ABBE LEVEL 3 CERTIFICATE IN DOMESTIC INFRARED THERMOGRAPHY ... · PDF fileQUALIFICATION...

September 2015

ABBE LEVEL 3 CERTIFICATE IN

DOMESTIC INFRARED THERMOGRAPHY

(Class 1 Operators) (601/2687/5)

QUALIFICATION HANDBOOK

ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF)

Version 3 – September 2015 of 46

Contents

PART 1 Introduction ............................................................................................................................. 4

1.1 About the Awarding Body for the Built Environment (ABBE) ............................................. 4

1.2 Ofqual qualification data ......................................................................................................... 4

1.3 Purpose and aims of the qualification ................................................................................... 5

1.4 What does this qualification cover? ...................................................................................... 5

1.5 Who could take this qualification? ......................................................................................... 5

1.6 Progression .............................................................................................................................. 6

PART 2 General Qualification Guidance ............................................................................................. 7

2.1 The Qualifications and Credit Framework ............................................................................. 7

2.2 Unit structure ............................................................................................................................ 7

2.3 Learning time ............................................................................................................................ 8

2.4 Resources ................................................................................................................................. 8

2.5 Delivery ..................................................................................................................................... 8

2.6 Recruitment and access .......................................................................................................... 9

2.7 Learners with particular assessment requirements ............................................................. 9

2.8 Role of learners ........................................................................................................................ 9

2.9 Role of mentors and advisors .............................................................................................. 10

2.10 Role of the assessor .............................................................................................................. 10

2.11 Role of the internal verifier.................................................................................................... 11

2.12 Role of the external verifier ................................................................................................... 11

2.13 Assessment ............................................................................................................................ 11

2.14 Assessment records .............................................................................................................. 12

2.15 Credits and recognising prior learning ................................................................................ 13

2.16 Examination arrangements ................................................................................................... 13

2.17 Enquiries and appeals ........................................................................................................... 14

2.18 Registering learners .............................................................................................................. 15

PART 3 ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF) ................................................................................................................................................. 16

3.1 Qualification summary .......................................................................................................... 16

3.2 Qualification evidence requirements ................................................................................... 16

3.3 Assisting learners to find suitable properties .................................................................... 17

3.4 The qualification in diagram form ........................................................................................ 18

3.5 QCF credit availability ........................................................................................................... 19

3.6 External examination ............................................................................................................. 19

3.7 Occupational competence of assessors and internal verifiers ........................................ 21

3.8 Qualification structure and content ..................................................................................... 22

PART 4 Qualification Units ................................................................................................................. 23

Unit 1: Conduct building infrared thermography in a safe, effective and professional manner 23



Unit 2: Understand basic thermal imaging camera technology and operation ........................... 27

Unit 3: Understand domestic building construction, thermal properties and heat loss mechanisms ........................................................................................................................................ 30

Unit 4: Prepare to carry out an infrared thermographic assessment of domestic buildings ..... 33

Unit 5: Carry out an infrared thermographic assessment of domestic buildings ....................... 36

Unit 6: Produce infrared thermographic assessment reports of domestic buildings ................ 39

PART 5 Appendices ............................................................................................................................ 41

Appendix 1 Summary of knowledge and understanding requirements .................................. 41

Appendix 2 Representative Domestic Infrared Thermographic Surveyor Equipment List ... 42

Appendix 3 Infrared thermography data collection notes ........................................................ 43



PART 1 Introduction This qualification has been developed by ired Limited working in partnership with ABBE. The development of the qualification was instigated by ired in recognition of the need to standardise outputs from the sector. This guide is for prospective and existing ABBE approved assessment centres that wish to offer the ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF), including organisations that employ prospective thermographers. It provides the qualification specification and guidance on evidence and assessment requirements. This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the ABBE website www.abbeqa.co.uk or by telephone from the ABBE office on 0121 331 5174. 1.1 About the Awarding Body for the Built Environment (ABBE) ABBE is an Awarding Organisation regulated by Ofqual (Office of Qualifications and Examinations Regulation) for the delivery of a range of qualifications that form part of the Qualifications and Credit Framework. ABBE has developed considerable expertise in overseeing high quality assessment for the higher level qualifications in the Property and Construction sectors of industry. Since its inception late 1997, ABBE has grown steadily and currently offers a suite of qualifications to industry through its nationwide network of approved assessment centres. For further information please contact: ABBE (Awarding Body for the Built Environment) Birmingham City University Franchise Street Perry Barr Birmingham B42 2SU Telephone: 0121 331 5174 Fax: 0121 331 6883 Email: [email protected] Website: www.abbeqa.co.uk 1.2 Ofqual qualification data

Ofqual accreditation number: 601/2687/5

Industry Sector: 5.2 Building and Construction

Qualification operational start date: 1 March 2014

Qualification review date: 31 January 2019

Age range qualification approved for use with: 16-18, 19+

http://www.abbeqa.co.uk/

mailto:[email protected]




1.3 Purpose and aims of the qualification Infrared thermography has traditionally been used to identify fault conditions in mains electrical systems and components, in many mechanical systems and by fire-fighters to locate casualties. Infrared thermography has also been used to a lesser extent in the built environment to locate sources of heat loss from buildings, whether through poor installation of insulation systems, thermal bridging or draughts. Recent developments increase the likelihood of infrared thermography in the built environment becoming more widely available. These developments include: - The release to market by a number of manufacturers of more affordable, portable, high

performance infrared cameras - The 2011 BREEAM New Construction and BREEAM 2012 Domestic Refurbishment programs

both recognise the benefit of an infrared thermographic survey by awarding credits when a Class 2 (Level 4) certified thermographer has conducted an appropriate thermal survey of the building.

- Initiatives such as the Green Deal and Energy Company Obligation (ECO) that focus on ‘fabric first’ solutions

- An awareness of the gap between a buildings ‘as-designed’ and ‘as-used’ energy performance - The issue in April 2013 of a draft standard for infrared thermography in the built environment, EN

ISO 6781 This qualification can be found on The Register of Regulated Qualifications at http://register.ofqual.gov.uk/ 1.4 What does this qualification cover? This qualification is based on the requirements of EN ISO 6781 for Class 1 thermographers with additional units to enable learners to demonstrate the professional knowledge, understanding and skills required to carry out independent thermographic surveys in the domestic built environment. The ISO 6781 description of a Class 1 thermographer is quite restrictive in that the thermographer can use a camera and perform basic analysis, should work under the guidance of someone certified at a higher level, and should follow procedures prepared by a Class 3 thermographer. They should be told which measurement technique to follow and would be expected to collect data, take images and understand how to reduce potential errors and would not ordinarily be expected to write reports. There are six mandatory units, including one which specifically tests a learner’s knowledge and understanding of infrared thermography and infrared camera operation. These six units require learners to demonstrate their: - ability to conduct building infrared thermography in a safe, effective and professional manner, - understanding of basic thermal imaging camera technology and operation - understanding of domestic building construction, thermal properties and heat loss mechanisms - ability to prepare for infrared thermographic assessments of domestic buildings - ability to carry out infrared thermographic assessments of domestic buildings, and - ability to produce infrared thermographic assessment reports of domestic buildings. 1.5 Who could take this qualification? This qualification is intended to broaden the ISO 6781 Class 1 operator skill set to enable them to act as an independent thermographer in the domestic built environment (residential properties).

http://scantherm.co.uk/about-scantherm-surveys/thermography-training-and-certification/

http://scantherm.co.uk/about-scantherm-surveys/thermography-training-and-certification/

http://register.ofqual.gov.uk/



1.6 Progression This qualification has been designed to encourage participation in education and training in other related areas by:

offering a springboard for current PCN Level 1 thermographers to enhance their skills and to progress to higher-level Class 2 and Class 3 thermographer qualifications

enabling current practitioners in domestic energy assessment, domestic Green Deal advice, residential surveying and home inspection to expand the portfolio of services offered to their clients

encouraging current practitioners in other energy assessment fields to expand the portfolio of services offered to their customers

presenting a new career opportunity to learners wishing to offer domestic infrared thermographic surveys through retraining or up-skilling.



