competence-based units of assessment which have been submitted by Asset Skills to the appropriate national qualification and credit framework.

ASSET SKILLS, with the support of industry, is dedicated to embedding the National Occupational Standards and units of assessment into the workplace and to upholding the quality and integrity of the standards and units and qualifications based upon them.

2 Assessment Principles for Competency-based Units

2.1 The following principles will apply to Awarding Organisations:

2.1.1 Assessment should normally be at the candidate’s workplace, but where the opportunity to assess across the range of standards is unavailable, other comparable working environments may be used, following agreement from the External Verifier.

2.1.2 A holistic approach towards the collection of evidence should be encouraged, assessing activities generated by the whole work experience rather than focusing on specific tasks.

2.1.3 Asset Skills does not prescribe a minimum number of observations. However, evidence provided must demonstrate that the candidate’s competency is consistent and reliable.

2.1.4 Assessors can only assess in their acknowledged area of occupational competence.

2.1.5 Assessors and Internal Quality Assurers/Internal Verifiers will be registered with their approved centre and be accountable to the organisation for their assessment practice.

2.1.6 Health and safety of customers/clients and employees must be maintained throughout the assessment process, and if any person carrying out assessment or verification activities does not feel that there is due regard to health and safety, then that person should refuse to continue with the activity(ies) until satisfied that due regard to health and safety is being taken.


88

3 Simulation and Witness Testimony for Competency-based Units

There are a few occasions when simulation or witness testimony is warranted where the centre can demonstrate that performance evidence has been impossible to obtain.

The underlying reasons for either simulation or witness testimony are:

health and safety considerations

activities that would cause serious inconvenience or loss to an employer if there was an undue delay in their being carried out

infrequently occurring activities

equality of access.

3.1 Simulation

Simulation may be necessary for specific elements of the units. It is advisable that centres refer to the Awarding Organisations in these cases for clear guidelines.

Awarding Organisation guidance to centres must ensure that demands on the candidate during simulation are neither more nor less than they would encounter in a real work situation. In particular:

All simulations must be planned, developed and documented by the centre in a way that ensures the simulation accurately reflects what the unit seeks to assess.

All simulations should follow these documented plans.

A centre’s overall strategy for simulation must be examined and approved by the External Verifier.

There should be a range of simulations to cover the same aspect of the standard so that the risk of candidates successfully colluding is reduced.

The physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry.

The nature of the contingency must be realistic.

3.2 Witness testimony

Witness testimony should not form the primary source of evidence. Centres must comply with Awarding Organisation guidance over the occupational competence and briefing of witnesses in the use of witness testimony.

4 Recognition of Prior Learning and Experience

4.1 Evidence from past achievement may be included as permissible evidence within assessment methods.

4.2 Evidence of prior knowledge and understanding can be offered as supplementary evidence as long as it is a measurable assessed outcome of learning that links to the unit of assessment.

4.3 Assessors should make best use of all the assessment methods available to them in ensuring the most reliable and effective use is made of claims of prior learning and experience which relate to the individual circumstances.

4.4 All candidates must demonstrate current competence with respect to Recognition of Prior Learning (RPL).


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5 External Quality Assurance of Assessment

5.1 Awarding Organisations will operate a risk rating system of approved centres. This will be applied UK wide.

5.1.1 The Awarding Organisations will review centre risk ratings on an annual basis to ensure risk rating is still appropriate and take appropriate action to ensure quality assurance is maintained.

6 Framework Criteria for the Appointment of External Verifiers

6.1 ASSET SKILLS aims to ensure that the technical and quality aspirations of industry are met, in order to inspire confidence in the National Occupational Standards and qualifications.

6.2 The criteria will apply to existing and new External Verifiers (EVs).

6.3 Verification competence

6.3.1 The appointment and competence of External Verifiers must comply with current Ofqual regulations for QCF Awarding Organisations. Awarding Organisations will ensure that External Verifiers:

hold or be working towards an appropriate External Verifier qualification and demonstrate evidence of knowledge, understanding and experience of the assessment process (together with the occupational competence requirements below):

In England, Wales and Northern Ireland, new External Verifiers must achieve an appropriate external verifier qualification within 12 months of beginning external verification.

In Scotland, all new External Verifiers should have an assessment plan for achieving Learning and Development (L&D) Unit 12 and be working towards achieving the awards. There is no timescale attached to the achievement of L&D Unit 12.

6.4 Occupational competence

All External Verifiers must:

6.4.1 Provide evidence of knowledge, understanding and application of the National Occupational Standards (NOS), units of assessment and assessment principles, together with technical definitions where appropriate. Awarding Organisations should cover this requirement as part of their normal appointment process.

6.4.2 Have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about Assessors’ assessment processes and decisions. External Verifiers’ experience and knowledge could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution.

6.4.3 Have up-to-date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements.

6.4.4 Have a sound in-depth knowledge of, and uphold the integrity of, the NOS, units of assessment and these assessment principles.


90

6.4.5 Undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.

6.4.6 Be aware of national issues affecting vocational education, training and qualifications in the sector.

6.4.7 Have appropriate knowledge of the ASSET SKILLS framework of qualifications in relevant areas to the qualifications being externally verified.

6.4.8 Demonstrate their ability to maintain credibility and retain the confidence of the industry through commitment to continuous personal and professional development.

6.4.9 Provide evidence of knowledge, understanding and application of the regulatory authorities’ codes of practice.

6.5 Awarding Organisations may have generic criteria and personnel specifications in addition to the above.

7 Framework Criteria for the Appointment of Internal Quality Assurers/Internal Verifiers

7.1 Internal Quality Assurers/Internal Verifiers (IQAs/IVs) are appointed by and approved by the Awarding Organisation through their External Verifier.

7.2 This criteriona will apply to existing and new IQAs/IVs.

7.3 IQAs/IVs should only verify the decisions of Assessors which fall within their area of technical and occupational competence.

7.4 IQAs/IVs should be seen as the persons responsible for an approved centre’s assessment quality in order to facilitate the assessment process and should be one of the following:

7.4.1 IQAs/IVs will be employed directly or contractually by the same organisation (approved centre) as the Assessors.

Or

7.4.2 Acting as a counter-signatory on a short-term basis, a maximum period of 18 months, where IQAs/IVs have not yet achieved an appropriate qualification in internal verification.

7.5 The appointment and competence of IQAs/IVs must comply with current regulatory authority regulations. IQAs/IVs will either:

a Hold or be working towards an appropriate Internal Verifier qualification:

In England, Wales and Northern Ireland, all new IQAs/IVs should achieve an appropriate Internal Verifier qualification within 18 months of beginning internal quality assurance/verification duties. Internal quality assurance/verification decisions by verifiers who are still working towards certification must be countersigned by an IQA/IV who has gained certification.


91

In Scotland, all new verifiers should have an assessment plan for achieving the Learning and Development (L&D) Unit 11 and be working towards achieving the award. External Verifiers will monitor progress and achievement towards the achievement of Learning and Development (L&D Unit 11 during centre visits.

All new IQAs/IVs must hold an appropriate qualification in assessment of competence.

Or:

b Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below:

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their Awarding Organisation and Asset Skills, may choose between:

Achieving the appropriate regulatory body approved unit qualifications for internal quality assurance/verification.

OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these quality assurance/verification roles maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the Awarding Organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the Standards in association with the relevant Awarding Organisation.

7.5.1 It is desirable that all IQAs/IVs hold a relevant qualification.


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IQAs/IVs will:

7.5.2 Have verifiable relevant experience and current knowledge of the occupational working area at or above the level being verified. This experience and knowledge must be of sufficient depth to be effective and reliable when verifying judgements about Assessors’ assessment processes and decisions. IQAs’/IVs’ experience and knowledge could be verified by:




7.5.3 Have expertise so they have up-to-date knowledge and experience of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements.

7.5.4 Have a sound in-depth knowledge of, and uphold the integrity of, the NOS, units of assessment and these assessment principles.

7.5.5 Be prepared to participate in training activities for their continued professional development.

7.5.6 Demonstrate their ability to maintain occupational competence by continuous professional development.

7.5.7 Undertake continuous professional development to ensure that they are working to the current National Occupational Standards in assessment and verification.

7.5.8 Have knowledge of the requirements and application of the Asset Skills Assessment Principles.

7.5.9 Provide evidence of knowledge, understanding and application of the regulatory authorities’ codes of practice.

7.6 Centres will be responsible for ensuring that Internal Quality Assurers/Internal Verifiers plan and maintain continuous professional development.

7.7 Approved centres may have generic criteria and personnel specifications in addition to the above.


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8 Framework Criteria for the Appointment of Assessors

8.1 This section is intended to assist approved centres in the recruitment of those individuals who will act as Assessors within the approved centre.

8.2 Assessors are appointed by an approved centre and approved by the Awarding Organisation through their External Verifier.

8.2.1 They should only assess in their area of technical and occupational competence as approved by their Awarding Organisations.

8.3 Assessors should be one of the following:

8.3.1 Employed directly or contractually by the same organisation (centre) as the candidate.

Or

8.3.2 Acting as a countersignatory on a short-term basis (18 months) where the Centre Assessor has not yet achieved an appropriate qualification in assessment of competence.

8.4 The Assessor should have the following:

Assessment competence

Either:

8.4.1

a Hold or be working towards an appropriate qualification in assessment of competence.

In England, Wales and Northern Ireland, new Assessors must achieve an appropriate qualification in assessment of competence within 18 months of beginning assessment duties. Assessment decisions by Assessors who are still working towards certification must be countersigned by an Assessor who has gained certification.

In Scotland, all new Assessors should have an assessment plan for achieving 9D and/or 9DI units and be working towards achieving the units. External Verifiers will monitor progress and achievement towards the achievement of 9D and 9DI units during centre visits.

Candidates in possession of a TQFE without having an appropriate 9D and 9DI units should undertake continuing professional development to demonstrate that they are working to the appropriate unit standard.


94

Or:

b Where employers opt for an ‘employer direct’ model, the qualification requirements specified by the regulatory authorities may be waived as described below.

The ‘employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of their Awarding Organisation and Asset Skills, may choose between:

Achieving the appropriate regulatory bodyapproved unit qualifications for assessment.

OR

Demonstrating that the employer’s training and development activity undertaken to prepare, validate and review these assessment roles maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by the Awarding Organisation as providing the equivalent level of rigour and robustness as achievement of the unit qualification.

The alternative option described above, which waivers the need for the regulatory approved units, must be confined in application to an ‘organisation by organisation’ and ‘qualification by qualification’ basis. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the Standards in association with the relevant Awarding Organisation.

