Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (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 Shakti Tiwary
ISBN 978 1 446 90879 2
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
Progression opportunities 4
Industry support and recognition 4
Relationship with National Occupational Standards 4
3 Qualification structure 5
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF) 5
4 Assessment 6
Assessment strategy 7
Types of evidence 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: Conduct energy assessments in a safe, effective and professional manner 17
Unit 2: Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings 25
Unit 3: Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM 31
Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM 43
12 Further information and useful publications 52
13 Professional development and training 53
14 Contact us 54
Annexe A: Assessment requirements/strategy 55
Annexe B: Personal, Learning and Thinking Skills (PLTS) Mapping 63
Annexe C: Portfolio Guidance 65
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
1
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 which 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 required 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.
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
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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 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.
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
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2 Qualification summary and key information
Qualification title Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF)
QCF Qualification Number (QN) 601/1143/4
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 29/08/2013
Operational start date 01/08/2014
Approved age ranges 16-18
19+
Credit value 30
Assessment Portfolio of Evidence (internal assessment)
Guided learning hours 140
Grading information The qualification and units are graded pass/fail.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Section 9, Access and Recruitment)
Funding For details on funding availability, please check the Learning Aim Reference Service (LARS), which replaces the Learning Aim 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 the Edexcel Information Manual, available on our website: www.edexcel.com
Qualification objectives
The Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF) is for learners who work in, or want to work in energy sector. It qualifies them to work as a Non-Domestic Energy Assessor, which will allow them to produce Energy Performance Certificates (EPCs) for existing non-domestic properties, once registered with an Accreditation Scheme.
It gives learners the opportunity to:
demonstrate competence as a Non-domestic energy assessor (NDEA)
develop knowledge and skills related to the specified job roles in the energy assessor sector
have existing skills recognised
achieve a nationally-recognised Level 3 qualification
develop their own personal growth and engagement in learning
Relationship with previous qualifications
This qualification is a replacement for the Pearson EDI Level 3 NVQ Certificate in Non-Domestic Energy Assessment.
Progression opportunities
Learners who have achieved the Pearson Edexcel Level 3 NVQ Certificate in Non-Domestic Energy Assessment, can progress into a career as a Non-Domestic Energy Assessor (NDEA), or the Pearson Edexcel Level 4 Diploma in Green Deal Non-Domestic Advice.
Industry support and recognition
This qualification is supported by Asset Skills, the Skills Council for facilities management, housing, property, cleaning and parking.
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.
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
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3 Qualification structure
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment (QCF)
The learner 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 30
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 H/503/8162 Conduct Energy Assessments in a Safe, Effective and Professional Manner
3 6 30
2 J/503/8168 Prepare for Energy Assessments of Non-dwellings to Fulfil Regulatory Requirements for Asset Ratings
3 6 30
3 L/503/8169 Undertake Energy Assessments of Existing Level 3 Non-dwellings using the Simplified Building Energy Model SBEM
3 11 45
4 L/503/8172 Report on the Energy Assessment of New and Existing Non-dwellings using the Simplified Building Energy Model SBEM
4 7 35
Centres should be aware that within the Level 3 qualification in this specification, learners will be required to meet the demands of a unit at level 4. Centres are advised to consider the support, guidance and opportunities they give to learners to meet the demands of the higher level unit during delivery and assessment of the qualification.
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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
To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner 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.
The learner 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 persist 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. Asset Skills have developed this 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 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)
expert witness testimony (EWT)
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.
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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, 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 strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment 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.
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
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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, 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.pearsonwbl.edexcel.com/NVQ-competence-based.
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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’ prior 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 to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
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 regarding 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 Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.
These documents are available 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 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: Conduct energy assessments in a safe, effective and professional manner
Unit reference number: H/503/8162
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
To develop knowledge, understanding and skills to contribute to the health, safety and security of the workplace, develop effective working relationships with others, and conduct energy assessments in a professional and ethical manner, complying with organisational and legal requirements at all times.
Unit assessment requirements/evidence requirements
Specific assessment and evidence requirements are specified where applicable, can be found in Annexe C. Please also refer to the Asset Skills Assessment Principles (May 2012), found in Annexe A.