PART 2 General Qualification Guidance 2.1 The Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) is a structure for recognising qualifications in the UK. It enables recognition of smaller sections of learning which can be gained in a flexible manner. Qualifications are made up of individual units which each have their own credit value. One credit represents 10 hours of learning. It is the accumulation of this credit which builds to form the qualification. The size of a qualification is indicated as follows:

Awards (1 to 12 credits)

Certificates (13 to 36 credits)

Diplomas (37 credits and above) The terms Award, Certificate and Diploma then reflect the size of the qualification rather than its difficulty. The qualification levels indicate the complexity of the qualification. The levels range from Entry to Level 8. Individual units can be shared between multiple qualifications to enable learners to move smoothly between qualifications without repetition of learning. This will be tracked through unique learner numbers (ULNs) assigned to all learners completing QCF units to enable them to transfer their credit through the QCF. Learners can choose to take individual units but in order to gain a qualification they must complete the set Rule of Combination (RoC) for a qualification. This is a structure which can be comprised of mandatory and optional units and defines what comprises the complete qualification. For more information on the QCF, view http://register.ofqual.gov.uk/Qualification 2.2 Unit structure Each unit of the qualification is structured in the same way as follows: Unit title: states the ‘task/activity’ to be undertaken. Level: represents the complexity of the unit and the degree to which autonomous and co-operative working competencies are required successfully to carry out and complete the unit, ranging from entry level to level 8. Credit value: identifies the number of credits for which the unit qualifies. Purpose and Aim of unit: provides a summary of the content of the unit, including details of the individual elements which make up that unit. Learning Outcomes: outline what learners must do to meet the requirements of the unit. The statements:

set out what learners are expected to know, understand or be able to do as the result of the learning process

are capable of assessment and, in conjunction with the assessment criteria related to that outcome, set a clear assessment standard for the unit.

http://register.ofqual.gov.uk/Qualification



Assessment Criteria: outline what learners must demonstrate in order to satisfy the learning outcome of the unit. The statements:

specify the standard learners are expected to meet to demonstrate that the learning outcomes of that unit have been achieved

are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors

do not include any explicit references to the methods or instruments of assessment to be used. Evidence requirements/guidance: gives examples of types of evidence that the learner will need to submit. 2.3 Learning time Learning time is a guide to how long it would take the average learner with no prior experience to complete a unit. This is intended as a guide only and the actual amounts of time will vary according to the existing skill and knowledge of the individual learner. Learning time is divided into Guided Learning Hours (GLH) and Private Study. GLH refers to the amount of study undertaken by learners under the direction of their tutors. This could include tutorials, seminars, workshops, directed research, project or assignment work and assessment. 2.4 Resources Centres must ensure that learners have access to resources of industry standard to support the delivery and assessment of this programme. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to demonstrate how learners will access any specialist resource requirements when they seek approval from ABBE. All staff involved in the assessment and verification of this qualification must have the necessary occupational skills and experience required. See Occupational competence of assessors and internal verifiers section for further details. 2.5 Delivery It is important that centres develop an approach to teaching and learning that supports the assessment of the specialist vocational nature of the qualification. The specifications contain a balance of practical skill and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector, and to generate workplace evidence for their portfolio.



2.6 Recruitment and access ABBE’s policy regarding access to its qualifications is that, wherever possible:

the qualifications should be available to everyone who is capable of reaching the required standards and has access to appropriate work to generate evidence

the qualifications should be free from any barriers that restrict access and progression

there must be equality of opportunity for all wishing to access the qualifications. Centres should ensure that they recruit learners to this qualification with integrity. This will include ensuring that applicants have appropriate information and advice about the qualification and that it will meet their needs and expectations. Before accepting learners onto this qualification, centres must assess each applicant’s potential and make a professional judgment about their ability to successfully complete the programme of study, where applicable, and achieve the qualification. This assessment will need to take account of the support available to learners within the centre during their programme of study and any specific support that might be necessary to allow them to access the assessment for the qualification. Further information on equal opportunities and access to fair assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone on 0121 331 5174. 2.7 Learners with particular assessment requirements ABBE recognises that some learners may have difficulty with the demands of a course or find the standard arrangements for the assessment of their vocational competence presents a challenge. This may apply to learners with known and long-standing learning difficulties and/or physical or other impairments. Centres must take steps to ensure that any particular assessment requirements are identified as early in the programme as possible, preferably at initial assessment stage, and appropriate arrangements are put in place to support learners. Further information on equal opportunities and access to assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone from 0121 331 5174. 2.8 Role of learners Learners with the support of the assessor and employer will be:

identifying sources of evidence

generating and collecting the evidence specified within each unit to demonstrate their competence to the requirements of the qualification

numbering and cross referencing evidence

checking whether further supporting evidence is needed

presenting evidence to the assessor

obtaining feedback from the assessor

carrying out any necessary follow-up action





Evidence All evidence presented by the learner must demonstrate competence to the relevant assessment criteria and learning outcomes within the unit. Where learners submit evidence that does not meet the required standard, the assessor must either require the learner to review their evidence and represent it again for further assessment (this is only likely to be appropriate where minimal amendment is required) or produce a new piece of evidence to meet the requirement. Portfolio organisation Learners must collect their evidence of competence together into a ‘portfolio’. This could be held in hard copy or electronically. Responsibility for developing the portfolio (and ownership of it) stays firmly with the learners, but it is very important that they receive continuous help and support. This help can come from a range of people, including line managers and colleagues, mentors, advisors, tutors, as well as the assessor. When an assessor is giving help and support, they must distinguish this from the work they do as part of the assessment process. The quality and presentation of portfolios are central to the success of the learners’ submissions. Each item must be clearly identified and accurately recorded. It should be easy to identify the competencies the learners are claiming with the evidence presented in their portfolios. The importance of selection The task of generating and collecting evidence for a portfolio is a new experience for many learners and there is a temptation to include everything that might seem to be of value. However, if an item does not show how a learner performed it may not be relevant at all. Learners should always ask the question 'What does this prove?' and try to select evidence which they are proud of and which shows that they have done well. The best portfolios are not necessarily the heaviest. Confidentiality There are some circumstances where learners (or their organisation) might have good reasons for not wishing original evidence to be viewed by others, (e.g. by assessors from a competitor organisation or disclosure of confidential information). The assessor should work with learners to respect these areas (e.g. by advising learners to remove confidential information from reports before submitting them). 2.9 Role of mentors and advisors Centres may wish to allocate mentors or advisors to learners to provide support during the assessment process. They can provide encouragement, reassurance and support to learners, and act as advocates if need be. Mentors may come from within the employer organisation or from the approved assessment centre. They do not have a formal role or responsibility in assessment, but can act as an objective source of comment or guidance. They can help the learners to reflect on their activities and suggest solutions to problems. They can support them through the process of portfolio building, help them to identify possible sources of evidence, and where appropriate supply witness testimony. 2.10 Role of the assessor The role of the assessor is to:

carry out initial assessments of learners to identify their current level of skills, knowledge and understanding and any training or development needs

draw up assessment plans, identifying opportunities for evidence collection

review the evidence presented against the requirements of the qualification, to make a judgement on the overall competence of learners



provide feedback to learners on their performance and progress. This feedback needs to give learners a clear idea of how their portfolios are progressing to date and where further evidence is required and how best to obtain this. It should also enable learners to plan for those units where they currently have little experience or knowledge.

2.11 Role of the internal verifier An internal verifier must be appointed to ensure the quality and consistency of assessments within the centre. Each assessor’s work must be checked and confirmed by an internal verifier. The internal verifier checks and standardises the assessment decisions made by the assessors in the centre. The internal verifier must observe assessors carrying out assessments, review assessment decisions from the evidence provided and hold meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements. Further information on the role of the internal verifier is available in the ABBE Guide for Assessors and Internal Verifiers. 2.12 Role of the external verifier The external verifier checks the assessment and internal verification process and decisions made in the centre and authorises claims for certificates. The external verifier is appointed by ABBE. Further information on the role of the external verifier is available in the ABBE Guide for Assessors and Internal Verifiers. 2.13 Assessment Where ABBE has stipulated that a particular assessment method is to be used it MUST be followed. However, where the qualification units do not specify the use of a particular assessment method, then assessors can use other assessment methods to assess the evidence produced by their learners, for example:

Direct observation of learners carrying out tasks or activities

Examination of work products produced by learners (e.g. diary notes, site notes, completed reports)

Examination of witness testimonies from people, other than the assessor, who are prepared to provide statements detailing specific details of learners’ performance

Review of records of ‘question and answer’ sessions covering specific aspects of the knowledge and understanding

Structured Professional Interviews (SPIs). A form for recording SPIs is available on the ABBE website at www.abbeqa.co.uk

When assessing learners’ evidence, assessors must take the following into account:

Authenticity – was this work produced by the individual learner? Does it reflect the learner’s own performance?