8.5 Occupational competence

All assessors must:

8.5.1 Have verifiable relevant current industry experience and knowledge of the occupational area at or above the level being assessed. This experience and knowledge must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience and knowledge could be verified by:




8.5.2 Have sufficient occupational expertise so they have up-to-date knowledge and experience of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements.


95

8.5.3 Have a sound in-depth knowledge of, and uphold the integrity of, the sector’s NOS, units of assessment and these assessment principles.

8.5.4 Be prepared to participate in training activities for their continued professional development.

8.6 Centres will be responsible for ensuring that assessors plan and maintain continuous professional development.

8.7 Approved centres may have generic criteria and personnel specifications in addition to the above.


96

Pear

son E

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vel 3 D

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ma

in G

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Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

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atio

n –

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ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

97

An

nexe B

: P

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on

al,

Learn

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an

d T

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kin

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earn

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Skills

(P

LTS

) m

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: P

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In

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on

to

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s IQ

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3.2

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ecom

men

dat

ions

to c

ust

om

ers

3.4

In

form

the

cust

om

er o

f th

eir

rights

and p

rote

ctio

ns

under

law

in r

elat

ion t

o

Gre

en D

eal

3.5

Exp

lain

to c

ust

om

ers

how

the

asse

ssm

ent

of

ener

gy

per

form

ance

is

under

take

n a

nd t

he

role

of

that

ass

essm

ent

in t

he

Gre

en D

eal pro

cess

3.6

Exp

lain

to c

ust

om

ers

the

ener

gy

effici

ency

mea

sure

s th

at c

an b

e fu

nded

th

rough t

he

Gre

en D

eal fu

ndin

g

3.7

Exp

lain

to c

ust

om

ers

the

long-t

erm

nat

ure

of co

st s

avin

gs

aris

ing f

rom

the

inst

alla

tion o

f en

ergy-

savi

ng m

easu

res

3.8

Exp

lain

to c

ust

om

ers

how

the

fundin

g o

ffer

is

arrive

d a

t an

d w

ho

can

pro

vide

finan

cing

3.9

Exp

lain

to c

ust

om

ers

the

role

of

the

Gre

en D

eal Pr

ovi

der

as

the

fundin

g

agen

cy

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

98

3

Be a

ble

to

pro

vid

e c

ust

om

ers

wit

h in

form

ati

on

on

Gre

en

Deal to

meet

their

need

s IQ

C

T

RL

TW

S

M

EP

3.1

0

Exp

lain

to c

ust

om

ers

the

role

of th

e en

ergy

supplie

rs a

s co

llect

ors

of

pay

men

t vi

a th

e en

ergy

bill

3.1

1

Exp

lain

to c

ust

om

ers

the

per

mis

sions

and c

onse

nts

that

are

req

uired

in

ord

er t

o t

ake

up G

reen

Dea

l

3.1

2

Exp

lain

to c

ust

om

ers

the

Ener

gy

Com

pan

y O

blig

atio

n s

ubsi

dy

and t

he

elig

ibili

ty c

rite

ria

for

it

3.1

3

Exp

lain

to c

ust

om

ers

the

hea

ting a

nd o

ther

fuel

ben

efits

that

may

be

avai

lable

under

Gre

en D

eal an

d t

he

elig

ibili

ty c

rite

ria

for

them

3.1

4

Pro

vide

info

rmat

ion t

o c

ust

om

ers

on t

he

Feed

in T

ariffs

and R

enew

able

H

eat

Ince

ntive

mec

han

ism

s an

d h

ow t

hey

oper

ate

within

Gre

en D

eal

3.1

5

Exp

lain

to c

ust

om

ers

the

impac

t of sp

ecia

l re

quirem

ents

in r

elat

ion t

o

rura

l lo

cation,

those

off

the

gas

grid o

r in

tra

ditio

nal

pro

per

ties

3.1

6

Res

pond t

o cu

stom

er q

uer

ies

and s

ignpost

them

to o

ther

info

rmat

ion a

nd

serv

ices

when

req

uired

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

99

Un

it 2

: U

nd

ert

ake o

ccu

pan

cy a

ssess

men

ts a

nd

giv

e a

dvic

e

4

Be a

ble

to

co

nd

uct

an

occ

up

an

cy a

ssess

men

t IQ

C

T R

L TW

SM

EP

4.1

Exp

lain

to c

ust

om

ers

the

info

rmat

ion t

hey

will

nee

d t

o p

rovi

de

for

the

occ

upan

cy a

sses

smen

t

4.2

U

se a

ppro

priat

e m

ethods

to o

bta

in r

elev

ant

info

rmat

ion f

rom

cust

om

ers

4.3

Confirm

that

the

cust

omer

is

the

per

son r

esponsi

ble

for

the

pro

per

ty’s

fuel

bill

s an

d h

as t

he

auth

ority

to t

ake

action u

nder

the

Gre

en D

eal

4.4

G

ather

dat

a an

d info

rmat

ion f

rom

appro

priat

e docu

men

tation t

o e

nab

le t

he

occ

upan

cy a

sses

smen

t to

tak

e pla

ce

4.5

Est

ablis

h t

hat

the

RdSAP

met

hodolo

gy

is a

ppro

priat

e fo

r id

entify

ing G

reen

D

eal en

ergy

effici

ency

mea

sure

s in

the

pro

per

ty

4.6

Conduct

a m

ethodic

al v

isual

insp

ection o

f th

e pro

per

ty in a

ccord

ance

with

the

pre

scribed

met

hodol

ogy

for

the

occ

upan

cy a

sses

smen

t

4.7

Ass

ess

how

the

curr

ent

conditio

n o

f th

e pro

per

ty m

ay a

ffec

t its

ener

gy

per

form

ance

5 B

e a

ble

to

ad

vis

e c

ust

om

ers

on

meth

od

s o

f re

du

cin

g e

nerg

y

con

sum

pti

on

an

d a

chie

vin

g a

fford

ab

le w

arm

th

5.1

Est

ablis

h w

ith c

ust

om

ers

thei

r nee

ds,

circu

mst

ance

s, a

bili

ties

, m

otiva

tions

and c

apab

ilities

in r

elat

ion t

o e

ner

gy

consu

mption r

educt

ion

5.2

Id

entify

any

const

rain

ts t

hat

mig

ht

affe

ct t

he

cust

om

er’s

abili

ty t

o a

ct

5.3

Pro

vide

advi

ce t

hat

is

consi

sten

t w

ith t

he

nee

ds,

circu

mst

ance

s, a

bili

ties

, m

otiva

tions

and c

apab

ilities

of

the

cust

om

er

5.4

Pro

vide

the

cust

om

er w

ith info

rmat

ion a

bout

pote

ntial

fundin

g a

nd fin

anci

al

support

ava

ilable

to t

hem

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

0

5.5

Advi

se c

ust

om

ers

affe

cted

by

fuel

pove

rty

and p

oor

envi

ronm

enta

l co

nditio

ns

about

the

sourc

es o

f hel

p a

nd a

dvi

ce a

vaila

ble

to t

hem

5.6

Exp

lain

to c

ust

om

ers

how

thei

r cu

rren

t use

of ap

plia

nce

s, s

yste

ms

and

contr

ols

affec

ts t

hei

r en

ergy

consu

mption,

fuel

bill

s, t

her

mal

com

fort

and

risk

of

conden

sation

5.7

Pro

vide

info

rmat

ion o

n t

he

met

hods

and p

roduct

s fo

r ac

hie

ving:

th

e ef

fici

ent

man

agem

ent

of w

ater

usa

ge

and m

inim

isat

ion o

f w

aste

re

duct

ion,

re-u

se a

nd r

ecyc

ling o

f w

aste

5.8

Advi

se t

he

cust

om

er o

f th

e lim

itat

ions

on t

he

advi

ce g

iven

5.9

Res

pond t

o cu

stom

er q

uer

ies,

iss

ues

and c

once

rns

about

the

hom

e vi

sit

and

the

occ

upat

ional

advi

ce g

iven

6

Be a

ble

to

main

tain

wri

tten

reco

rds

of

insp

ect

ion

fin

din

gs

6.1

Cre

ate

and m

ainta

in c

om

ple

te,

accu

rate

and leg

ible

rec

ord

s of findin

gs

incl

udin

g:

in

vest

igat

ions

carr

ied o

ut

va

lues

rec

ord

ed

options

consi

der

ed

6.2

Ju

stify

dec

isio

ns

on v

alues

and t

he

nat

ure

of

the

advi

ce b

ased

on t

he

reco

rds

pro

duce

d

6.3

Rec

ord

cle

arly

wher

e in

form

atio

n c

annot

be

obta

ined

and w

her

e dat

a is

re

cord

ed a

s ‘u

nkn

ow

n’ an

d w

hy

this

act

ion w

as u

nav

oid

able

6.4

Cat

alogue,

sec

ure

and s

tore

rec

ord

s fo

r th

e pre

scribed

per

iods

of

tim

e to

en

sure

acc

ess

for

futu

re u

se

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

1

Un

it 3

: P

rep

are

an

d I

ssu

e D

om

est

ic G

reen

Deal A

dvic

e R

ep

ort

s

4

Be a

ble

to

pre

pare

do

mest

ic G

reen

Deal A

dvic

e R

ep

ort

s IQ

C

T

RL

TW

S

M

EP

4.1

Colla

te info

rmat

ion r

equired

incl

udin

g a

ny

pre

-exi

stin

g E

ner

gy

Per

form

ance

Cer

tifica

tes

4.2

U

se t

he

appro

ved s

oft

war

e to

pre

par

e dom

estic

Gre

en D

eal Advi

ce R

eport

s

4.3

Ensu

re t

hat

val

ues

ente

red f

or a

ll co

mponen

ts a

re a

ccura

te

4.4

Id

entify

are

as o

f pote

ntial unce

rtai

nty

or

insu

ffic

ient

info

rmat

ion w

hic

h c

ould

af

fect

val

ue

attr

ibution a

nd c

arry

out

chec

ks t

o av

oid

lik

ely

erro

rs

4.5

Car

ry o

ut

furt

her

inve

stig

atio

ns

to iden

tify

appro

priat

e va

lues

in o

rder

to

reduce

or

elim

inat

e use

of

def

ault v

alues

and t

he

‘unkn

ow

n’ option

4.6

Id

entify

the

circ

um

stan

ces

in w

hic

h t

he

use

of def

ault v

alues

or

‘unkn

ow

n’ is

unav

oid

able

and t

he

step

s to

be

take

n t

o a

void

thei

r use

in a

ccord

ance

with

rele

vant

conve

ntions

and c

odes

of pra

ctic

e

4.7

G

ener

ate

ener

gy

effici

ency

mea

sure

s w

hic

h a

re a

ppro

priat

e fo

r th

e pro

per

ty

usi

ng t

he

appro

ved s

oft

war

e an

d t

he

guid

ance

or

conve

ntions

apply

ing t

o its

use

4.8

Id

entify

ener

gy

effici

ency

mea

sure

s w

hic

h t

ake

acco

unt

of:

th

e in

tera

ctio

n b

etw

een t

he

build

ing f

abric

and t

he

build

ing s

ervi

ces

build

ing loca

tion

nee

ds,

circu

mst

ance

s an

d m

otiv

atio

ns

of th

e cu

stom

er

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

2

4.9

U

se a

ppro

ved s

oft

war

e to

:

es

tim

ate

ener

gy

use

and a

ssoci

ated

ener

gy

cost

s

es

tim

ate

ener

gy

and c

ost

savi

ngs

from

ener

gy

effici

ency

mea

sure

s

pro

duce

fig

ure

s to

be

use

d in t

he

dom

estic

Gre

en D

eal (G

old

en R

ule

) ca

lcula

tion

as

sess

whic

h e

ner

gy

effici

ency

mea

sure

s or

pac

kages

of

mea

sure

s ar

e lik

ely

to b

e el

igib

le f

or

Gre

en D

eal finan

ce

4.1

0 P

repar

e dom

estic

Gre

en D

eal Advi

ce R

eport

s th

at m

eet

cert

ific

atio

n s

chem

e re

quirem

ents

and c

ertifica

tion b

ody

requirem

ents

4.1

2 D

iscl

ose

any

refe

rral

fee

s or

oth

er b

enef

its

to b

e re

ceiv

ed s

hould

the

cust

om

er f

ollo

w s

ugges

tions

for

par

ticu

lar

pro

duct

s, s

ervi

ces

or

supplie

rs

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

3

Un

it 4

: C

on

du

ct E

nerg

y A

ssess

men

ts in

a S

afe

, Eff

ect

ive a

nd

Pro

fess

ion

al M

an

ner

4

Be a

ble

to

co

mp

ly w

ith

org

an

isati

on

al an

d leg

al re

qu

irem

en

ts a

t all

tim

es

IQ

CT

RL

TW

SM

EP

4.1

Car

ry o

ut

work

in a

ccord

ance

with t

he

rele

vant

legal

req

uirem

ents

, le

gis

lation

and a

dvi

sory

and m

andat

ory

codes

of

pra

ctic

e

4.2

Car

ry o

ut

work

in a

ccord

ance

with t

he

auditin

g a

nd m

onitoring r

equirem

ents

of

the

rele

vant

accr

editat

ion o

r ce

rtific

atio

n o

rgan

isat

ion/s

4.3

Rec

ord

cust

om

er c

onta

ct info

rmat

ion in a

ccord

ance

with o

rgan

isat

ional

and

legal re

quirem

ents

such

as

the

dat

a pro

tect

ion leg

isla

tion

4.4

Iden

tify

and m

ainta

in a

ppro

priat

e ev

iden

ce t

o r

ecord

to s

upport

you

r dec

isio

ns

and a

ssum

ptions

mad

e w

hen

car

ryin

g o

ut

ener

gy

asse

ssm

ents

5

Be a

ble

to

main

tain

healt

h,

safe

ty a

nd

secu

rity

at

wo

rk

5.1

Tak

e ac

tion t

o m

itig

ate

hea

lth,

safe

ty a

nd s

ecurity

ris

ks

5.2

Ensu

re p

erso

nal

conduct

does

not

endan

ger

the

hea

lth,

safe

ty a

nd s

ecurity

of

self a

nd o

ther

peo

ple

5.3

Tak

e ac

tion t

o e

nsu

re t

he

pro

tect

ion o

f cl

ient’s

pro

per

ty a

nd b

uild

ings

5.4

Adher

e to

work

pla

ce p

olic

ies

and s

upplie

rs’ or

man

ufa

cture

rs’ in

stru

ctio

ns

for

the

safe

use

of

equip

men

t, p

erso

nal

pro

tect

ive

equip

men

t (P

PE),

mat

eria

ls

and p

roduct

s

5.5

Iden

tify

pro

cedure

s fo

r diffe

rent

types

of

emer

gen

cy a

nd im

ple

men

t th

em

5.6

Mak

e re

com

men

dat

ions

for

impro

ving h

ealth,

safe

ty a

nd s

ecurity

in t

he

work

pla

ce t

o t

he

rele

vant

per

son/s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

4

6

Be a

ble

to

develo

p a

nd

main

tain

eff

ect

ive w

ork

ing

rela

tio

nsh

ips

wit

h

colleag

ues,

pro

fess

ion

als

, cl

ien

ts a

nd

oth

ers

6.1

Dev

elop a

nd m

ainta

in p

roduct

ive

work

ing r

elat

ionsh

ips

with o

ther

s

6.2

Req

ues

t in

form

atio

n f

rom

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s in

a

polit

e, c

lear

and p

rofe

ssio

nal

man

ner

6.3

Iden

tify

and m

ake

use

of

furt

her

sourc

es o

f in

form

atio

n/h

elp

6.4

Dea

l w

ith e

nquirie

s fr

om

colle

agues

, pro

fess

ional

s, c

lients

and o

ther

s an

d

seek

cla

rifica

tion w

her

e nec

essa

ry

6.5

Han

dle

enquirie

s w

hic

h:

ar

e outs

ide

ow

n a

uth

ority

ar

e bey

ond o

wn a

rea

of

know

ledge

or

exper

tise

in

volv

e co

nfiden

tial in

form

atio

n

6.7

Adh

ere

to th

e fo

rmal

com

plai

nts

proc

edur

e w

hen

deal

ing

with

a c

ompl

aint

7

Be a

ble

to

co

nd

uct

en

erg

y a

ssess

men

ts in

a p

rofe

ssio

nal m

an

ner

7.1

Dea

l with

col

leag

ues,

pro

fess

iona

ls, c

lient

s an

d ot

hers

in a

tact

ful,

cour

teou

s an

d eq

uita

ble

man

ner

7.2

Car

ry o

ut w

ork

in a

ccor

danc

e w

ith p

resc

ribed

cod

es o

f con

duct

, eth

ical

sta

ndar

ds a

nd

reco

gnis

ed g

ood

prac

tice

7.3

Rec

ord

all e

vide

nce

supp

ortin

g th

e as

sum

ptio

ns a

nd d

ecis

ions

mad

e du

ring

the

asse

ssm

ent

7.4

Dem

onst

rate

effe

ctiv

e m

anag

emen

t of w

ork

act

iviti

es a

nd p

erso

nal a

nd p

rofe

ssio

nal

deve

lopm

ent

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

5

7.5

Res

pond

app

ropr

iate

ly to

pre

ssur

e fr

om a

ny p

erso

n/s

that

may

affe

ct o

wn

judg

emen

t

7.6

Dem

onst

rate

del

iver

y of

the

appr

opria

te le

vel o

f cus

tom

er s

ervi

ce

7.7

Ass

ess

cust

omer

exp

ecta

tions

as

to t

he o

utco

mes

of t

he e

nerg

y as

sess

men

t or

advi

ce

proc

ess

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

6

Un

it 5

: P

rep

are

fo

r En

erg

y A

ssess

men

ts o

f D

om

est

ic P

rop

ert

y

4 B

e a

ble

to

ag

ree a

nd

co

nfi

rm in

stru

ctio

ns

to u

nd

ert

ake e

nerg

y

ass

ess

men

ts

IQ

CT

RL

TW

SM

EP

4.1

Cla

rify

and c

onfirm

the

expec

tations

and r

equirem

ents

of th

e cl

ient

4.2

Res

pond t

o re

ques

ts t

o under

take

ener

gy

asse

ssm

ents

4.3

Exp

lain

to t

he

clie

nt

that

an E

ner

gy

Per

form

ance

Cer

tifica

te is

a le

gal

ly

required

docu

men

t, t

hat

its

form

and c

onte

nt

are

pre

scribed

and t

hat

it

must

be

acco

mpan

ied b

y co

st-e

ffec

tive

rec

om

men

dat

ions

4.4

Exp

lain

to t

he

clie

nt

the

term

s an

d c

onditio

ns

under

whic

h t

he

ener

gy

asse

ssm

ent

will

be

under

take

n,

incl

udin

g a

ny

circ

um

stan

ces

or

const

rain

ts

that

may

pre

vent

it

4.5

Exp

lain

to t

he

clie

nt

when

a p

ote

ntial

conflic

t of

inte

rest

req

uires

dis

closu

re

to t

he

clie

nt

or

requires

the

ener

gy

asse

ssor

to d

eclin

e th

e in

stru

ctio

ns

alto

get

her

4.6

Exp

lain

to t

he

clie

nt

the

limited

circu

mst

ance

s w

her

e re

pre

senta

tive

pro

per

ties

and/o

r dat

a co

llect

ed b

y oth

ers

may

be

use

d in t

he

pre

par

atio

n o

f Ener

gy

Perf

orm

ance

Cer

tifica

tes

for

exis

ting d

wel

lings

4.7

W

her

e use

of

the

Red

uce

d D

ata

SAP

(RdSAP)