Pear
son E
dex
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vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
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n –
Iss
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1 -
Jan
uar
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Pea
rson E
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18
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To p
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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
could
exi
st in
diffe
rent
loca
tions,
and t
he
action t
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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 a
nd m
anufa
cture
rs’
inst
ruct
ions
for
the
safe
use
of eq
uip
men
t, m
ater
ials
and p
roduct
s.
1.7
Exp
lain
who s
hould
be
info
rmed
of
any
conflic
ts b
etw
een d
iffe
rent
hea
lth,
safe
ty a
nd s
ecurity
req
uirem
ents
.
1.8
D
escr
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the
pro
cedure
s fo
r diffe
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types
of
emer
gen
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 s
hould
be
giv
en t
hem
.
1
Under
stan
d t
he
Hea
lth a
nd S
afet
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quirem
ents
when
under
taki
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1.1
0
Iden
tify
the
actions
that
may
be
take
n t
o p
rote
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ust
om
ers’
pro
per
ty.
Pear
son E
dex
cel Le
vel 3 C
ertifica
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on-D
om
estic
Ener
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Ass
essm
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–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
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tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
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Evid
en
ce
typ
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Po
rtfo
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re
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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
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how
to r
espond t
o e
nquirie
s fr
om
oth
ers
and h
ow
to c
larify
th
eir
info
rmat
ion 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
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or
exper
tise
or
wher
e th
e in
form
atio
n
reques
ted is
confiden
tial
.
2.5
D
efin
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e ex
tent
and lim
its
for
your
ow
n c
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pet
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and e
xper
tise
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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
hould
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:
Any
spec
ific
org
anis
atio
nal
req
uirem
ents
with r
egar
d t
o c
om
pla
ints
Your
ow
n 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 Acc
reditat
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
pote
ntial
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
2.9
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.
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.
2.1
0
Des
crib
e th
e w
ays
in w
hic
h y
ou m
ay d
evel
op y
ours
elf
within
your
role
to
cove
r yo
ur
dev
elopm
ent
nee
ds.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
20
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
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 a
nd
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 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
tion L
imited
2014
21
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:
The
ener
gy
per
form
ance
of
build
ings
Com
plia
nce
with s
afe
work
ing p
ract
ices
The
rele
vant
regula
tions
in t
he
Dev
olv
ed A
dm
inis
trat
ions
W
her
e ap
pro
priat
e re
leva
nt
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.
3
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.
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
this
typ
e of
cove
r.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
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
the
rele
vant
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 Pr
ote
ctio
n
legis
lation.
4.4
Id
entify
and m
ainta
in a
ppro
priat
e ev
iden
ce t
o r
ecord
to s
upport
your
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.
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 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
23
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:
Are
outs
ide
ow
n a
uth
ority
Are
bey
ond o
wn a
rea
of
know
ledge
or
exper
tise
In
volv
e co
nfiden
tial
info
rmat
ion.
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
ork
ing
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 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
24
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
work
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
om
es o
f th
e en
ergy
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:_____________________________
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
25
Unit 2: Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings
Unit reference number: J/503/8168
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
This unit enables the candidate to develop the skills to agree and confirm instructions to undertake energy assessment to meet regulatory and organisational requirements and to investigate relevant matters relating to property (non-dwellings) and energy usage.
Unit assessment requirements/evidence requirements
Specific assessment and evidence requirements are specified where applicable, can be found in Annexe C. Please also refer to the Asset Skills Assessment Principles (May 2012), found in Annexe A.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
tion L
imited
2014
26
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
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
legis
lation g
ove
rnin
g e
ner
gy
asse
ssm
ent
and t
he
ove
rall
purp
ose
s of
the
Ener
gy
Perf
orm
ance
Cer
tifica
te.
1.2
Id
entify
the
rele
vant
regula
tions
for
ener
gy
per
form
ance
req
uirem
ents
new
build
ings.
1.3
Id
entify
the
rele
vant
regula
tions
for
ener
gy
per
form
ance
req
uirem
ents
fo
r ex
isting b
uild
ings.
1.4
D
escr
ibe
the
types
of
pro
per
ty a
nd s
ituat
ions
that
do n
ot
by
law
re
quire
ener
gy
cert
ific
atio
n a
nd h
ow
to d
eal w
ith v
olu
nta
ry
cert
ific
atio
n.