It is essential to ensure that learners have generated the evidence provided. The evidence must be presented in a way that allows learners’ contributions to be identified, and must relate to their own competence.

The assessor must ensure that evidence is authenticated by means of an endorsement by learners’ line managers or colleagues, or by observing learners, or by questioning them. In some situations, a learner’s role and responsibility may need to be described precisely to confirm the




authenticity of the evidence. This description must be signed by the appropriate parties (e.g. line manager or supervisor).

Sufficiency – does the evidence presented cover all the learning outcomes and assessment criteria required by the QCF units?

Taken as a whole, the evidence must match the whole set of outcomes and enable assessors to judge that learners are consistently competent across all of the requirements of the qualification.

Currency – does the evidence reflect a learner’s current level of competence?

The assessor has to determine that learners are competent now and will continue to be so in the foreseeable future. To show this, evidence must be current. It should be as recent as possible, though this will depend on the nature of the evidence. One way learners can show how recent it is to (wherever possible) ensure that all pieces of evidence in the portfolio bear the date of their origination. The recognition of prior learning achievements raises particular issues of currency. If, for instance, legislation has changed since this activity, this item of evidence would have to be supported by evidence of their awareness of present legislation and how it would affect current practice at work. In general, currency is considered to be within a timeframe of approximately three years.

Validity – is this appropriate evidence for the competence being assessed?

The evidence learners present must be relevant to the unit they are undertaking and must satisfy the relevant learning outcome and assessment criterion. However, it is worth noting that one piece of evidence in a portfolio can be used to prove competence against more than one learning outcome or assessment criteria.

Reliability – would this evidence produce the same assessment judgement if assessed by someone else?

Assessors must be confident in the quality of the evidence that has been presented. They need to consider whether they would make the same judgement on this evidence if they assessed it again in, perhaps, a month’s time and whether another assessor would make the same judgement if they assessed it.

2.14 Assessment records The recording of assessment activity, including assessment decisions, and access to evidence is essential for verification purposes. The assessor must keep the following records and make them available for internal and external verification purposes:

assessment plans for each learner

records of assessment activity undertaken including observation of learners where appropriate

records of assessment judgements made on learner evidence

records of feedback to learners. Further information is available in the ABBE Guide for Assessors and Internal Verifiers.



2.15 Credits and recognising prior learning There are two types of credit available: QCF credit and non QCF credit. QCF Credits The QCF allows for units to be used in more than one qualification as well as for similar units to be recognised. Where the same unit is used more than once then learners need to achieve that unit only once and do not have to do that unit again if they do another qualification where that unit also features. Assessors must record in their assessment records that learners have already achieved this unit. Non QCF credit – Recognition of Prior Learning, Exemptions and Equivalencies On occasion, learners may bring forward evidence of prior experience, learning or qualifications which may be recognised towards ABBE units and qualifications. This evidence can be categorised in the following ways:

Recognition of Prior Learning (RPL) – includes experience gained by learners through work or training activities for which they do not have formal certification. Any RPL claims must be considered in line with the requirements for the evidence to be current i.e. within a timeframe of approximately three years.

Exemptions – covers units or qualifications held by learners that do not have a predetermined credit value on the QCF, e.g. membership of a professional body, certified CPD training or NQF qualifications. Any exemptions for units will be detailed within Part 4 of this handbook.

Equivalencies – If a qualification has a unit that is on the QCF with very similar content and credit value to that used elsewhere but it is not exactly the same then the Awarding Organisation can declare this as an equivalent unit to the unit in question. This means that while there are some small differences it will be accepted in place of the unit which would otherwise normally be taken by learners. Under these circumstances, learners can achieve this qualification but will not be accredited with the new qualification unit because it has been achieved elsewhere and credit already granted. Any equivalencies for units will be detailed within Part 4 of this handbook.

Centres must review any prior learning or achievements brought forward by learners to determine their suitability as evidence. To be entitled to credits, learners must provide their assessment centre with proof of their achievements, e.g. certificates of equivalent QCF units, details of training courses or membership of a professional body, and these must be included in their portfolio. Assessors must justify and record the basis of any exemptions, equivalencies or RPL. As it is the responsibility of assessment centres to declare learners as competent or not, it will need to check and validate all credit claims made by learners. Note: Learners who knowingly submit false information will have their ABBE certification withdrawn. 2.16 Examination arrangements The learner must pass the external examination(s) set by ABBE to achieve the full qualification. The pass mark for examinations is 70%. The examination has been designed to test the knowledge and understanding requirement of the qualification and must be undertaken in addition to the learner collecting evidence to meet the evidence requirements of the units. The examination is made up of multiple choice questions and is available online and on demand at a network of examination centres around the country.



Once a learner is registered for the qualification, ABBE will provide the assessment centre with a voucher number which the learner can use in combination with their ABBE registration number to book an examination at a time and location to suit themselves. Access to the booking system is through the ABBE website at www.abbeqa.co.uk Full details of the examination booking process can be found in the ABBE On-line Examination System – Guidance for centres document. The ABBE learner registration fee includes entry to two attempts at the examination. Any further attempts required will attract a new examination entry fee (see ABBE Fees List). The learner receives their result and feedback on their performance in the examination in printed form as they leave the examination centre. All results are then confirmed to assessment centres on a weekly basis. Failing the examination may indicate the need for further study on the part of the learner which might be with direct assistance of the assessment centre or through focused self-learning themselves. This should be done prior to taking the examination for a further time. Application of special arrangements and reasonable adjustments The reasonable adjustments allowed for the external examination component are as follows:

Additional time Where there is evidence of need, the centre may grant additional time to those learners whose ability to demonstrate attainment is affected by their disability or difficulty.

Amanuenses An amanuenses is a person who, in an examination, records a learner’s dictated answers to questions. Learners are eligible to use amanuenses if they suffer from long term or temporary disabilities that prevent them from providing their answers by other means.

Reader A reader is a person who, in an examination, reads questions to a learner. Learners are eligible to use a reader if they suffer from a long term or temporary disability which prevents them from reading the questions themselves.

All special arrangements and reasonable adjustments must be requested at the time the learner is first registered for the qualification with ABBE. 2.17 Enquiries and appeals Verified units If learners are in disagreement with their assessors concerning assessment of evidence, they have the right to refer the matter to:

The internal verifier within their centre.

The centre manager, if the matter is still unresolved.

The ABBE external verifier who may be consulted at the next visit. At this stage learners should provide the EV with records of the activity that has already been undertaken.

In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion, then learners can appeal directly to ABBE. ABBE will only accept an appeal from learners if the above steps have already been taken. Further details on appeals can be found in the ABBE Centre Operations Guide.




External examination Where learners wish to appeal against their result in the examination, the centre or learners can apply for a results enquiry. Further details on results enquiries and appeals can be found in the ABBE Centre Operations Guide available online. The costs associated with appeals or results enquiries can be found in the ABBE Fees List. 2.18 Registering learners Full details of how to register learners for this qualification and the examination and make claims for certificates can be found in the ABBE Centre Operations Guide on the website at www.abbeqa.co.uk Details of the fees for learner registration, entry for the examination and external verification can be found in the ABBE Fees List.




PART 3 ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF) 3.1 Qualification summary ABBE Qualification Code: CertDITL314 To achieve the full ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF), a learner must successfully complete, or be credited with, all six units. Two of these (Units 2 & 3) are by examination. The overall qualification provides a total of 33 credits with total learning time of 330 hours. The units are as follows: Qualification Structure (Rule of Combination)

Unit Title Credit

value Level

Learning time QCF unit

reference Guided learning (hours)

Private study

(hours)

Mandatory units - 33 credits in total

1 Conduct building infrared thermography in a safe, effective and professional manner

6 3 30 30 L/506/0110

2 Understand basic thermal imaging camera technology and operation

6 3 30 30 Y/506/0112

3 Understand domestic building construction, thermal properties and heat loss mechanisms

4 3 20 20 M/506/0116

4 Prepare to carry out an infrared thermographic assessment of domestic buildings

4 3 20 20 A/506/0118

5 Carry out an infrared thermographic assessment of domestic buildings

8 3 35 45 T/506/0120

6 Produce infrared thermographic assessment reports of domestic buildings

5 3 20 30 A/506/0121

Totals 33 3 155 175

3.2 Qualification evidence requirements The detailed evidence requirements which learners will be required to produce is set out in each of the units later in this document. However, learners will be required to compile a portfolio of evidence that is well organised, clear and appropriately structured. Learners must also successfully pass the examinations. It is the responsibility of assessment centres to confirm that all evidence submitted is valid, and is the original and un-aided work of the learner. Assessors must assess them fully to establish that they meet the qualification requirements as specified in this handbook.