met

hodolo

gy

is n

ot

appro

priat

e, d

irec

t th

e cu

stom

er t

owar

ds

the

appro

priat

e ap

pro

ved

asse

ssm

ent

met

hodolo

gy

4.8

Confirm

agre

ed a

rran

gem

ents

in w

riting,

incl

udin

g d

ate

and s

pec

ific

ci

rcum

stan

ces,

pro

toco

ls a

nd t

he

pre

scribed

form

and c

onte

nt

4.9

Confirm

with t

he

clie

nt

on-s

ite

insp

ection a

rran

gem

ents

, in

cludin

g a

ny

spec

ific

arr

angem

ents

, th

e fe

e st

ruct

ure

s an

d p

aym

ent

arra

ngem

ents

4.1

0 W

her

e nec

essa

ry,

expla

in t

o t

he

clie

nt

that

rat

ings

and r

ecom

men

dat

ions

may

diffe

r fr

om

pas

t as

sess

men

ts d

ue

to c

han

ges

in m

ethodolo

gy

or

legis

lation,

and o

ther

diffe

rence

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

7

5

Be a

ble

to

in

vest

igate

rele

van

t m

att

ers

rela

tin

g t

o t

he p

rop

ert

y

5.1

Exp

lain

options

that

the

clie

nt

could

consi

der

reg

ardin

g t

he

use

of an

al

tern

ativ

e as

sess

men

t m

ethodolo

gy,

such

as

refe

rrin

g o

n t

o a

n a

sses

sor

accr

edited

for

that

met

hodolo

gy

5.2

In

vest

igat

e an

d r

ecord

the

info

rmat

ion n

eces

sary

to g

ener

ate

a co

mple

te

and a

ccura

te E

ner

gy

Perf

orm

ance

Cer

tifica

te

5.3

Eva

luat

e si

gnific

ant

fact

ors

such

as

geo

gra

phic

al/e

nvi

ronm

enta

l fe

ature

s th

at m

ay influen

ce o

r af

fect

the

conduct

of

the

ener

gy

asse

ssm

ent

5.4

Id

entify

circu

mst

ance

s th

at p

reve

nt

the

asse

ssm

ent

of

the

ener

gy

per

form

ance

of

a pro

per

ty (

eg h

ealth a

nd s

afet

y) a

nd e

nsu

re t

hat

the

clie

nt

is info

rmed

5.5

Ensu

re t

hat

the

most

up-t

o-d

ate

vers

ion o

f th

e pre

scribed

soft

war

e an

d

asso

ciat

ed r

efer

ence

mat

eria

ls c

an b

e ac

cess

ed

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

8

Un

it 6

: U

nd

ert

ake E

nerg

y I

nsp

ect

ion

s

4

Be a

ble

to

in

spect

pro

pert

y t

o d

ete

rmin

e e

nerg

y p

erf

orm

an

ce

IQ

CT

RL

TW

SM

EP

4.1

In

troduce

sel

f an

d p

rovi

de

evid

ence

of

iden

tity

to t

hose

pre

sent

at t

he

pro

per

ty b

efore

com

men

cing t

he

insp

ection

4.2

Ensu

re t

hat

you h

ave

the

equip

men

t an

d r

esou

rces

nee

ded

for

the

insp

ection,

use

them

corr

ectly

and inte

rpre

t dat

a ac

cura

tely

4.3

Id

entify

and r

ecord

the

age

and m

ethod o

f co

nst

ruct

ion o

f th

e pro

per

ty,

the

mai

n m

ater

ials

use

d incl

udin

g t

he

gla

zing,

and t

he

spac

e, w

ater

-hea

ting

and lig

hting s

yste

ms

pre

sent

4.4

Exp

lain

to t

he

clie

nt

any

circ

um

stan

ces

whic

h t

hat

pre

vent

the

insp

ection o

f th

e pro

per

ty

4.5

U

nder

take

a m

ethodic

al v

isual

insp

ection o

f al

l re

leva

nt

aspec

ts o

f th

e pro

per

ty in a

ccord

ance

with t

he

requirem

ents

of

the

Red

uce

d D

ata

SAP

(RdSAP)

met

hodolo

gy

and its

con

ventions,

to p

rovi

de

an o

utc

om

e w

hic

h is

consi

sten

t w

ith o

ther

ener

gy

asse

ssors

4.6

Pr

ovi

de

beh

avio

ura

l ad

vice

reg

ardin

g e

ner

gy

effici

ency

to o

ccupan

ts w

her

e poss

ible

and s

ourc

es o

f fu

rther

info

rmat

ion a

nd a

dvi

ce

5 B

e a

ble

to

co

llate

rele

van

t in

form

ati

on

to

ass

ess

th

e e

nerg

y level o

f th

e p

rop

ert

y

5.1

M

ake

accu

rate

obse

rvat

ions

and m

easu

rem

ents

to p

rovi

de

dat

a fo

r ca

lcula

tion o

f en

ergy

per

form

ance

rat

ings

5.2

O

bta

in a

ll additio

nal

info

rmat

ion t

hat

is

nee

ded

about

the

pro

per

ty,

espec

ially

wher

e th

is is

nee

ded

to a

void

rec

ord

ing a

n ite

m a

s ‘u

nkn

ow

n’

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

10

9

5.3

M

ake

furt

her

inve

stig

atio

ns

wher

e obse

rvat

ions

are

inco

nsi

sten

t w

ith

exis

ting e

viden

ce a

nd e

xpec

ted f

indin

gs,

iden

tify

ing t

he

cause

s of

thes

e in

consi

sten

cies

5.4

Id

entify

pro

per

ty f

eatu

res

wher

e in

corr

ect

choic

e of

valu

es w

ill b

e si

gnific

antly

det

rim

enta

l to

acc

ura

cy a

nd t

ake

appro

priat

e st

eps

to c

orr

ectly

repre

sent

thes

e fe

ature

s to

arr

ive

at a

n a

ccura

te a

sses

smen

t of

the

pro

per

ty

5.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r co

llect

ing info

rmat

ion t

o e

nab

le t

he

ener

gy

effici

ency

of

the

pro

per

ty t

o be

det

erm

ined

5.6

Id

entify

and r

ecord

any

fact

ors

that

could

affec

t th

e ch

oic

e of

ener

gy

effici

ency

mea

sure

s fo

r th

e pro

per

ty,

such

as

issu

es t

hat

mak

e th

em

unsu

itab

le f

or

the

pro

per

ty,

liste

d b

uild

ing s

tatu

s an

d inte

ract

ions

bet

wee

n

build

ing f

abric

and b

uild

ing s

ervi

ces

6

Be a

ble

to

main

tain

reco

rds

of

insp

ect

ion

fin

din

gs

6.1

Pro

duce

and m

ainta

in c

om

ple

te,

accu

rate

and leg

ible

rec

ord

s of yo

ur

findin

gs,

incl

udin

g inve

stig

atio

ns

carr

ied o

ut,

val

ues

rec

ord

ed a

nd o

ptions

consi

der

ed

6.3

Id

entify

the

range

of in

form

atio

n a

nd e

viden

ce r

elat

ing t

o t

he

pro

per

ty a

nd

its

ener

gy

per

form

ance

as

def

ined

by

the

curr

ent

RdSAP

met

hodolo

gy

and

its

asso

ciat

ed g

uid

ance

and c

onve

ntions

6.4

Cre

ate,

mai

nta

in a

nd s

upply

rec

ord

s of w

hic

h e

ner

gy

effici

ency

mea

sure

s w

ere

consi

der

ed a

nd r

ejec

ted,

with r

easo

ns

6.5

Exp

lain

and r

ecord

any

circ

um

stan

ces

wher

e ac

cura

te insp

ection h

as n

ot

bee

n p

oss

ible

or

wher

e th

e in

form

atio

n is

‘unkn

ow

n’