1.5
Id
entify
the
Build
ing R
egula
tions,
EPBD
Reg
ula
tions
and o
ther
Reg
ula
tions’
ener
gy
per
form
ance
req
uirem
ents
that
are
rel
evan
t to
build
ings
oth
er t
han
dw
ellin
gs.
1.6
D
escr
ibe
the
diffe
rent
stag
es invo
lved
in t
he
ener
gy
asse
ssm
ent
of
new
build
ings,
ensu
ring c
om
plia
nce
with r
elev
ant
aspec
ts o
f Build
ing
Reg
ula
tions
and lea
din
g t
o t
he
pro
duct
ion o
f th
e ‘a
s built
’ as
sess
men
t,
for
the
purp
ose
of
pro
duci
ng a
n E
ner
gy
Perf
orm
ance
Cer
tifica
te.
1.7
Rev
iew
the
freq
uen
cy o
f en
ergy
asse
ssm
ents
and t
he
valid
ity
of
cert
ific
ates
and r
eport
s.
1
Under
stan
d t
he
regula
tions
and
requirem
ents
nee
ded
to
under
take
ener
gy
asse
ssm
ents
.
1.8
Exp
lain
the
role
of
the
Ener
gy
Per
form
ance
Cer
tifica
te in w
ider
gove
rnm
ent
polic
y in
cludin
g w
her
e re
leva
nt
the
Gre
en D
eal.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
Exp
lain
how
to c
larify
and c
onfirm
the
requirem
ents
and e
xpec
tations
of
the
clie
nt(
s) a
nd t
he
scope
of
your
inst
ruct
ions
so t
hat
all
the
info
rmat
ion is
avai
lable
and d
efau
lts
are
not
use
d e
xcep
t w
her
e ju
stifie
d.
2.2
D
escr
ibe
how
to iden
tify
and e
xpla
in t
o c
lients
any
circ
um
stan
ces
that
pre
vent
you f
rom
under
taki
ng a
n e
ner
gy
asse
ssm
ent.
2.3
Id
entify
the
limitat
ions
and c
onst
rain
ts t
hat
apply
to t
he
conduct
of
ener
gy
asse
ssm
ents
.
2.4
Exp
lain
the
import
ance
of
expla
inin
g a
nd c
onfirm
ing in w
riting t
he
arra
ngem
ents
agre
ed b
etw
een y
ou a
nd c
lient(
s).
2.5
Exp
lain
the
import
ance
of
expla
inin
g t
he
term
s an
d c
onditio
ns
and f
ee
stru
cture
s an
d p
aym
ent
arra
ngem
ents
for
ener
gy
asse
ssm
ents
.
2.6
Id
entify
the
limitat
ions
and c
onst
rain
ts o
f th
e pla
nned
ener
gy
asse
ssm
ent.
2.7
Exp
lain
how
to c
onfirm
on-s
ite
insp
ection a
rran
gem
ents
with t
he
clie
nt(
s) o
r oth
er o
ccupie
r.
2.8
Id
entify
the
circ
um
stan
ces
that
may
pre
vent
you f
rom
under
taki
ng a
n
ener
gy
asse
ssm
ent.
2.9
Exp
lain
the
import
ance
of
expla
inin
g p
olit
ely
and c
lear
ly t
o c
lients
the
reas
ons
why
you c
annot
under
take
an e
ner
gy
asse
ssm
ent.
2.1
0
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
1
Sta
te w
hic
h s
oft
war
e to
ols
hav
e bee
n a
ppro
ved f
or
par
ticu
lar
applic
atio
ns.
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
2
Exp
lain
the
princi
ple
s of
oper
atio
n o
f th
e ap
pro
ved s
oft
war
e to
ols
.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
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
Id
entify
the
diffe
rent
types
of
pre
par
atory
info
rmat
ion t
hat
it
is
import
ant
to o
bta
in t
o e
nsu
re a
com
ple
te a
nd a
ccura
te a
sses
smen
t an
d c
ertifica
te.
3.2
Id
entify
the
diffe
rent
sourc
es o
f pre
par
atory
info
rmat
ion (
incl
udin
g
exis
ting c
alcu
lations
and e
ner
gy
audit r
eport
s) r
elat
ing t
o t
he
ener
gy
per
form
ance
of
the
pro
per
ty.