3.3 Assisting learners to find suitable properties ABBE recognises that some learners may find it difficult to locate the required range of properties and/or clients on which to conduct assessments and produce reports. ABBE will therefore accept Infrared Thermographic Survey Reports that have been based on properties that the assessment centre has sourced for the learner, as long as the centre can ensure that evidence produced is the sole, unaided work of the learner. The properties sourced must all be real dwellings verified by the assessment centre. Centres are limited to assisting learners with finding suitable properties for Infrared Thermographic Surveys on up to FOUR of the five occasions – the learner should source one property for themselves. The properties, which need not necessarily be occupied, should have a suitable form of space heating in use. One of these properties may also be used by the assessment centre for learner observation and interviews if so desired. Assessment centres must ensure the authenticity of reports, that they represent learners’ work. Where centres make available properties for a number of learners then the centre must ensure that all reports are entirely the work of the individual learner and that information has not been shared, copied, plagiarised or otherwise ‘recycled’. Where more than one learner is attending a property at any given time, centres are required to provide invigilators at the property. Any property used for training the learner cannot subsequently be submitted by that learner as an assessment for this qualification. Whilst computerised case studies are acceptable for training, they are not acceptable for assessment purposes except where specifically permitted in the evidence requirements.



3.4 The qualification in diagram form The role of the Class 1 infrared thermographer in the domestic built environment is summarised in the qualification unit structure. The diagram below shows the key tasks. At each phase there is a requirement to collect and record evidence or pass an exam so that the centre’s assessor(s) can make a judgement on the learner’s competence.

Understand domestic building construction, thermal properties and heat loss mechanisms

Prepare to carry out an infrared thermographic assessment of domestic buildings

Carry out an infrared thermographic assessment of domestic buildings

Produce infrared thermographic assessment reports of domestic buildings

Understand basic thermal imaging camera technology and operation

Conduct building infrared thermography in a safe, effective and professional manner

Unit 2 Unit 4 Unit 1 Unit 5

Evidence: Working safely and effectively and production of ‘business pack’

Evidence: Preparations for inspection and production of ‘business pack’

Evidence: Site, building and thermographic data collections for five properties with supporting evidence

Evidence: Thermographic reports for five properties with recommendations and ‘business pack’

Evidence: ABBE external examination

Unit 6 Unit 3

Evidence: ABBE external examination



3.5 QCF credit availability

Units of ABBE Level 3 Certificate in Domestic Infrared Thermography (QCF)

Qualification(s) already achieved Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

ABBE Level 3 Certificate in Domestic Energy Assessment (QCF) (or equivalent from other Awarding Organisations)

√ N/A N/A N/A N/A N/A

ABBE Level 4 Diploma in Domestic Green Deal Advice (QCF)

(or equivalent from other Awarding Organisations)


ABBE Level 4 Diploma in Home Inspection (or equivalent from

other Awarding Organisations)

√ N/A √ N/A N/A N/A

QCF Unit reference H/503/8162 (or equivalent unit(s) from other

Awarding Organisations)


Full members/fellows of the following professional institutions:

Royal Institution of Chartered Surveyors (RICS)

Royal Institution of British Architects (RIBA)

Chartered Institute of Building (CIOB)

Chartered Institution of Architectural Technologists (CIAT)

Chartered Association of Building Engineers (CABE)

Chartered Institution of Building Services Engineers (CIBSE)

Institute of Mechanical Engineers (IMechE)

Institution of Engineering and Technology (IET)

Institution of Civil Engineers (ICE)

Society for the Environment (SocEng)


PCN Level 1 or equivalent

N/A √ N/A N/A N/A N/A

√ Equivalent unit achieved; completed in full. Certificates or photocopies of certificates and/or evidence of unit achieved/current membership status should be presented alongside portfolio evidence to claim units.

N/A No credit/exemption available

3.6 External examination Examination arrangements In addition to collecting evidence of their knowledge and understanding through their portfolio, learners will be required to take and achieve a pass in two external examinations to successfully achieve the full ABBE qualification. The examinations are set and assessed by ABBE and require learners to answer multiple choice questions. Each question will consist of the question and four possible answers, only one of which will be correct. The pass mark for the examination is 70%. Please refer to section 2.16 for further details of examination arrangements.



Examination content and format The examination for Unit 2 (Understand basic thermal imaging camera technology and operation) is of 45 minutes duration to answer 30 multiple choice questions. The examination for Unit 3 (Understand domestic building construction, thermal properties and heat loss mechanisms) is of 45 minutes duration to answer 30 multiple choice questions. The following tables list the areas that will be covered in the examinations: Unit 2 - Understand basic thermal imaging camera technology and operation

Examination Structure

Subject Area Number of questions in examination

Principles of Infrared thermography 8

Equipment and data acquisition 5

Image processing 4

General applications 4

Diagnostics and Prognostics 1

Detection of heat, air and moisture 4

Notes and documentation 2

Building thermographic diagnostics and monitoring programmes and implementation

2

Examination total 30

Unit 3 - Understand domestic building construction, thermal properties and heat loss mechanisms

Examination Structure

Subject Area Number of questions in examination

Assessment criteria

Energy efficiency and assessment 2 3.3, 3.7, 3.8

Ageing and dating properties and property recognition 3 1.6, 1.7, 2.7, 4.1

Property features 4 1.1, 1.6, 1.7, 1.8, 2.6, 2.7,

3.2, 3.4, 4.1, 4.2

Construction techniques and features 8 1.2, 1.3, 1.4, 1.5, 1.6, 1.7,

2.6, 2.7

Domestic building services 3 1.8, 2.1, 3.1, 3.3, 4.1, 4.2

Insulation, thermal bridges, LZC techniques 4 1.2, 1.3, 1.4, 1.5, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7,

3.2, 3.5, 3.6

Air movement and moisture 4 1.8, 2.1, 3.7, 3.8, 3.9, 3.10,

3.11, 4.1, 4.2, 4.3, 4.5,

Ancillary devices and building-associated topics 2 3.2, 3.3, 3.4, 3.8, 3.9

Examination total 30



3.7 Occupational competence of assessors and internal verifiers Assessors In order to assess learners working towards the ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF), assessors must:

have relevant occupational expertise and experience in infrared thermography which may be demonstrated by one or more of the following, or by other suitable means: o providing clearly verifiable experience of delivering infrared thermography reports to clients

o holding a current ISO 6781 Class 1, PCN Level 1 (or higher) or other recognised qualification plus a minimum of 3 years practicing as an ISO/PCN Class/Level 1 thermographer

o holding a Level 3 or higher ABBE qualification in infrared thermography (or equivalent from another Awarding Organisation) plus a minimum of 2 years practice as an ABBE Level 3 (or equivalent) thermographer.

Note: Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

hold a nationally recognised assessor qualification (e.g. A1 or A2 qualifications, their predecessors, D32 and D33, or current equivalent) OR attend training that relates specifically to this and apply the standards within this qualification to their assessment activities

attend assessment centre or other assessor training events which contribute to their continuing professional development (CPD) as assessors

Internal verifiers In order to ensure that internal verification of the ABBE Level 3 Certificate in Domestic Infrared Thermography (Class 1 Operators) (QCF) is carried out to the appropriate standard required by the industry/sector, internal verifiers must:

have relevant occupational expertise which relates to the delivery of infrared thermographic reports or advice, or;

be able to demonstrate a broad understanding of the principles of infrared thermography in the domestic built environment Note: Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Internal Verifier must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

hold a nationally recognised Internal Verifier qualification (e.g. the V1 qualification, its predecessor, D34, or current equivalent) OR attend training that relates specifically to this and apply the standards within this qualification to their internal verification activities

attend training that contributes to their continuing professional development (CPD).