6.6

Ensu

re t

hat

rec

ord

s ar

e ca

talo

gued

and s

tore

d r

ecord

s se

cure

ly a

nd c

an b

e re

adily

acc

esse

d f

or

appro

priat

e purp

ose

s

6.7

Cooper

ate

pro

mptly

with r

eques

ts f

or insp

ection r

ecord

s in

rel

atio

n t

o

monitoring o

r in

vest

igat

ion b

y yo

ur

accr

editin

g b

ody,

or

equiv

alen

t in

the

Dev

olv

ed A

dm

inis

trat

ions

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

0

Un

it 7

: P

rod

uce

an

d E

xp

lain

En

erg

y P

erf

orm

an

ce C

ert

ific

ate

s R

ela

tin

g t

o D

om

est

ic P

rop

ert

y

4

Be a

ble

to

gen

era

te E

nerg

y P

erf

orm

an

ce C

ert

ific

ate

s u

sin

g a

pp

roved

so

ftw

are

IQ

C

T R

L TW

SM

EP

4.1

Ass

emble

and c

olla

te info

rmat

ion f

rom

the

on-s

ite

insp

ection a

nd f

rom

oth

er

rele

vant

and r

elia

ble

sourc

es

4.2

U

se a

ppro

ved s

oft

war

e to

det

erm

ine

ener

gy

per

form

ance

rat

ings,

ensu

ring

that

dat

a is

ente

red a

ccura

tely

4.3

Tak

e ap

pro

priat

e st

eps

to c

orr

ectly

repre

sent

the

pro

per

ty’s

critica

l pro

per

ty

feat

ure

s to

arr

ive

at a

n a

ccura

te a

sses

smen

t of th

e pro

per

ty

4.4

O

bta

in s

uff

icie

nt

info

rmat

ion t

o e

nsu

re v

alues

ente

red f

or

all co

mponen

ts

are

accu

rate

4.5

Bef

ore

inputt

ing a

n ite

m a

s ‘u

nkn

ow

n’, c

arry

out

suffic

ient

inve

stig

atio

ns

to

min

imis

e th

e use

of def

ault v

alues

4.6

U

se a

ppro

ved s

oft

war

e to

gen

erat

e en

ergy

effici

ency

mea

sure

s fo

r th

e pro

per

ty

4.7

Tak

e ac

count

of

the

inte

ract

ion b

etw

een t

he

build

ing f

abric

and t

he

serv

ices

in

the

build

ing w

hen

con

sider

ing e

ner

gy

effici

ency

mea

sure

s

5

Be a

ble

to

pro

du

ce a

n E

nerg

y P

erf

orm

an

ce C

ert

ific

ate

5.1

Pr

oduce

an E

ner

gy

Perf

orm

ance

Cer

tifica

te t

hat

mee

ts r

elev

ant

codes

of

pra

ctic

e an

d s

tandar

ds,

incl

udin

g t

he

accu

rate

rec

ord

ing o

f th

e dat

e pre

par

ed a

nd r

elev

ant

pro

per

ty a

ddre

ss

5.2

U

se p

lain

languag

e an

d a

ppro

priat

e te

rms

wher

e fr

ee t

ext

is a

llow

ed

5.3

Chec

k th

e re

com

men

dat

ions

gen

erat

ed a

nd d

elet

e an

y in

appro

priat

e ones

, in

acc

ord

ance

with c

onve

ntions

and p

rovi

din

g r

easo

ns

for

doin

g s

o

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

1

5.4

Pr

ovi

de

a se

t of

ener

gy

effici

ency

mea

sure

s ta

ilore

d t

o t

he

fabric

and

loca

tion o

f th

e build

ing,

taki

ng a

ccount

of

avai

lable

fuel

supplie

s an

d

curr

ent

conve

ntions

5.5

Chec

k th

at d

ata

has

bee

n inputt

ed c

orr

ectly

and r

evie

w d

ata

if t

he

calc

ula

tion w

ill n

ot

pro

cess

or

appea

rs inco

rrec

t

5.6

Rec

ognis

e a

resu

lt t

hat

is

clea

rly

inco

rrec

t fo

r th

e pro

per

ty in q

ues

tion

5.7

Tak

e th

e nec

essa

ry c

orr

ective

act

ion w

her

e an

y of yo

ur

chec

ks indic

ate

a poss

ible

mis

attr

ibution o

f dat

a or

erro

r in

the

resu

ltin

g r

atin

g o

r en

ergy

effici

ency

mea

sure

s

5.8

Chec

k th

e dat

a is

com

ple

te b

efore

fin

alis

ing t

he

Ener

gy

Per

form

ance

Cer

tifica

te a

nd c

hec

k it t

o e

nsu

re it

is c

lear

and c

om

ple

te

6

Be a

ble

to

iss

ue a

nd

exp

lain

th

e E

nerg

y P

erf

orm

an

ce C

ert

ific

ate

6.1

Lo

dge

Ener

gy

Perf

orm

ance

Cer

tifica

tes

on t

he

pre

scribed

nat

ional

dat

aban

k on c

om

ple

tion

6.2

In

form

the

cust

om

er t

hat

the

Ener

gy

Per

form

ance

Cer

tifica

te h

as b

een

com

ple

ted a

nd is

avai

lable

to t

hem

6.3

Est

ablis

h t

he

cust

om

er’s

under

stan

din

g o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

teio

n p

roce

ss a

nd t

hei

r ex

pec

tations

as t

o o

utc

om

es

6.4

Exp

lain

all

the

com

ponen

t par

ts o

f th

e Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd

thei

r im

plic

atio

ns

6.5

Exp

lain

var

iations

bet

wee

n r

atin

gs

and e

ner

gy

effici

ency

mea

sure

s pro

duce

d b

y diffe

rent

vers

ions

of

the

calc

ula

tion m

ethodol

ogy

and b

etw

een

asse

ssm

ents

under

take

n u

sing t

he

diffe

rent

met

hodolo

gie

s fo

r new

and

exis

ting h

omes

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

2

6.6

Exp

lain

to c

ust

om

ers

the

limitat

ions

of th

e ap

pro

ved s

oft

war

e fo

r both

ra

tings

and e

ner

gy

effici

ency

mea

sure

s

6.7

Res

pond t

o quer

ies

about

the

Ener

gy

Perf

orm

ance

Cer

tifica

te a

nd c

larify

th

eir

conte

nts

when

nec

essa

ry

6.8

Pro

vide

a hig

h s

tandar

d o

f cu

stom

er s

ervi

ce in a

ll dea

lings

with y

our

cust

om

er,

incl

udin

g iss

uin

g a

nd e

xpla

inin

g t

hei

r Ener

gy

Perf

orm

ance

Cer

tifica

te

6.9

In

form

you

r cu

stom

er t

hat

you h

ave

a co

mpla

ints

pro

cedure

and a

dvi

se

them

how

to a

cces

s it

6.1

0

Colla

te r

elev

ant

info

rmat

ion a

s ev

iden

ce t

o s

upport

the

spec

ific

dec

isio

ns

mad

e on v

alues

and e

ner

gy

effici

ency

mea

sure

s co

nsi

der

ed

6.1

1

Mai

nta

in r

ecord

s of w

hic

h e

ner

gy

effici

ency

mea

sure

s w

ere

consi

der

ed a

nd

reje

cted

, w

ith r

easo

ns

6.1

2

Kee

p a

ccura

te a

nd t

race

able

rec

ord

s of

inve

stig

atio

ns

carr

ied o

ut,

val

ues

at

trib

ute

d a

nd o

ptions

consi

der

ed

6.1

3

Mai

nta

in inte

rnal

rec

ord

s w

hic

h a

re c

lear

, co

mple

te a

nd c

onfo

rm t

o

pro

fess

ional

and s

tatu

tory

req

uirem

ents

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

3

Un

it 8

: Exp

lain

th

e G

reen

Deal A

dvic

e R

ep

ort

to

th

e D

om

est

ic C

ust

om

er

2

Be a

ble

to

exp

lain

th

e c

om

po

nen

ts o

f th

e G

reen

Deal A

dvic

e R

ep

ort

an

d t

heir

im

plica

tio

ns

to t

he d

om

est

ic c

ust

om

er

IQ

CT

RL

TW

SM

EP

2.1

Exp

lain

to c

ust

om

ers

whic

h e

ner

gy

effici

ency

mea

sure

s hav

e gre

ater

im

pac

t on t

he

ener

gy

per

form

ance

of

a build

ing

2.2

Exp

lore

with c

ust

om

ers

the

mer

its

and d

emer

its

of

the

pro

pose

d e

ner

gy

effici

ency

mea

sure

s an

d w

ays

of ove

rcom

ing a

ny

bar

rier

s to

im

ple

men

ting

the

ener

gy

effici

ency

mea

sure

s

2.3

Exp

lain

to c

ust

om

ers

the

ben

efits

of

inst

allin

g s

ever

al m

easu

res

as p

art

of

a pac

kage

and t

he

adva

nta

ge

of

corr

ectly

sequen

cing t

he

inst

alla

tion

2.4

Exp

lain

to c

ust

om

ers

how

est

imat

es o

f ru

nnin

g c

ost

s pro

duce

d b

y RdSAP

hav

e bee

n a

rriv

ed a

t an

d for

how

long t

hey

are

val

id

2.5

Exp

lain

to c

ust

om

ers

the

gap

bet

wee

n s

tandar

d s

avin

gs

estim

ates

and

likel

y ac

tual

sav

ings

bas

ed o

n o

ccupan

cy

2.6

Id

entify

way

s in

whic

h t

he

reco

mm

endat

ions

can b

e im

ple

men

ted a

nd

wher

e to

go f

or

hel

p

2.7

Pr

ovi

de

advi

ce o

n t

he

Ener

gy

Perf

orm

ance

Cer

tifica

te A

dvi

sor

tool to

hel

p

the

cust

om

er s

elec

t ap

pro

priat

e en

ergy

effici

ency

mea

sure

s

2.8

In

dic

ate

how

any

futu

re c

han

ges

in e

ner

gy

consu

mption a

nd c

ost

s not

incl

uded

in t

he

asse

ssm

ent

may

im

pac

t on s

avin

gs

2.9

Exp

lain

to c

ust

om

ers

any

rele

vant

ince

ntive

s fo

r th

e cu

stom

er a

dopting t

he

pro

pose

d G

reen

Dea

l pac

kage

of

ener

gy

mea

sure

s

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

4

2.1

0

Exp

lain

any

likel

y lim

itations

on c

ust

om

er c

hoic

e in

res

pec

t of

bra

nds

and

appea

rance

of

equip

men

t an

d m

ater

ials

that

inst

alle

rs w

ill p

rovi

de

in

imple

men

ting t

he

pac

kage

of

mea

sure

s

2.1

1

Exp

lain

to c

ust

om

ers

the

fundin

g o

ptions

avai

lable

and h

ow t

o ap

ply

for

fundin

g

3

Be a

ble

to

pre

pare

an

d p

rese

nt

a G

reen

Deal A

dvic

e r

ep

ort

in

a

pro

fess

ion

al an

d im

part

ial m

an

ner

3.1

Pro

vide

pre

cise

dis

closu

re o

f th

e lim

itat

ions

on t

he

advi

ce b

eing g

iven

3.2

M

ake

clea

r th

e im

par

tial

tec

hnic

al a

dvi

ce b

eing p

rovi

ded

up t

o t

his

poin

t

3.3

M

ake

clea

r per

sonal

res

ponsi

bili

ty f

or

the

reco

mm

endat

ions

mad

e, a

ny

liabili

ties

that

arise

fro

m t

his

and a

ny

dis

clai

mer

s re

lating t

o t

he

reco

mm

endat

ions

3.4

D

iscl

ose

any

fees

that

the

Gre

en D

eal Advi

sor

may

rec

eive

if

the

cust

omer

fo

llow

s th

e ad

vice

giv

en in r

elat

ion t

o o

ne

or

more

ener

gy

effici

ency

m

easu

re

3.5

D

ecla

re a

ny

spec

ific

lin

ks w

ith s

upplie

rs o

f G

reen

Dea

l pro

duct

s an

d

serv

ices

3.6

M

ake

clea

r th

at a

ny

furt

her

invo

lvem

ent

in t

he

pro

cess

will

invo

lve

excl

usi

ve p

rom

otion o

f th

e pro

duct

s an

d s

ervi

ces

of

those

supplie

rs

3.7

In

form

the

cust

om

er o

f th

e G

reen

Dea

l Code

of P

ract

ice

that

reg

ula

tes

the

pre

par

atio

n a

nd iss

uin

g o

f th

e G

reen

Dea

l Advi

ce r

eport

3.8

M

ake

clea

r th

e ro

les

and r

esponsi

bili

ties

of

the

various

par

ties

invo

lved

in

the

Gre

en D

eal an

d w

ho

may

be

invo

lved

in t

he

nex

t st

ages

of th

e pro

cess

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

5

3.9

M

ake

the

cust

om

er a

war

e of

resp

onsi

bili

ties

to f

utu

re o

ccupie

rs in t

erm

s of

pote

ntial

chan

ges

in e

ner

gy

savi

ngs

shou

ld e

ner

gy-

savi

ng f

eatu

res

be

rem

ove

d

3.1

0

Res

pond t

o cu

stom

er q

ues

tions,

iss

ues

and c

once

rns

in r

elat

ion t

o t

he

Gre

en D

eal Advi

ce R

eport

s an

d t

he

nex

t st

eps

in t

he

pro

cess

within

the

limits

of

per

sonal

exp

ertise

and k

now

ledge

3.1

1

Consi

der

the

spec

ific

nee

ds

of

cust

om

ers,

incl

udin

g t

hose

in r

ura

l lo

cations,

th

ose

off t

he

gas

grid o

r liv

ing in t

raditio

nal build

ings

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

6

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

7

An

nexe C

: Lis

t o

f q

uali

fica

tio

ns

an

d c

overa

ge o

f u

nd

erp

inn

ing

kn

ow

led

ge a

nd

skil

ls

for

AP

EL p

urp

ose

s

This

docu

men

t has

bee

n d

evel

oped

as

a guid

e to

show

whic

h lea

rnin

g o

utc

om

es a

nd a

sses

smen

t cr

iter

ia o

f th

e G

reen

Dea

l qual

ific

atio

ns

may

be

cove

red b

y oth

er q

ual

ific

atio

ns

lear

ner

s m

ay h

ave

alre

ady

com

ple

ted.