3.3
Exp
lain
how
to o
bta
in p
repar
atory
info
rmat
ion r
elat
ing t
o t
he
ener
gy
per
form
ance
of
the
pro
per
ty.
3.4
Id
entify
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
the
pro
per
ty.
3.5
Exp
lain
how
to e
valu
ate
rele
vant
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,
in
cludin
g:
G
aps
in info
rmat
ion c
once
rnin
g t
he
build
ing a
nd its
ener
gy
use
H
ealth a
nd s
afet
y co
nsi
der
atio
ns,
acc
essi
bili
ty
Le
vel of
build
ing c
om
ple
xity
.
3.6
Exp
lain
how
to iden
tify
circu
mst
ance
s th
at p
reve
nt
you f
rom
as
sess
ing 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 p
roper
ty
and e
ner
gy
usa
ge.
3.7
Exp
lain
the
import
ance
of
expla
inin
g t
o c
lients
why
you m
ay n
ot
be
able
to f
ulfil
the
agre
ed c
ontr
act.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
D
eter
min
e th
e nat
ure
and c
har
acte
rist
ics
of
the
pro
per
ty t
o e
nsu
re
that
it
requires
an O
per
atio
nal
Rat
ing (
OR)
or
Ass
et R
atin
g a
s ap
pro
priat
e.
4.2
Res
pond t
o r
eques
ts t
o u
nder
take
ener
gy
asse
ssm
ents
fro
m c
lients
.
4.3
Cla
rify
and c
onfirm
the
requirem
ents
and e
xpec
tations
of
clie
nts
and
the
scope
of
ow
n inst
ruct
ions
to e
nsu
re t
hat
all
the
info
rmat
ion is
avai
lable
and d
efau
lts
are
not
use
d e
xcep
t w
her
e ju
stifie
d.
4.4
Exp
lain
to t
he
clie
nt
the
rele
vant
regula
tions
that
are
leg
ally
req
uired
an
d t
he
ove
rall
purp
ose
of th
e Ener
gy
Cer
tifica
te.
4.5
Exp
lain
to t
he
clie
nt
why
the
Ener
gy
Cer
tifica
te h
as t
o c
onfo
rm t
o
pre
scribed
pro
toco
ls a
nd m
ust
be
acco
mpan
ied b
y co
st-e
ffec
tive
re
com
men
dat
ions.
4.6
Exp
lain
to t
he
clie
nt
the
limitat
ions
and c
onst
rain
ts o
f th
e pla
nned
en
ergy
asse
ssm
ent,
iden
tify
ing a
ny
circ
um
stan
ces
that
pre
vent
the
asse
ssm
ent
from
bei
ng u
nder
take
n a
nd g
ivin
g y
our
reas
ons.
4.7
Agre
e in
writing w
ith t
he
clie
nt
the
term
s, c
onditio
ns
and f
ee s
truct
ure
under
whic
h t
he
ener
gy
asse
ssm
ent
will
be
under
take
n,
incl
udin
g t
he
nee
d t
o t
ake
photo
gra
phs
and r
ecord
oth
er e
viden
ce f
or
audit
purp
ose
s.
4.8
Confirm
to c
lients
the
term
s, c
onditio
ns
and a
rran
gem
ents
that
hav
e bee
n a
gre
ed a
nd c
onfirm
in w
riting a
ny
spec
ific
arr
angem
ents
with
clie
nts
or
oth
er o
ccupie
rs.
4.9
Pr
ovi
de
any
nec
essa
ry g
uid
ance
to c
lients
with r
egar
d t
o t
he
legis
lation g
ove
rnin
g e
ner
gy
asse
ssm
ent.
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
Sel
ect
a su
itab
le s
oft
war
e to
ol, a
ppro
priat
e to
the
build
ing b
eing
asse
ssed
and a
ppro
ved u
nder
the
Reg
ula
tions
for
ener
gy
asse
ssm
ent.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
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
In
vest
igat
e an
d r
ecord
any
pre
par
atory
info
rmat
ion t
o e
nsu
re
com
ple
te a
nd c
om
pre
hen
sive
ener
gy
asse
ssm
ent
and c
ertifica
tion.
5.2
Id
entify
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
the
pro
per
ty.
5.3
Eva
luat
e pre
par
atory
info
rmat
ion t
o iden
tify
inco
nsi
sten
cies
and a
ny
signific
ant
fact
ors
that
may
influen
ce t
he
ener
gy
asse
ssm
ent.