3.8 Qualification structure and content Learners must satisfactorily complete all six mandatory units. The Units and Learning Outcomes of the Certificate are as follows:

Mandatory units

Unit 1 Conduct building infrared thermography in a safe, effective and professional manner

Learning outcome 1 Understand the health and safety requirements when undertaking building infrared thermography

Learning outcome 2 Understand the nature of professional conduct required when conducting building infrared thermography

Learning outcome 3 Understand the legislation, codes of conduct and compliance requirements in relation to building thermography

Learning outcome 4 Be able to comply with organisational and legal requirements at all times

Learning outcome 5 Be able to maintain health, safety and security at work

Learning outcome 6 Be able to develop and maintain effective working relationships with colleagues, professionals, clients and others

Learning outcome 7 Be able to conduct building infrared thermography in a professional manner

Unit 2 Understand basic thermal imaging camera technology and operation

Learning outcome 1 Understand the basic principles of infrared thermography

Learning outcome 2 Know the basic construction, capabilities and limitations of a typical TI camera

Learning outcome 3 Understand the basic operation and control of a typical TI camera in the domestic built environment

Learning outcome 4 Know how to conduct a basic interpretation of thermal images

Unit 3 Understand domestic building construction, thermal properties and heat loss mechanisms

Learning outcome 1 Understand the construction of a domestic building

Learning outcome 2 Understand the thermal properties of building elements

Learning outcome 3 Understand the processes of heat loss from a building

Learning outcome 4 Understand problems associated with building occupation

Unit 4 Prepare to carry out an infrared thermographic assessment of domestic buildings

Learning outcome 1 Understand the restrictions and limitations of a building infrared thermographic assessment

Learning outcome 2 Be able to agree and confirm instructions with a client to undertake building infrared thermographic assessment

Learning outcome 3 Be able to prepare for an infrared thermographic assessment of a domestic building

Unit 5 Carry out an infrared thermographic assessment of domestic buildings

Learning outcome 1 Be able to attend property to carry out a domestic building infrared thermographic assessment

Learning outcome 2 Be able to carry out a domestic building infrared thermographic assessment

Learning outcome 3 Be able to create, collate and maintain a complete and accurate record of all information collected during a building infrared thermographic assessment

Unit 6 Produce infrared thermographic assessment reports of domestic buildings

Learning outcome 1 Be able to prepare an infrared thermographic assessment report

Learning outcome 2 Be able to present an infrared thermographic assessment report to a client in a professional manner

Learning outcome 3 Be able to maintain and preserve infrared thermographic assessment reports



PART 4 Qualification Units Unit 1: Conduct building infrared thermography in a safe, effective and professional manner

Title Conduct building infrared thermography in a safe, effective and professional manner

Level 3

Credit Value 6

Unit purpose and aims This unit is about developing knowledge, understanding and skills to contribute to the health, safety and security of the workplace, developing effective working relationships with others, and conducting building infrared thermography in a professional and ethical manner, complying with organisational and legal requirements at all times.

Learning Outcomes

Assessment Criteria Evidence Requirements

The learner will: The learner can:

1. Understand the health and safety requirements when undertaking building infrared thermography

1.1 Explain the relevant legal duties for health, safety and security in the workplace

5

1.2 Identify the health, safety and security risks that could exist in different locations, and the action to take to minimise or mitigate risks

5

1.3 Identify the risks to self which are associated with lone working

5

1.4 Explain why it is important to remain alert to the presence of risks in the workplace

5

1.5 Explain the importance of personal conduct in maintaining the health, safety and security of yourself or others

5

1.6 Explain how to make use of relevant suppliers’ and manufacturers’ instructions for the safe use of equipment, materials and products

5

1.7 Explain who should be informed of any conflicts between different health, safety and security requirements

5

1.8 Describe the procedures for different types of emergency 5

1.9 Identify the types of suggestions for improving health, safety and security at work that could be made and who should be given them

5

1.10 Identify the actions that may be taken to protect clients’ property

1

2. Understand the nature of professional conduct required when conducting building infrared thermography

2.1 Explain why it is important to promote goodwill and trust when working with others and ways in which this can be achieved

1

2.2 Explain how to identify the information you require and the potential sources of such information

5

2.3 Describe how to respond to enquiries from others and how to clarify their information needs

5

2.4 Explain how to respond to enquiries which are outside your authority or area of expertise

2



2.5 Describe the ways in which disputes or differences of opinion should be handled and resolved to minimise offence and maintain respect

1

2.6 Describe the formal complaints procedure that covers your work

2

2.7 Identify the range of potential conflicts of interest that you may encounter and the action required to manage these

1

2.8 Explain why it is important to present a positive personal and professional image when dealing with people and how this can be achieved

1

2.9 Describe the ways in which you may develop yourself within your role

3

2.10 Describe how to deliver an appropriate level of service to meet client expectations

1

2.11 Explain the importance of providing a prompt response to enquiries

2

3. Understand the legislation, codes of conduct and compliance requirements in relation to building thermography

3.1 Describe the relevant policies and legislation on combating climate change and the reduction of carbon emissions from buildings

5

3.2 Describe the relevant legislation covering the energy performance of buildings

5

3.3 Describe your specific responsibilities under prescribed codes of conduct and ethical standards

5

3.4 Explain why it is important to comply with mandatory and advisory codes of best practice

5

3.5 Explain the importance of obtaining and maintaining appropriate professional indemnity insurance (PII) cover and the extent and limitations of this

5

4. Be able to comply with organisational and legal requirements at all times

4.1 Carry out work in accordance with the relevant legal requirements and advisory and mandatory codes of practice

1

4.2 Carry out work in accordance with the auditing and monitoring requirements of the relevant certification organisation(s)

1

4.3 Record client contact information in accordance with organisational and legal requirements

1

4.4 Identify and maintain appropriate evidence to support your decisions and assumptions when carrying out building infrared thermography

1

5. Be able to maintain health, safety and security at work

5.1 Take action to mitigate health, safety, security and welfare risks

4

5.2 Ensure personal conduct does not endanger the health, safety, security and welfare of self and other people

4

5.3 Take action to ensure the protection of client’s property and buildings

1



5.4 Adhere to workplace policies and suppliers’ or manufacturers’ instructions for the safe use of equipment, personal protective equipment (PPE), materials and products

1

5.5 Identify and implement procedures for different types of emergency

1

5.6 Make recommendations for improving health, safety and security in the workplace to the relevant person/s

1

6. Be able to develop and maintain effective working relationships with colleagues, professionals, clients and others

6.1 Request information from colleagues, professionals, clients and others in a polite, clear and professional manner

2

6.2 Identify and use further sources of help when required 2

6.3 Deal promptly with enquiries from colleagues, professionals, clients and others and seek clarification where necessary

2

6.4 Handle enquiries which are outside own authority or area of expertise

2

6.5 Handle and resolve disputes and/or differences of opinion 2

6.6 Adhere to the formal complaints procedure when dealing with a complaint

2

7. Be able to conduct building infrared thermography in a professional manner

7.1 Deal with colleagues, professionals, clients and others in a tactful, courteous and equitable manner

1

7.2 Carry out work in accordance with prescribed codes of conduct, ethical standards and recognised good practice

1

7.3 Record all evidence to support the assumptions and decisions made during the assessment

1

7.4 Demonstrate effective management of work activities, personal and professional development

3

7.5 Respond appropriately to any pressure that may affect own judgment

1

7.6 Demonstrate delivery of the appropriate level of client service

1

7.7 Assess client expectations as to the outcomes of the building infrared thermography or advice process

1

Assessment – Unit 1 The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate knowledge and understanding to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification.



Evidence Requirements – Unit 1 Learners must: 1. Produce a learner statement that describes how they established a business relationship with a

real client that led to an instruction to conduct thermography. This statement should also cover:

a) how they carry out work in accordance with:

the relevant legal requirements

prescribed codes of conduct

auditing and monitoring requirements

b) the actions they take to protect the client’s:

property

Information

c) how they maintain goodwill and trust d) how they request and handle information e) how they handle a dispute or difference of opinion f) how they handle a conflict of interest g) how they maintain their personal image h) requirements for professional indemnity insurance i) how they maintain an appropriate level of service and manage expectations j) how they recognise their own limits of own competence

2. Produce a business pack comprising letters or other written communications to the client:

a) responding to a question b) answering a question that falls outside their area of expertise c) declining an instruction giving reasons d) responding to a request for confidential information e) responding to a complaint or difference of opinion

3. Produce a health and safety statement/policy that lays down the actions necessary in the

domestic built environment to:

a) mitigate health, safety, security and welfare risks b) ensure that personal conduct does not endanger the health, safety, security and welfare of

the learner and other people 4. Produce a preliminary assessment of the health and safety requirements for thermography 5. It is unlikely that the above evidence will be sufficient to cover the following knowledge and

understanding:

Assessment Criteria 1.1–1.9; 2.2–2.3; 3.1–3.5 (a summary list is provided at Appendix 1).