This

doe

s not

exem

pt

lear

ner

s fr

om

pro

duci

ng e

viden

ce a

gai

nst

the

asse

ssm

ent

criter

ia,

but

if lea

rner

s hav

e re

cently

com

ple

ted a

ny

of th

e qual

ific

atio

ns

liste

d,

(within

the

pas

t 2 y

ears

), t

hey

may

pre

sent

evid

ence

pro

duce

d f

rom

that

qual

ific

atio

n a

s as

sess

men

t ev

iden

ce a

gai

nst

the

asse

ssm

ent

criter

ia o

f th

e G

reen

Dea

l qual

ific

atio

ns.

It r

emai

ns

the

dec

isio

n a

nd r

esponsi

bili

ty o

f th

e ce

ntr

e as

sess

or

to a

sses

s ac

hie

vem

ent

of

each

lea

rner

agai

nst

the

criter

ia f

or t

he

qual

ific

atio

n a

nd t

o e

nsu

re t

hat

the

evid

ence

pre

sente

d t

o c

om

ple

te t

he

qual

ific

atio

n is

appro

priat

e to

mee

t th

e cr

iter

ia s

pec

ifie

d.

Refe

ren

ce

Un

it T

itle

ASTG

DA1

Provi

de

info

rmat

ion t

o c

ust

om

ers

on t

he

princi

ple

s, f

inan

cing a

nd o

per

atio

n o

f th

e G

reen

Dea

l

ASTG

DA2

Under

take

Occ

upan

cy A

sses

smen

ts a

nd g

ive

advi

ce

ASTG

DA3

Prep

are

and E

xpla

in D

om

estic

Gre

en D

eal Advi

ce r

eport

s

ASTG

DA4

Exp

lain

the

Gre

en D

eal Advi

ce R

eport

to t

he

dom

estic

cust

om

er

ASTG

DA5

Car

ry o

ut

Non-D

om

estic

ener

gy

insp

ections

to d

eter

min

e O

per

atio

nal

Pro

file

and g

ive

advi

ce

ASTG

DA6

Prep

are

and iss

ue

Non-d

om

estic

Gre

en D

eal Advi

ce R

eport

s

ASTG

DA7

Exp

lain

the

Gre

en D

eal Advi

ce R

eport

to t

he

Non-d

om

estic

cust

om

er

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

8

Qu

alifi

cati

on

Tit

le

Co

vera

ge o

f U

nd

erp

inn

ing

Skil

ls a

nd

Kn

ow

led

ge

Aw

ard in D

omes

tic

Ener

gy

Ass

essm

ent

Profe

ssio

nal

Dev

elopm

ent

(QCF)

ASTG

DA1:

2.8

-2.9

-3.7

ASTG

DA2:

1.2

-1.3

-1.5

-1.6

-1.7

-1.8

-1.1

0-1

.11-2

.8-2

.9-2

.15-3

.2-3

.5-3

.6-3

.7-4

.7-5

.5-

5

.6-6

.2-6

.3

ASTG

DA3:

1.6

-1.7

-1.8

-1.9

-1.1

1-2

.1-2

.3-2

.4-2

.6-2

.7-4

.3-4

.4-4

.5-4

.6-4

.7-4

.8-5

.5

ASTG

DA4:

1.7

-2.5

-2.8

Cer

tifica

te in D

om

estic

Ener

gy

Ass

essm

ent

(QCF)

ASTG

DA1:

1.7

ASTG

DA2:

1.2

-1.3

-1.4

-1.6

-1.7

-1.8

-1.9

-1.1

0-1

.11-2

.9-2

.12-2

.15-2

.19-3

.2-3

.4-3

.5-3

.6-

4

.2-4

.6-4

.7-5

.6-6

.1-6

.2-6

.3-6

.4

ASTG

DA3:

1.3

-1.6

-1.8

-2.3

-2.4

-4.1

-4.3

-4.4

-4.5

-4.6

-4.7

-5.1

-5.5

ASTG

DA4:

1.2

-1.9

-2.1

-2.6

-2.7

Cer

tifica

te in D

om

estic

on C

onst

ruct

ion

Ener

gy

Ass

essm

ent

(QCF)

ASTG

DA1:

1.7

-2.8

-2.9

-3.7

-3.1

6

ASTG

DA2:

1.2

-1.3

-1.4

-1.5

-1.6

-1.7

-1.8

-1.1

0-2

.9-3

.2-3

.4-3

.6-4

.2-4

.6-4

.7

ASTG

DA3:

1.3

-4.1

-4.3

ASTG

DA4:

1.2

-1.9

-2.1

-2.6

-2.7

-3.3

Cer

tifica

te in N

on D

om

estic

Ener

gy

Ass

essm

ent

(QCF)

ASTG

DA1:

1.7

ASTG

DA5:

1.1

-1.2

-1.4

-1.5

-1.7

-1.9

-1.1

0-1

.11-2

.4-2

.7-3

.2-3

.4-3

.6-4

.4-4

.5-4

.6-6

.4-6

.5

ASTG

DA6:

1.2

-1.6

-1.7

-1.8

-1.9

-1.1

0-1

.12-1

.13-2

.2-2

.3-2

.4-2

.5-2

.6-2

.7-2

.8-4

.1-4

.4-

4

.5-4

.6-4

.7-5

.2-5

.3-6

.5

ASTG

DA7:

1.3

-1.7

-2.3

-2.5

-2.1

1

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

11

9

Dip

lom

a in

Oper

atio

nal

Rat

ings

(QCF)

ASTG

DA1:

3.7

ASTG

DA2:

1.3

-1.4

-1.5

-1.6

-1.8

-1.1

1-1

.12-1

.13-2

.12-2

.15-2

.16-4

.4-4

.6-4

.7-5

.3-5

.6-6

.1-

6

.2-6

.4

ASTG

DA3:

1.7

-2.1

-2.3

-2.4

-4.1

-4.3

-4.4

-4.8

-5.1

ASTG

DA4:

1.2

-1.7

1.1

1-2

.1-2

.6-2

.9-2

.12

ASTG

DA5:

1.1

-1.2

-1.3

-1.4

-1.6

-1.7

-1.9

-1.1

0-2

.2-2

.3-2

.4-2

.5-2

.6-2

.7-2

.9-3

.1-3

.4-3

.6-

4

.2-4

.5-4

.6-5

.3-5

.6-5

.7-5

.9-5

.10-5

.14-5

.15-5

.16-5

.17-6

.1-6

.4-6

.5

ASTG

DA6:

1.2

-1.6

-1.7

-1.1

0-1

.12-1

.13-2

.2-2

.3-2

.6-2

.7-2

.8-2

.10-4

.1-4

.4-4

.5-5

.1-5

.2-

5

.3-5

.4-6

.5-6

.9

ASTG

DA7:

1.2

-1.3

-1.6

-1.7

-1.1

0-2

.1-2

.2-2

.3-2

.4-2

.5-2

.11-3

.10

Cer

tifica

te in D

ispla

y Ener

gy

Cer

tifica

tes

ASTG

DA1:

3.7

ASTG

DA2:

1.3

-1.4

-1.5

-1.6

-1.8

-1.1

1-1

.12-1

.13-2

.12-2

.15-2

.16-4

.4-4

.6-4

.7-5

.3-5

.6-6

.1-

6

.2-6

.4

ASTG

DA3:

1.7

-2.1

-2.3

-2.4

-4.1

-4.3

-4.4

-4.8

-5.1

ASTG

DA4:

1.2

-1.7

-1.1

1-2

.1-2

.6-2

.12

ASTG

DA5:

1.1

-1.2

-1.3

-1.4

-1.6

-1.7

-1.9

-1.1

0-2

.2-2

.3-2

.4-2

.5-2

.6-2

.7-2

.9-3

.1-3

.4-3

.6-

4

.2-4

.5-4

.6-5

.3-5

.6-5

.7-5

.9-5

.10-5

.14-5

.15-5

.16-5

.17-6

.1-6

.4-6

.5

ASTG

DA6:

1.2

-1.6

-1.7

-1.1

0-1

.12-1

.13-2

.2-2

.3-2

.6-2

.7-2

.8-4

.1-4

.4-4

.5-5

.1-2

.5-2

.3-

5

.4-6

.5

ASTG

DA7:

1.2

-1.3

-1.6

-1.7

-1.1

0-2

.1-2

.2-2

.3-2

.4-2

.5-2

.11-3

.10

Cer

tifica

te in E

ner

gy

Advi

ce (

Hom

e)

ASTG

DA1:

1.4

–1.5

-2.2

ASTG

DA2:

1.2

.–2.2

.–2.3

-2.5

–2.1

0–2.1

1-3

.2–3.4

–3.6

-4.1

–4.2

–4.4

–4.6

–4.7

–5.1

-5.3

–5.8

ASTG

DA3:

1.3

-4.1

ASTG

DA4:

1.9

–1.1

1–1.1

3–1.1

4–1.1

5–2.1

–2.6

–2.1

2–3.3

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

12

0

Aw

ard in E

ner

gy

Advi

ce (

Ren

ewab

les)

(QCF)

ASTG

DA2:

5.1

-5.3

-5.5

ASTG

DA3:

1.2

-1.8

-1.9

-2.2

-2.6

Dip

lom

a in

Non D

om

estic

Ener

gy

Ass

essm

ent

(QCF)

ASTG

DA1:

1.7

ASTG

DA5:

1.1

–1.2

–1.4

-1.5

-1.7

–1.9

–1.1

0–1.1

1-2

.4–2.7

–3.2

–3.4

–3.6

–4.4

–4.5

–4.6

–6.4

–

6

.5

ASTG

DA6:

1.2

–1.6

–1.7

–1.8

–1.9

–1.1

0–1.1

2–1.1

3–2.2

–2.3

–2.4

–2.5

–2.6

–2.7

–2.8

–4.1

–

4

.4–4.5

–4.6

–4.7

–5.2

–5.3

–6.5

ASTG

DA7:

1.3

-1.7

-2.3

-2.5

-2.1

1

Leve

l 5 D

iplo

ma

in N

on D

om

estic

Ener

gy

Ass

essm

ent

(QCF)

ASTG

DA1:

1.7

ASTG

DA5:

1.1

–1.2

–1.4

-1.5

-1.7

–1.9

–1.1

0–1.1

1-2

.4–2.7

–3.2

–3.4

–3.6

–4.4

–4.5

–4.6

–6.4

–

6

.5

ASTG

DA6:

1.2

–1.6

–1.7

–1.8

–1.9

–1.1

0–1.1

2–1.1

3–2.2

–2.3

–2.4

–2.5

–2.6

–2.7

–2.8

–4.1

–

4

.4–4.5

–4.6

–4.7

–5.2

–5.3

–6.5

ASTG

DA7:

1.3

-1.7

-2.3

-2.5

-2.1

1

Dip

lom

a in

Hom

e in

spec

tion

ASTG

DA1:

1.7

-3.5

ASTG

DA2:

1.2

–1.3

–1.4

–1.8

–1.9

–3.4

–3.6

–4.2

–4.6

–4.7

–6.1

–6.4

ASTG

DA3:

2.1

-4.4

-5.2

Cer

tifica

te in R

emote

Gre

en D

eal Advi

ce

ASTG

DA1:

Full

Cove

rage

ASTG

DA2:

1.2

–1.5

–1.9

-2.1

–2.2

–2.3

–2.6

-2.8

–2.9

–2.1

0–2.1

1–2.1

3–2.1

4–2.1

5–2.1

6–

2

.17–2.1

8–2.1

9–4.1

ASTG

DA3:

1.1

–1.2

–1.4

–1.5

–2.8

–3.1

-3.2

–3.3

ASTG

DA4:

1.2

–1.3

–1.5

–1.6

–1.7

–1.8

–1.1

3–1.1

4–1.1

5–1.1

6

ASTG

DA5:

1.1

-1.2

-1.4

-2.8

ASTG

DA6:

1.1

-1.2

–1.3

–1.4

–1.5

–1.6

–1.7

–1.8

–1.9

–1.1

0–1.1

2–1.1

3–2.1

–3.1

–3.2

–6.1

ASTG

DA7:

1.1

–1.2

–1.3

–1.4

–1.6

–1.9

–1.1

1–1.1

2–1.1

3

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

12

1

Cer

tifica

te in s

ust

ainab

le c

onst

ruct

ion &

options

Cen

tre

adm

inis

trat

ion

D

ocu

men

ts

ASTG

DA2:

1.3

-1.1

1-1

.12-2

.15-2

.17-4

.7-5

.6-5

.7

ASTG

DA3:

2.1

-4.8

ASTG

DA4:

1.2

-2.2

Dip

lom

a in

sust

ainab

le c

onst

ruct

ion &

options

Cen

tre

adm

inis

trat

ion

D

ocu

men

ts

ASTG

DA2:

1.3

–1.1

1–1.1

2–2.1

5–2.1

7–4.7

–5.6

–5.7

ASTG

DA3:

2.1

-4.8

ASTG

DA4:

1.2

-2.2

ASTG

DA5:

1.2

–1.9

-1.1

0-1

.11–2.2

–2.3

–2.8

–2.1

1–4.6

–5.3

–5.6

–5.7

–5.9

–5.1

1–5.1

2–5.1

4

–

5.1

5–5.1

6–5.2

0

ASTG

DA6:

2.2

-2.7

-5.1

-5.2

-5.3

-5.4

-6.1

ASTG

DA7:

1.3

-1.7

-2.3

-2.5

-2.1

1

Aw

ard in E

ner

gy

Aw

aren

ess

stru

cture

&

options

Cen

tre

adm

inis

trat

ion

D

ocu

men

ts

ASTG

DA1:

2.8

-2.9

-3.7

-3.1

4-3

.16

ASTG

DA2:

1.3

–1.4

–1.1

2–1.1

3-2

.7–2.8

–2.9

–2.1

1–2.1

2–2.1

5–2.1

6–2.1

9–4,2

–4.7

–5.4

-

5

.6

ASTG

DA2:

2.1

ASTG

DA4:

1.2

-1.5

-1.9

-1.1

2-2

.1-2

.12

Aw

ard in R

enew

able

Ener

gy

in t

he

Hom

e ASTG

DA1:

2.8

-2.9

-3.7

-3.1

4-3

.16

ASTG

DA2:

1.3

–1.4

–1.1

2–1.1

3-2

.7–2.8

–2.9

-2.1

0-2

.11–2.1

2–2.1

5–2.1

6–2.1

9–4.2

–4.7

–

5

.1–5.2

–5.3

-5.4

–5.6

ASTG

DA3:

2.1

-2.4

-2.5

-4.7

-4.8

ASTG

DA4:

1.2

-1.5

-1.9

-1.1

1-1

.12-1

.13-2

.1-2

.2-2

.12

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

12

2

NVQ

in P

rovi

din

g E

ner

gy

Eff

icie

ncy

Ser

vice

s ASTG

DA1:

1.4

-1.5

-2.8

-2.9

-3.1

6

ASTG

DA2:

1.2

–1.3

–1.4

–1.8

–1.9

–1.1

1–1.1

2–1.1

3–2.1

–2.7

–2.8

–2.1

0–2.1

2–2.1

3–2.1

4–

2

.15–2.1

6–2.1

9–4.2

–4.6

–4.7

–5.1

–5.2

–5.3

–5.6

–6.1

–6.4

ASTG

DA3:

2.1

-2.4

-4.7

-4.8

ASTG

DA4:

1.2

-1.8

-1.9

-1.1

3-2

.1-2

.2-2

.12

ASTG

DA5:

1.2

–1.3

–1.7

–1.1

0–1.1

1–1.1

2–2.1

–2.2

–2.3

–2.4

–2.5

–2.6

–2.7

–2.9

–2.1

0–2.1

1

–

2.1

4–2.1

5–4.2

–4.5

–4.6

–5.1

–5.2

–5.3

–5.6

–5.7

–5.9

–5.1

0–5.1

1–5.1

4–5.1

5–

5

.16–5.1

7–6.1

–6.4

–6.5

ASTG

DA6:

1.7

–1.1

0–2.2

–2.7

–2.8

–2.9

–5.1

–5.2

–5.3

–5.4

–5.5

–6.1

–6.5

ASTG

DA7:

1.2

–1.3

–1.7

–1.8

–1.1

0–2.1

–2.2

–2.3

–2.5

–2.6

–2.1

1

Aw

ard in M

anag

ing R

esourc

es E

ffic

iency

ASTG

DA1:

2.4

-2.9

-3.7

ASTG

DA5:

1.2

–1.9

–1.1

0–2.1

–2.2

-2.3

–2.5

–2.6

–2.7

–2.8

–2.9

-2.1

1–4.6

–5.2

-5.3

–5.4

–5.5

–

5.6

–5.7

–5.9

–5.1

1–5.1

4–5.1

5–5.1

6–5.2

0

ASTG

DA3:

1.3

–1.6

–1.8

–2.3

–2.4

–4.1

–4.3

–4.4

–4.5

–4.6

–4.7

-5.1

–5.5

ASTG

DA4:

1.2

-1.9

-2.1

-2.6

-2.7

SQ

A 7

Pro

moting E

ner

gy

Effic

iency

in t

he

Work

pla

ce

ASTG

DA1:

1.7

-2.8

-2.9

-3.1

6

ASTG

DA2:

1.1

1-1

.12-1

.13-2

.15-2

.16-2

.19-4

.7-5

.4

ASTG

DA3:

2.1

-4.8

ASTG

DA4:

1.2

-1.9

-1.1

1-1

.12-2

.1

ASTG

DA5:

1.1

–1.2

–1.1

0–2.2

–2.3

–2.5

–2.6

–2.7

–2.9

–2.1

0–2.1

1–2.1

5–4.6

–5.3

–5.6

–5.7

–

5

.9–5.1

0–5.1

1–5.1

4

ASTG

DA6:

2.2

-2.3

-2.7

-5.1

-5.2

-5.3

-5.4

-6.1

ASTG

DA7:

1.3

-1.7

-1.1

0-2

.1-2

.5-2

.11

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

12

3

SCQ

F Le

vel 8 P

DA R

enew

able

Ener

gy

Sys

tem

s ASTG

DA1:

1.1

3-2

.8-2

.9-2

.15-2

.16-4

.7

ASTG

DA4:

1.2

-2.1

ASTG

DA5:

1.1

0-2

.2-2

.3-5

.3-5

.6-5

.10-5

.11

ASTG

DA6:

2.2

-6.1

ASTG

DA7:

1.3

-2.1

-2.3

-2.1

1

Aw

ards

in C

ontr

olli

ng R

esourc

e Effic

iency

ASTG

DA1:

2.4

-2.9

-3.7

ASTG

DA5:

1.2

–1.9

–1.1

0–2.2

-2.3

–2.5

–2.6

–2.8

–2.9

-2.1

1–4.6

–5.3

–5.5

–5.6

–5.7

–5.1

1–

5

.14–5.1

5–5.2

0

ASTG

DA6:

2.2

-2.3

-2.7

-5.1

-5.2

-5.3

-5.4

-5.5

-6.1

ASTG

DA7:

1.2

-1.3

-1.7

-1.1

0-2

.1-2

.2-2

.3-2

.6-2

.11

Cer

tifica

te E

nvi

ronm

enta

l Sust

ainab

ility

Unit 4

: Ener

gy

Man

agem

ent

Unit 1

4:

Was

te M

anag

emen

t

ASTG

DA1:

2.8

-2.9

ASTG

DA2:

1.3

–1.4

–1.1

1–1.1

2–2.1

2-2

.15–2.1

6–2.1

7–4.2

–4.6

–4.7

–5.1

–5.2

–5.6

–5.7

ASTG

DA3:

2.1

ASTG

DA4:

1.2

-1.9

-2.1

ASTG

DA5:

1.1

–1.2

–1.9

–1.1

0–2.2

–2.3

–2.4

–2.5

–2.6

–2.8

–2.1

0–2.1

1–3.4

–4.2

–4.4

–4.5

–

4

.6–5.3

–5.4

–5.6

–5.7

–5.9

–5.1

1–5.1

4–5.1

5–5.1

6–5.2

0

ASTG

DA6:

2.2

-2.7

-2.9

-5.1

-5.2

-5.3

-6.1

ASTG

DA7:

1.3

-1.7

-2.1

-2.2

-2.3

Prin

ciple

s of

Sust

ainab

le R

esourc

e M

anag

emen

t

ASTG

DA1:

2.8

-2.9

ASTG

DA5:

1.2

–1.9

–2.2

–2.3

–2.5

–2.6

–2.8

–2.1

0–2.1

1–2.1

5–4.4

–4.6

–5.2

–5.3

–5.7

–5.9

–

5

.11–5.1

4–5.1

5–5.1

6–5.2

0

ASTG

DA6:

2.2

-2.7

-5.1

-5.2

-5.3

-6.1

ASTG

DA7:

1.2

-1.3

-1.7

-1.1

0-2

.1-2

.2

Pear

son E

dex

cel Le

vel 3 D

iplo

ma

in G

reen

Dea

l D

omes

tic

Advi

ce (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Feb

ruar

y 2014 ©

Pea

rson

Educa

tion L

imited

2014

12

4


125

Annexe D: Portfolio Guidance

The following information is provided as guidance for centres to use when collecting evidence for the Portfolio of Evidence and details the information that Pearson would expect to see included for each of the qualifications.