5.4
Exp
lain
to c
lients
the
scope
of
info
rmat
ion t
hat
will
ass
ist
the
ener
gy
asse
ssm
ent
and r
eques
t an
y re
leva
nt
additio
nal
info
rmat
ion t
hat
will
be
rele
vant.
5.5
In
form
clie
nts
pro
mptly
in c
ases
wher
e yo
ur
inve
stig
atio
ns
reve
al
pro
ble
ms
that
pre
vent
you f
rom
ass
essi
ng t
he
ener
gy
per
form
ance
of
the
pro
per
ty.
5
Be
able
to
inve
stig
ate
rele
vant
mat
ters
re
lating t
o e
ner
gy
usa
ge
within
a
pro
per
ty.
5.6
Ensu
re t
hat
the
most
up-t
o-d
ate
vers
ion o
f th
e ap
pro
ved s
oft
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:_____________________________
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
31
Unit 3: Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM
Unit reference number: L/503/8169
QCF level: 3
Credit value: 11
Guided learning hours: 45
Unit aim
This unit will help to develop the knowledge and skills needed to inspect non-dwellings to determine the energy performance of an existing level 3 property, using the Simplified Building Energy Model, make recommendations for cost-effective improvements and issue Energy Performance Certificates in compliance with regulatory requirements.
Unit assessment requirements/evidence requirements
Specific assessment and evidence requirements are specified where applicable, can be found in Annexe C. Please also refer to the Asset Skills Assessment Principles (May 2012), found in Annexe A.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
32
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
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
ele
men
ts,
fabric,
ser
vice
s an
d o
vera
ll des
ign p
hilo
sophy
as r
elev
ant
to e
ner
gy
asse
ssm
ent.
1.2
Id
entify
equip
men
t an
d r
esourc
es n
eeded
to u
nder
take
the
insp
ection.
1.3
Exp
lain
the
det
aile
d insp
ection r
equirem
ents
that
apply
to a
pro
per
ty
as d
escr
ibed
in r
elev
ant
guid
ance
docu
men
ts a
nd C
onve
ntions.
1.4
Exp
lain
the
def
initio
ns
and c
onve
ntions
embod
ied w
ithin
the
appro
ved
soft
war
e use
d t
o c
alcu
late
ener
gy
per
form
ance
rat
ings.
1.5
Id
entify
, fr
om
dra
win
gs
and b
uild
ing s
truct
ure
s, t
he
various
types
of
build
ing c
onst
ruct
ion,
mat
eria
ls a
nd s
ervi
ces.
1.6
Exp
lain
how
to c
onduct
the
insp
ection in a
thoro
ugh,
met
hodic
al a
nd
consi
sten
t m
anner
.
1
Under
stan
d t
he
equip
men
t an
d
reso
urc
es n
eeded
to
under
take
en
ergy
insp
ections.
1.7
Id
entify
the
range
of
mea
sure
s to
im
pro
ve t
he
ener
gy
per
form
ance
of
a pro
per
ty t
hat
may
be
incl
uded
within
an E
ner
gy
Perf
orm
ance
Cer
tifica
te R
ecom
men
dat
ions
Rep
ort
.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
33
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
Id
entify
ass
um
ptions
that
are
mad
e in
det
erm
inin
g e
ner
gy
per
form
ance
.
2.2
Sta
te t
he
fact
ors
that
are
rel
evan
t to
det
erm
inin
g t
he
ener
gy
per
form
ance
of
a pro
per
ty a
nd t
hose
that
are
dee
med
not
to a
ffec
t th
e en
ergy
per
form
ance
of
the
pro
per
ty.
2.3
Id
entify
and e
valu
ate
the
rele
vance
of
build
ing c
har
acte
rist
ics
whic
h
affe
ct t
he
ener
gy
per
form
ance
of a
Leve
l 3 b
uild
ing a
nd m
ake
it
dis
tinct
fro
m L
evel
4.
2.4
Id
entify
and c
lass
ify
variat
ions
in b
uild
ing u
se a
nd a
ctiv
itie
s, a
s def
ined
in t
he
Sim
plif
ied B
uild
ing E
ner
gy
Model
(SBEM
) an
d its
co
nve
ntions,
incl
udin
g t
he
use
of
pla
nnin
g c
lass
ific
atio
ns.