Where this is the case, ONE of the following must also be provided to cover these: either: A written record or audio recording of a Structured Professional Interview with the learner. The assessor’s notes, cue sheet and any relevant timings must be included, together with the learner’s responses and any follow-up questions the assessor considers necessary.

or: A set of written knowledge questions specified and assessed by the assessment centre. The questions and a record of the learner’s answers must be submitted as evidence. Assessors must take appropriate measures to ensure that the answers provided are those of the learner.



Unit 2: Understand basic thermal imaging camera technology and operation

Title Understand basic thermal imaging camera technology and operation

Level 3

Credit Value 6

Unit purpose and aims This unit is about developing a basic general knowledge and understanding of thermal imaging camera technology and operation.

Learning Outcomes



1. Understand the basic principles of infrared thermography

1.1 State the fundamental principles of energy and heat 1

1.2 List the standard temperature scales and conversions 1

1.3 Describe the electromagnetic spectrum in general and the infrared region in particular

1

1.4 Describe the key processes of heat transfer by conduction, convection and radiation

1

1.5 Explain the processes of emittance, reflectance and transmittance

1

1.6 Explain the principles of heat flow and heat capacity 1

1.7 Describe the process of phase changes and latent heat in materials

1

1.8 Explain the emissivity of materials 1

1.9 State the factors that affect the emissivity of materials 1

1.10 Explain the differences in reflectivity of specular and diffuse surfaces

1

1.11 Describe how material properties are modified by heat, air and moisture flow

1

1.12 State the key laws of physics as they relate to infrared thermography:

Kirchoff’s Law

Fourier’s Law

Newton’s Law of Cooling

Stefan Boltzmann’s Law

1

2. Know the basic construction, capabilities and limitations of a typical TI camera

2.1 List the key components of an infrared camera 1

2.2 Describe the purpose of the key components of an infrared camera

1

2.3 Describe the features and usage of an infrared camera screen display

1

2.4 Describe the fittings on, and accessories for, an infrared camera

1

2.5 List the typical software functions and menu options of an infrared camera

1

2.6 Explain the purpose of an infrared camera’s software functions and menu options

1



2.7 Describe the physical limitations of an infrared camera in the domestic built environment

1

2.8 Describe how to optimise the capabilities of an infrared camera in typical domestic scenarios

1

2.9 Describe the storage and maintenance requirements of an infrared camera

1

3. Understand the basic operation and control of a typical TI camera in the domestic built environment

3.1 List the ISO 6781-1 General Procedures 1

3.2 Describe the environmental conditions necessary for successful infrared thermography

1

3.3 Describe the operating limitations of an infrared camera 1

3.4 Describe the controls and menu features required to operate an infrared camera

1

3.5 Explain how to set up an infrared camera prior to carrying out an infrared thermographic survey

1

3.6 Explain how to control an infrared camera during an infrared thermographic survey

1

3.7 Describe how to mark the location of an infrared thermographic anomaly/defect on a domestic property

1

3.8 Describe the health and safety issues that may arise during the operation of an infrared camera

1

3.9 Describe the occasions on which it would not be appropriate to continue with an infrared thermographic survey

1

4. Know how to conduct a basic interpretation of thermal images

4.1 List typical problems and defects that can be identified by an infrared camera in the domestic built environment

1

4.2 Describe the situations that can lead to a false interpretation of an infrared thermographic image

1

4.3 Describe the information displayed on an infrared camera thermographic image

1

4.4 Explain occasions on which advice would be sought in the interpretation of an infrared thermographic image

1

Assessment – Unit 2 All learning outcomes and all assessment criteria will be covered by an examination. The examination will take the form of a multiple choice, where learners are asked to select one correct option from a choice of four.



Evidence Requirements – Unit 2 At Level 3 learners will be expected to have a general level of knowledge and understanding of the following topics:

- Fundamental principles of energy and heat

- Temperature scales and conversions

- 1st & 2nd laws of thermodynamics

- Transient and steady state heat flow

- Principles of heat capacity - Phase change and latent heat - Thermal diffusivity and system

response time - Material properties related to

heat, air and moisture flow - Specular and diffuse surfaces - Kirchoff’s Law - Heat and heat transfer - Conduction, convection and

radiation fundamentals - Fourier’s Law - Newton’s Law of Cooling - Stefan Boltzmann Law - Conductivity resistance - Electromagnetic spectrum - Atmospheric transmission - IR wavebands and lens

materials - Emittance, reflectance and

transmittance - Emissivity - Factors affecting emissivity

- How an infrared camera works - Spectral band - Temperature measurement

range - Lens selection - Optical resolution - Operation of equipment - Accessories - Camera controls - Safe data acquisition - Getting a good image - Image composition - Image clarity (optical focus) - Thermal tuning (level range

and span) - Palette selection - Emissivity determination - Error source recognition,

prevention or control - Waveband selection criteria - Recognising and dealing with

reflections and reflected apparent temperature (RAT)

- Recognising and dealing with convection

- Recognising and dealing with conduction

- Effects of incorrect emissivity - Camera calibration - Environmental and operational

conditions - Data and image storage - Optical resolution: detection - High bit versus low bit data

storage - Temperature measurement - ISO 6781-1 General

Procedures - Non-contact thermometry - Comparative quantitative

thermography - Comparative qualitative

thermography - Environmental influences - Camera measurement tools - Palette selection - Range, level and span

adjustment - Distance (atmospheric)

correction - Emissivity correction - Image montage - Temperature trending - General image interpretation

guidelines - Image storage and archiving - Basic principles of

diagnosticsGeneral image interpretation

Learners must: 1. Pass an examination that is externally set and marked by ABBE



Unit 3: Understand domestic building construction, thermal properties and heat loss mechanisms

Title Understand domestic building construction, thermal properties and heat loss mechanisms

Level 3

Credit Value 4

Unit purpose and aims This unit is about developing a knowledge and understanding of domestic building construction techniques, thermal properties of building elements and heat loss mechanisms.

Learning Outcomes



1. Understand the construction of a domestic building

1.1 Explain the purpose of a domestic building 1

1.2 List the materials used in the construction of a domestic building

1

1.3 Describe the purpose of each of the materials used in a domestic building

1

1.4 List the key elements (structural, envelope and fabric) of a domestic building

1

1.5 Describe the purpose of each domestic building element and how the building elements are combined in the overall structure of a domestic building

1

1.6 Explain how to determine the construction of a domestic building by non-invasive internal and external inspection techniques

1

1.7 Describe how changes to a building over time may be determined by comparison with similar properties in the area

1

1.8 List the circumstances that can cause rising and penetrating damp in a domestic building

1

2. Understand the thermal properties of building elements

2.1 Explain how heat is transferred by the processes of conduction, convection and radiation

1

2.2 Describe what is meant by ‘thermal resistance’ 1

2.3 Explain how thermal resistance varies with the type of material and its use

1

2.4 Describe the relationship between thermal resistance and U-value

1

2.5 Describe how U-values are used in determining rates of heat loss from a building

1

2.6 State the typical U-value ranges for each of the key building elements

1

2.7 Describe how an element’s u-value may be degraded through:

anomalies between as-designed and as-built detailing

natural material degradation over time

material degradation with use/modification

1



3. Understand the processes of heat loss from a building

3.1 List the main heat sources within a domestic building 1

3.2 Sketch and quantify in percentage terms the heat flows within and out from a domestic building

1

3.3 Describe the difference between a building’s ‘Asset Rating’ and its ‘Operational Rating’

1

3.4 Explain the impact of geographical location, orientation and exposure on the rates of heat gain and loss to and from a domestic building

1

3.5 Explain the term ‘Thermal Bridging’ 1

3.6 List typical thermal bridges in a domestic building 1

3.7 Explain the purpose of ventilation in a domestic building 1

3.8 Describe the differences between ventilation and infiltration/exfiltration

1

3.9 List the key sources of infiltration/exfiltration in a domestic building

1

3.10 List the processes of moisture transport in a domestic building

1

3.11 Describe impact of excessive moisture in a domestic building

1

4. Understand problems associated with building occupation

4.1 Describe the key problems associated with the occupation of a domestic property

1

4.2 List the sources of moisture in a domestic property 1

4.3 Describe the circumstances under which excessive moisture can lead to problems such as damp, condensation and mould

1

4.4 List the causes of lack of ventilation within a property 1

4.5 Describe the impact of a lack of ventilation within a domestic property

1

Assessment – Unit 3 All learning outcomes and all assessment criteria will be covered by an examination. The examination will take the form of a multiple choice, where learners are asked to select one correct option from a choice of four.