Portfolio for Domestic Energy Assessor

The following documents are to be provided to complete the Domestic Energy Assessor part of the Green Deal Advisor qualification or the Domestic Energy Assessor units as a stand-alone qualification.

Portfolio index

Section 1 – Personal information ( when complete) Pages

ID Sheet Candidate name, address, contact details and I.D. type photo

CV Current CV

CPD Evidence of current CPD relevant to any of the units and a personal development plan

Certificates Certificate copies for qualifications supporting APEL of any of the DEA units

Section 2 – Practical assessment coursework ( when complete) Pages

Evidence matrix Completed table indicating which assessments cover each of the core requirements

EPC 1 Address-

EPC 2 Address-

EPC 3 Address-

EPC 4 Address-

EPC 5 Address-

Section 3 – Other documents ( when complete) Pages

Terms of engagement Your terms and conditions for providing an EPC

Complaints policy Your complaints policy

Assessor observation Confirmation from assessor of observed assessment including any relevant feedback.

Other Additional documents such as witness statements that will support other evidence supplied (indicate how any document is relevant)


126

Section 4 – Workbooks ( when complete) Pages

Workbook D4 Conduct energy assessments in a safe, effective and professional manner

A pre-inspection risk assessment form

A pre-inspection equipment check list

A complaints procedure

A letter to a prospective client declining to carry out an assessment

Supporting docs

An email in response to a request to provide the contact details for the owner

Workbook D5 Prepare for Energy Assessments of Domestic property

Telephone enquiry form

Confirmation of appointment letter

Supporting docs

Letter advising an assessment could not go ahead

Workbook D6 Undertake Energy Inspections

Supporting docs Record keeping method statement

Workbook D7 Produce and explain EPCs relating to Domestic Property

Supporting docs Letter advising of complaints procedure

Section 5 – Supplementary questions ( when complete) Pages

Approved evidence Either

a Evidence of satisfactory completion of a relevant EDI supplementary questions paper, or

b Evidence of approved examination pass, or

c Evidence of satisfactory completion of supplementary questions provided by the training provider and approved by the EDI verifier


127

Each EPC submitted must include the following evidence:

Pre assessment ( when complete) Pages

Background data checks Background data collected prior to the assessment visit

Assessment ( when complete) Pages

Risk assessment A risk assessment completed prior to the assessment

Site notes All notes related to the energy assessment including reflections on any decisions made and reasons for any options being rejected

Valid evidence Copy of any documents used as evidence for selections made

Assessment documents All documents generated as part of the energy assessment

Photographs Indexed and labelled photographs of all elements relevant to selections made in generating the report

Post assessment ( when complete) Pages

EPC EPC (finalised to the point of being ready for lodgement)

Cover letter to client Cover letter to include any relevant additional information for the client including how to access the EPC

Conclusion Summary of the outcome of the report, the relevance of the recommendations to the client and property. Comment on any health & safety issues and recommend how they could be mitigated.

If the qualification is being taken combined with the Green Deal Assessor units then the evidence for any EPC used for the Green Deal assessment should be included as one of the portfolio EPCs for the Energy Assessor units. The exception would be if the EPC used for a Green Deal assessment has been lodged (either by the learner having become accredited after completing the Energy Assessor units or by another accredited Energy Assessor) in which case the EPC will be assumed to be valid# unless shown not to be by evidence included in the Green Deal assessment.

# A lodged EPC will be subject to the relevant accreditation’s quality control and audit procedures and it is not necessary for the assessment process to duplicate this. It does not however alter the requirement for the learner to show grounds for believing it to be suitable to use for a Green Deal assessment.


128

Evidence matrix

In order to adequately cover the full assessment criteria the energy assessments must include properties of various ages and with a mixture of key features and both owner occupied and rented properties.

A total of five assessments must be completed and the evidence included in the portfolio. Those assessments must include at least one in each of the three age bands and at least one example of each of the column categories.

No more than one of the assessments may be against simulated evidence.

Pre 1920 1921 - 1976 Post 1976

Flat

House

Solid wall

Cavity wall

System build or Timber frame

No gas supply

Min 2 extensions

Measured glazing

Each property will probably meet several of the criteria but every criterion must be met by at least one.

There is a requirement for the learner to demonstrate to the Assessor that they are competent to actually carry out the essential tasks in a professional manner. The learner must also demonstrate to the Assessor that they are able to utilise the skills and knowledge covered by the qualification in a live situation. It is not sufficient for the assessment to be based entirely on portfolio and workbook evidence.

It is recommended that this requirement is met by an observed assessment. Ideally the assessment would be observed by the Assessor however if it is considered more appropriate the assessment may be observed by a Trainer as part of the training course provided the Trainer provides an appropriate witness statement to the Assessor for inclusion in the portfolio.

If the Assessor believes that neither of the above is practical then the Assessor may meet the assessment requirement using a Structured Professional Interview however the Assessor will need to be able to demonstrate to a Verifier that the interview assessment has a level of rigour equivalent to that of an observed assessment.


129

Portfolio for Green Deal Advisor (Domestic DEA upgrade)

The following documents are to be provided to complete the Green Deal Advisor qualification for people already holding the relevant qualifications to practice as a Domestic Energy Assessor after April 2012.

Portfolio index

Section 1 – Personal information ( when complete) Pages

ID Sheet Candidate name, address, contact details and I.D. type photo

CV Current CV

CPD Evidence of current CPD for the associated DEA/ HI qualification and a personal development plan

Certificates Certificate copies for qualifications supporting APEL of the DEA units

Section 2 – Practical assessment coursework ( when complete) Pages

Evidence matrix Completed table indicating which assessments cover each of the core requirements

GD assessment 1 Address-



GD assessment 4 if applicable

Address-

GD assessment 5 if applicable

Address-

Section 3 – Other documents ( when complete) Pages

Terms of engagement Your terms and conditions for providing a GD advice report

Complaints policy Your complaints policy

Assessor observation Confirmation from assessor of observed assessment including any relevant feedback.

Other Additional documents such as witness statements that will support other evidence supplied (indicate how any document is relevant)

Section 4 – Workbooks ( when complete) Pages

Workbook D1 Provide information to customers on the principles, financing and operation of the Green Deal

Supporting docs Information leaflet

Workbook D2 Undertake occupancy assessments and give advice


130

Fuel poverty letter

Addressing concerns letter

Supporting docs

Method statement

Workbook D3 Prepare and issue domestic Green Deal Advice Reports

Supporting docs Letter disclosing the referral fees

Workbook D8 Explain the Green Deal Advice Report to the domestic customer

Supporting docs Witness statement – discussion of one assessment


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Each GD assessment must include the following evidence:

Pre assessment ( when complete) Pages

Pre assessment EPC* The EPC that forms the basis of the GD assessment*

Validity of EPC Statement of grounds for using the pre-assessment EPC

Background data checks Background data collected

Assessment ( when complete) Pages

Site notes All notes related to the Green Deal assessment including reflections on any decisions made and reasons for any options being rejected

Valid evidence Copy of any documents used as evidence for selections made

Assessment documents All documents generated as part of the Green Deal assessment

Photographs Indexed and labelled photographs of all elements relevant to selections made in generating the report

Secondary site notes Additional site notes related to the post GD building (using simulated evidence for the GD recommendation(s) having been carried out.

Post assessment ( when complete) Pages

Report Green Deal Advice Report (finalised to the point of being ready for lodgement)

Post assessment EPC Final EPC (Draft post GD)

Cover letter to client Cover letter explaining how their current use of appliances, systems and controls affects:

their energy consumption

fuel bills

thermal comfort

risk of condensation

Letter to include relevant signposting of the next steps and any relevant disclaimers

Conclusion Summary of the outcome of the report, the relevance of the recommendations to the client and property


132

* Requirements for the Pre-Assessment EPC

If this qualification is being taken by a qualified DEA/HI the Pre-assessment EPC should be lodged# (It may have been produced by another Energy Assessor if suitable grounds are provided for using it).

An Assessor may accept an EPC that has not been lodged if there are circumstances which make lodgement inappropriate (e.g. a number of learners assessing the same property) however in this instance the accuracy of the EPC, suitability of site notes and all supporting evidence must be checked by the Assessor, or by an Auditor, to confirm that they would pass audit.

If the qualification is being taken combined with the Green Deal Assessor units then the evidence for any EPC used for the Green Deal assessment should be included as one of the portfolio EPCs for the Energy Assessor units. The exception would be if the EPC used for a Green Deal assessment has been lodged by an accredited Energy Assessor (not the Learner) in which case the EPC will be assumed to be valid unless shown not to be by evidence included in the Green Deal assessment. # A lodged EPC will be subject to the relevant accreditation’s quality control and audit procedures and it is not necessary for the assessment process to duplicate this. However the requirement remains for the Learner to show grounds for believing it to be suitable to use for a Green Deal assessment.


133

Evidence matrix

In order to adequately cover the full assessment criteria the Green Deal assessments must include properties of various ages, a mixture of key features and both owner occupied and rented properties.

A minimum of three assessments, up to a maximum of five assessments must be completed and the evidence included in the portfolio. Those assessments must include at least one in each of the three age bands and at least one example of each of the column categories.

No more than one of the assessments may be against simulated evidence and if only three are included then simulated evidence may not be used.

Pre 1920 1921 - 1976 Post 1976

Flat

House

Solid wall

Cavity wall

No gas supply

Tenant

Owner occupier

Each property will probably meet several of the criteria but every criterion must be met by at least one.

There is a requirement for the learner to demonstrate to the Assessor that they are competent to actually carry out the essential tasks in a professional manner. The learner must also demonstrate to the Assessor that they are able to utilise the skills and knowledge covered by the qualification in a live situation. It is not sufficient for the assessment to be based entirely on portfolio and workbook evidence.

It is recommended that this requirement is met by an observed live assessment. Ideally the assessment would be observed by the Assessor however if it is considered more appropriate the assessment may be observed by a Trainer as part of the training course provided the Trainer provides an appropriate witness statement to the Assessor for inclusion in the portfolio.

In circumstances where neither of the above is practical (e.g. where the learner is based a significant distance from the training and assessment providers) then the Assessor may meet the assessment requirement by observing a simulated occupancy assessment; however the scenario will need to be realistic and the Assessor will need to be able to demonstrate to a Verifier that the simulation provides a level of rigour equivalent to that of an observed live assessment.

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