2.5
D
escr
ibe
how
much
im
pac
t build
ing c
har
acte
rist
ics
hav
e on t
he
build
ing’s
ove
rall
ener
gy
per
form
ance
.
2.6
Id
entify
critica
l pro
per
ty f
eatu
res
and a
ctiv
itie
s w
her
e in
corr
ect
choic
e of
valu
es w
ill b
e si
gnific
antly
det
rim
enta
l to
acc
ura
cy,
incl
udin
g:
Allo
cation o
f th
e m
ost
appro
priat
e ac
tivi
ty t
o z
ones
Li
ghting
Choic
e of
def
ault H
VAC in z
ones
wher
e none
exis
ts
Sel
ection o
f H
VAC e
ffic
iency
and its
allo
cation t
o t
he
appro
priat
e zo
ne
Ava
ilabili
ty o
f day
light
Pr
esen
ce o
f Lo
w a
nd Z
ero C
arbon T
echnolo
gie
s.
2.7
Id
entify
the
pro
ble
ms
that
can
affec
t th
e en
ergy
per
form
ance
of
the
build
ing f
abric
and s
ervi
ces.
2
Under
stan
d t
he
implic
atio
ns
of
build
ing
char
acte
rist
ics
affe
ctin
g t
he
ener
gy
per
form
ance
of
a pro
per
ty.
2.8
Rev
iew
the
implic
atio
ns
of
haz
ardous
build
ing f
abric
for
the
ener
gy
asse
ssm
ent
and r
eport
ing.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
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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
how
to m
ake
accu
rate
obse
rvat
ions
and t
ake
accu
rate
m
easu
rem
ents
.
3.2
Exp
lain
how
to m
ake
furt
her
inve
stig
atio
ns
wher
e obse
rvat
ions
are
inco
nsi
sten
t w
ith e
xist
ing e
viden
ce a
nd e
xpec
ted f
indin
gs
and h
ow
to
iden
tify
the
cause
s of
thes
e in
consi
sten
cies
.
3
Under
stan
d h
ow
to
colla
te info
rmat
ion
from
the
on-s
ite
insp
ection a
nd
oth
er s
ourc
es t
o
asse
ss t
he
ener
gy
per
form
ance
of
the
pro
per
ty.
3.3
Exp
lain
how
to c
olla
te info
rmat
ion r
equired
to a
sses
s th
e en
ergy
per
form
ance
of
pro
per
ty.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
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
4.1
Sta
te t
he
pre
scribed
form
at a
nd c
onte
nt
of
an E
ner
gy
Perf
orm
ance
Cer
tifica
te.
4.2
Sta
te t
he
range
of
ener
gy
effici
ency
mea
sure
s th
at m
ay b
e in
cluded
w
ithin
an E
ner
gy
Per
form
ance
Cer
tifica
te.
4.3
Id
entify
the
appro
ved s
oft
war
e use
d f
or
the
pro
duct
ion a
nd
lodgem
ent
of
com
ple
ted E
ner
gy
Per
form
ance
Cer
tifica
tes.
4.4
Exp
lain
how
to c
orr
ectly
use
the
appro
ved s
oft
war
e fo
r th
e pro
duct
ion
and lodgem
ent
of
com
ple
ted E
ner
gy
Perf
orm
ance
Cer
tifica
tes.
4.5
Exp
lain
the
princi
ple
s under
pin
nin
g t
he
appro
ved t
ools
use
d t
o
calc
ula
te t
he
ener
gy
per
form
ance
rat
ings.
4.6
Exp
lain
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.
4.7
Exp
lain
how
to u
se a
ppro
ved s
oft
war
e to
gen
erat
e en
ergy
effici
ency
m
easu
res
for
the
pro
per
ty.
4.8
Exp
lain
the
import
ance
of
chec
king t
hat
dat
a has
bee
n inputt
ed
corr
ectly
prior
to lodgem
ent
and h
ow
to r
evie
w d
ata
if t
he
calc
ula
tion
will
not
pro
cess
or
appea
rs inco
rrec
t.
4.9
Exp
lain
the
import
ance
of
chec
king t
he
ener
gy
effici
ency
mea
sure
s gen
erat
ed p
rior
to lodgem
ent,
del
etin
g a
ny
that
are
inap
pro
priat
e an
d
pro
vidin
g y
our
reas
ons.