Evidence Requirements – Unit 3 Learners will be expected to have a general level of knowledge and understanding of the following topics:

- Domestic property types (e.g. house, bungalow, flat, apartment)

- Built form (e.g. detached, semi-detached, terraced)

- Property type (e.g. modern, system-built, traditional, heritage)

- Property features (age, location/setting, size, orientation, exposure, shading, modifications over time)

- Listed buildings - Conservation area - Construction techniques and features

(foundations; modern external walls - solid, cavity, timber-frame and system-built; traditional external walls (e.g. timber frame, stone, cob); internal walls – types; alternative walls (same property); damp-proof course; roofs (pitched, flat, supporting systems and coverings); chimneys and flues; floors (e.g. solid, supported); doors; windows – type and glazing; supports (e.g. lintels, beams, bressummers); extensions; conservatory; roof room; weather-proofing; rain goods

- Insulation systems (loft, roof, wall, cavity, floor) - Repeating and non-repeating thermal bridges - Services (space heating, hot water, simple cooling,

controls, freshwater, grey and black water drainage)

- Internal heat sources - Ventilation - Infiltration - Draught-proofing - Sources of moisture - Moisture transport - Types of damp (rising, penetrative, condensation) - Causes of damp (e.g. leaks, raised outside ground

levels, cold bridging, incorrect insulation) - Deterioration over time - Thermal mass - Renewables - Heat loss - Thermal resistance of materials, U-values - Types of energy efficiency rating

Learners must: 1. Pass an examination that is externally set and marked by ABBE



Unit 4: Prepare to carry out an infrared thermographic assessment of domestic buildings

Title Prepare to carry out an infrared thermographic assessment of domestic buildings

Level 3

Credit Value 4

Unit purpose and aims This unit is about developing knowledge, understanding and skills to prepare for an infrared thermographic assessment of a domestic building.

Learning Outcomes



1. Understand the restrictions and limitations of a building infrared thermographic assessment

1.1 Describe the environmental conditions needed to carry out an infrared thermographic survey

1

1.2 List sources of information used to determine environmental conditions

1

1.3 Explain the requirements of ISO 6781 as they apply to domestic properties

1

2. Be able to agree and confirm instructions with a client to undertake building infrared thermographic assessment

2.1 Obtain advance information from the client to draw up and agree the objectives for the infrared thermographic survey

2

2.2 Explain to the client the terms and conditions under which the infrared thermographic survey will be carried out

2

2.3 Draw up a scope of works based on all information gathered and agreed

2

2.4 Present the scope of works to the client and agree the fee for carrying out and reporting on the infrared thermographic survey

2

2.5 Describe the circumstances that could prevent a thermographic assessment from taking place such as:

survey requirements beyond current level of competence

difficulty in gaining access

conflicts of interest

environmental conditions

health and safety issues

1

2.6 Explain to the client why a thermographic survey cannot proceed

2

2.7 Offer a client alternative arrangements should it not be possible to carry out a thermographic survey on the agreed date

2



3. Be able to prepare for an infrared thermographic assessment of a domestic building

3.1 Draw up a method statement for the survey based on the agreed scope of works

3

3.2 Prepare or refresh the survey equipment checklist based on the method statement

3

3.3 Conduct a web-based survey of the local geographical and property-specific features

4

3.4 Explain the purpose of all the equipment needed to carry out an infrared thermographic survey

3

3.5 List the checks to be carried out to ensure proper functionality of all survey and supporting equipment

3

3.6 Conduct pre-usage checks on all survey and supporting equipment

3

3.7 Confirm whether environmental conditions are likely to be suitable for the survey

4

3.8 Draw up a preliminary health and safety risk assessment for the property visit

4

Assessment – Unit 4 The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate knowledge and understanding to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Evidence Requirements – Unit 4 Learners must: For ONE of the properties used for Units 5 and 6: 1. Produce a statement that demonstrates that they understand the restrictions and limitations of a

building infrared thermographic assessment. This statement should:

a) describe the environmental conditions needed to carry out an infrared thermographic survey b) list sources of information to determine environmental conditions c) explain the requirements of ISO 6781 as they apply to domestic properties d) describe the circumstances that could prevent an infrared thermographic assessment from

taking place including:

i. inclement environmental conditions, giving examples ii. survey requirements beyond current level of competence iii. difficulty in gaining access iv. conflicts of interest v. health and safety issues



2. Submit a business pack comprising:

a) a letter to the client explaining why an infrared thermographic survey cannot proceed and offering alternative arrangements

b) a representative fee structure c) a covering letter agreeing a fee for the infrared thermographic survey based on the scope of

works with appendices comprising: i. completed client questionnaire ii. scope of works iii. terms and conditions

3. Draw up a method statement (photographs plus annotations/descriptions) based on the scope of

works that describes how the infrared thermographic survey will be conducted and the equipment to be used. The statement should include:

a) a photograph of the equipment required for the survey b) the purpose of each item of equipment c) the pre-use checks and precautions for each item of equipment

4. A record of the pre-visit web-based research carried out to:

a) identify local geographical and property features (e.g. type, form, age, location, orientation) b) route from place of work and likely travel time c) determine likely environmental conditions d) potential health and safety risks



Unit 5: Carry out an infrared thermographic assessment of domestic buildings

Title Carry out an infrared thermographic assessment of domestic buildings

Level 3

Credit Value 8

Unit purpose and aims This unit is about developing knowledge, understanding and skills to carry out an infrared thermographic assessment of a domestic building.

Learning Outcomes



1. Be able to attend property to carry out a domestic building infrared thermographic assessment

1.1 Conduct a risk assessment at the property to:

identify and record risks and mitigating measures

identify any circumstances at the property that prevent the thermographic survey from continuing

1, 2

1.2 Introduce themselves to the client and verify their credentials before commencing the inspection

1, 2

2. Be able to carry out a domestic building infrared thermographic assessment

2.1 Set up and check correct operation of infrared camera together with its accessories and other equipment

1, 2

2.2 Identify and correct any basic fault condition that occurs with the infrared camera or its accessories and other equipment

1, 3

2.3 Use the infrared camera and accessories/other equipment correctly to undertake a methodical infrared thermographic survey of a domestic building as agreed in the scope of works

1, 3

2.4 Take action as necessary to prevent, minimise or control poor data and error sources

1, 3

2.5 Recognise, take account of and correct the causes of poor quality or anomalous readings

1, 3

2.6 Identify, highlight and, where necessary, seek advice on areas of concern

1, 2

3. Be able to create, collate and maintain a complete and accurate record of all information collected during a building infrared thermographic assessment

3.1 Carry out a basic survey of the domestic building and its immediate local area to record its location, alignment, topography, site layout, dimensions and other relevant information

1, 2

3.2 Produce a written and photographic record of the information collected during the basic survey

1, 2

3.3 Create a record of activities while carrying out the scope of work and any additional actions deemed necessary to complete the thermographic survey

1, 2

3.4 Maintain a database of results from the thermographic survey and trends observed

1, 2

Note: Where the evidence requirement column shows 1, 2, etc., this indicates that the assessment

criteria will only be met when evidence is produced from both ER 1 and ER 2



Assessment – Unit 5 The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate knowledge and understanding to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Evidence Requirements – Unit 5 Learners must: 1. Carry out infrared thermographic data collections on FIVE real properties, one of which must be

observed by an assessor. The properties must include at least ONE in each row and column of the property grid below. All of the property features, infrared thermographic techniques and problems/issues listed below should also be covered, either within the FIVE property inspections, or by other means (e.g. using a computer based case study or via structured professional interview). The assessments must be conducted on real buildings. Where a learner is having difficulty sourcing a particular type of property, a building may be made available by assessment centres - see Section 3.3 ‘Assisting learners to find suitable properties’.

Pre -1920

(with solid walls) At least one property

1920 - 1950

At least one property

1950-1980

(to include system-built) At least one property

Post-1980

(No more than one property)

Detached

Semi-Detached

Terraced

Flat

Property features Thermographic techniques Problems/issues

a. Solid wall b. Uninsulated cavity walls c. Insulated cavity walls d. Uninsulated loft e. Insulated loft f. Unimproved system-built

a. External: i. Continuity of insulation ii. Thermal bridging iii. Air leakage iv. Moisture

b. Internal:

i. Continuity of insulation ii. Thermal bridging iii. Air leakage iv. Moisture

a. Thermal bridging b. Draughts c. Damp d. Leaking pipes



2. Produce the following evidence for each of the FIVE properties in (1):

a) copies of information obtained from the client (e.g. through a suitable questionnaire) b) comprehensive site notes, including a legible sketch plan showing location and alignment,

overall property layout with sketch of habitable rooms, construction details; heat loss

perimeter, measurements, space and water heating, time and temperature controls, lighting

types

c) survey form d) a health, safety and welfare risk assessment e) calculations made f) a log/record of activities g) a database of results and trends h) appropriate photographs, annotated to describe what is shown, where taken and why i) examples of basic on-site infrared camera image post-processing

3. Produce for the single most challenging thermographic survey from 1. above, a learner

statement that describes how the survey was carried out in a safe, effective and professional manner. It should describe:

a) how any basic fault condition that occurred with the infrared camera or its accessories and other equipment was identified and corrected

b) how the infrared camera together with its accessories/other equipment was correctly used to undertake a methodical infrared thermographic survey of a domestic building as agreed in the scope of works

c) the actions taken as necessary to prevent, minimise or control poor data and error sources d) where the causes of poor quality or anomalous readings were recognised, taken account of

and corrected e) instances where areas of concern were identified, highlighted and/or advice sought f) any issues found, specific to the individual property, and how the challenges were met and

resolved g) what areas of uncertainty remain to be resolved



Unit 6: Produce infrared thermographic assessment reports of domestic buildings

Title Produce infrared thermographic assessment reports of domestic buildings

Level 3

Credit Value 5

Unit purpose and aims This unit is about developing knowledge, understanding and skills to create and deliver a report on an infrared thermographic assessment of a domestic building.

Learning Outcomes



1. Be able to prepare an infrared thermographic assessment report

1.1 Describe the layout of the domestic infrared thermographic assessment report

1

1.2 Assemble and collate information from the infrared thermographic survey, and from other relevant and reliable sources

1

1.3 Carry out a basic analysis of information obtained from the infrared thermographic survey, and from other relevant and reliable sources

2

1.4 Identify infrared thermographic features from the survey that should be included in the report

2

1.5 Produce an infrared thermographic assessment report that satisfies the agreed scope of work and meets accepted professional practice

1

1.6 Develop recommendations for basic corrective actions for repair and remediation

2

1.7 Check the report to ensure it is clear, complete and satisfies the agreed scope of work and accepted professional practice

1

2. Be able to present an infrared thermographic assessment report to a client in a professional manner

2.1 Issue the report to the client 1

2.2 Explain to the client the findings and recommendations contained within the report and their implications

1

2.3 Respond to any questions or queries that the client might have on the report, its findings or recommendations

3

3. Be able to maintain and preserve infrared thermographic assessment reports

3.1 List the reasons for safely retaining and maintaining records that can be accessed by external/independent authorities as required in the future

4

3.2 Ensure that the authorship, validity and date of production of the reports can be audited by an independent authority as required in the future

4

3.3 Maintain and preserve records and reports in accordance with best practice ensuring that they are protected against physical (theft, fire, flood) and technological (hard drive failure, virus, malware) risks

4



Assessment – Unit 6 The evidence presented for this unit must be assessed and internally verified by the assessment centre. Evidence must be presented to meet all evidence requirements listed below and all evidence must clearly demonstrate knowledge and understanding to the relevant assessment criteria and learning outcomes as shown in the right hand column of the unit specification. Evidence Requirements – Unit 6 Learners must: 1. For EACH of the FIVE infrared thermographic surveys:

a) produce a comprehensive infrared thermographic survey report using the information collected in Unit 5 that satisfies the agreed Scope of Work and meets accepted professional practice

b) write a covering letter to the report that the findings and recommendations contained within the report and their implications

2. For the single most technically challenging of the reports from (1) above, produce a learner

statement that describes how they followed a methodical process to prepare the infrared thermographic survey. This statement should describe:

a) the procedures followed to prepare the report b) how the learner arrived at the recommendations for basic corrective actions for repair and

remediation c) any instances where additional expertise and advice was sought

3. Produce ONE letter or other form of communication to the client that responds to a question,

issue or concern raised (by the client) about the report and its recommendations 4. Produce a learner statement that describes:

a) why it is necessary to safely retain and maintain records that can be accessed by external/independent authorities in the future

b) how that the authorship, validity and date of production of the reports might be ensured so they might be audited by an independent authority in the future

c) why data collected from a visit is stored safely and securely in accordance with current legislation

d) how the data is protected, and would be recovered, should it suffer major damage/loss from both physical (e.g. theft, fire, water damage, ultraviolet, mould) and technological (e.g. hard drive failure, viruses, malware, Trojans) failures



PART 5 Appendices Appendix 1 Summary of knowledge and understanding requirements

Unit 1: Conduct building infrared thermography in a safe, effective and professional manner

1.1 Explain the relevant legal duties for health, safety and security in the workplace

1.2 Identify the health, safety and security risks that could exist in different locations, and the action to take to minimise or mitigate risks

1.3 Identify the risks to self which are associated with lone working

1.4 Explain why it is important to remain alert to the presence of risks in the workplace

1.5 Explain the importance of personal conduct in maintaining the health, safety and security of yourself or others

1.6 Explain how to make use of relevant suppliers’ and manufacturers’ instructions for the safe use of equipment, materials and products

1.7 Explain who should be informed of any conflicts between different health, safety and security requirements

1.8 Describe the procedures for different types of emergency

1.9 Identify the types of suggestions for improving health, safety and security at work that could be made and who should be given them

2.2 Explain how to identify the information you require and the potential sources of such information

2.3 Describe how to respond to enquiries from others and how to clarify their information needs

3.1 Describe the relevant policies and legislation on combating climate change and the reduction of carbon emissions from buildings

3.2 Describe the relevant legislation covering: • the energy performance of buildings • compliance with safe working practices

3.3 Describe your specific responsibilities under prescribed codes of conduct and ethical standards

3.4 Explain why it is important to comply with mandatory and advisory codes of practice

3.5 Explain the importance of obtaining and maintaining appropriate professional indemnity insurance (PII) cover, either through your own business or your employer and the extent and limitations of this type of cover



Appendix 2 Representative Domestic Infrared Thermographic Surveyor

Equipment List It is recommended that thermographers have access to the following: 1. Personal/company ID 2. Complaints procedure 3. Map and aerial photos (Google maps/Bing birds-eye view) of location and/or portable GPS unit 4. Infrared camera, stand and adapter 5. Anemometer

6. Masking tape 7. Clipboard, pencil/pen 8. Blank set of site notes 9. Binoculars 10. Compact camera with spare batteries and camera back up (a mobile phone fitted with camera is

sufficient) 11. High visibility jacket 12. Ear protection 13. Safety footwear 14. Measuring equipment – minimum 10 m tape measure, laser measure optional 15. Torch 16. Compass 17. Wet weather protection (e.g. umbrella, wellingtons) 18. Disposable dust masks 19. Overshoes 20. Latex/vinyl gloves 21. Hand cleaning wipes 22. First aid kit 23. Personal alarm/mobile phone 24. Appropriate container/bag for equipment



Appendix 3 Infrared thermography data collection notes (Notes used with permission of Inspexions Ltd)

Surveyor Name

Office phone number

Address

Mobile phone number

Fax number

Email

Client Name

Office phone number

Address

Mobile phone number

Fax number

Email

Survey Date

Guide name

Survey time

Guide contact phone number

Survey address

Location Urban/suburban/country

Domestic House/flat/apartment/other

Commercial Office/retail/other

Industrial Industrial unit/other

Other School/hospital/other

Camera details Type Model Serial No.

Calibration date

Lens FOV

Purpose of survey (brief description)

Record of temperature (previous 12 hours)

0000 0100 0200 0300 0400 0500 0600 0700

0800 0900 1000 1100 1200 1300 1400 1500

1600 1700 1800 1900 2000 2100 2200 2300



Indoor temp at start of survey Indoor temp at end of survey

Indoor r/h - start of survey (%) Indoor r/h - end of survey (%)

Outdoor temp at start of survey Outdoor temp at end of survey

Outdoor r/h - start of survey (%) Outdoor r/h - end of survey (%)

Wind speed - start of survey (m/s) Wind speed - end of survey (m/s)

Precipitation during past 12 hours Y/N Sunlight during past 12 hours (%)

Notes:



Site Plan – note orientation and key local features

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