4.1
0
Exp
lain
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
.
4
Under
stan
d h
ow
to
pre
par
e an
d iss
ue
an E
ner
gy
Perf
orm
ance
Cer
tifica
te w
hic
h
incl
udes
re
com
men
dat
ions
for
cost
-effec
tive
im
pro
vem
ents
and
mee
ts r
elev
ant
regula
tions.
4.1
1
Exp
lain
the
import
ance
of
chec
king t
he
Ener
gy
Perf
orm
ance
Cer
tifica
te a
nd e
ner
gy
effici
ency
mea
sure
s fo
r th
e pro
per
ty t
o e
nsu
re
they
com
ply
with r
elev
ant
requirem
ents
.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
tion L
imited
2014
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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
2
Sta
te h
ow
to u
se t
he
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
Perf
orm
ance
Cer
tifica
tes.
4.1
3
Exp
lain
how
to p
rovi
de
nec
essa
ry a
udit e
viden
ce v
ia e
lect
ronic
tr
ansf
er.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
5.1
Exp
lain
the
leve
l of
det
ail w
ithin
your
reco
rds
required
to p
roduce
a
com
ple
te a
nd c
om
pre
hen
sive
Ener
gy
Per
form
ance
Cer
tifica
te.
5.2
Exp
lain
the
leve
l of
det
ail w
ithin
your
reco
rds
required
to just
ify
your
dec
isio
ns
on t
he
valu
es r
ecord
ed a
nd e
ner
gy
effici
ency
mea
sure
s in
cluded
.
5.3
Sta
te w
hy
it is
import
ant
to m
ake
and m
ainta
in c
om
ple
te,
accu
rate
an
d leg
ible
rec
ord
s.
5.4
Exp
lain
the
reas
ons
why
it is
nec
essa
ry a
nd im
port
ant
to r
ecord
w
her
e an
d w
hy
accu
rate
insp
ection h
as n
ot
bee
n p
oss
ible
.
5.5
Exp
lain
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
ow
n”
and t
he
evid
ence
req
uired
to s
upport
the
use
of
def
aults
in t
hes
e ci
rcum
stan
ces.
5
Under
stan
d h
ow
to
mak
e an
d m
ainta
in
com
ple
te,
accu
rate
an
d leg
ible
rec
ord
s of
your
work
.
5.6
Exp
lain
the
import
ance
of
storing r
ecord
s se
cure
ly a
llow
ing f
or
futu
re
acce
ss a
nd t
he
purp
ose
s fo
r w
hic
h t
hose
rec
ord
s m
ay b
e use
d.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
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
6.1
Ensu
re t
hat
equip
men
t an
d r
esou
rces
nee
ded
are
ava
ilable
for
the
insp
ection o
f Le
vel 3 n
on-d
wel
lings.
6.2
Id
entify
yours
elf
to t
hose
pre
sent
at t
he
pro
per
ty b
efore
com
men
cing
insp
ection.
6.3
Id
entify
and r
ecord
the
met
hod o
f co
nst
ruct
ion o
f th
e pro
per
ty a
nd
the
mai
n m
ater
ials
use
d,
the
inst
alle
d b
uild
ing s
ervi
ces
and t
he
activi
ties
whic
h t
ake
pla
ce in t
he
build
ing.
6.4
U
se s
urv
eyin
g e
quip
men
t co
rrec
tly
and r
ecord
and inte
rpre
t dat
a ac
cura
tely
.
6.5
Id
entify
circu
mst
ance
s w
hen
at
the
pro
per
ty t
hat
pre
vent
you
continuin
g w
ith t
he
insp
ection a
nd e
xpla
in t
he
reas
ons
to t
he
clie
nt(
s).
6.6
U
nder
take
a m
ethodic
al v
isual
insp
ection o
f th
e pro
per
ty in
acco
rdan
ce w
ith t
he
requirem
ents
of
the
appro
ved s
oft
war
e an
d
curr
ent
Conve
ntions.
6
Be
able
to insp
ect
a Le
vel 3 n
on-
dw
ellin
g.
6.7
D
raw
a s
uitab
le s
ketc
h p
lan a
nd e
leva
tions
wher
e none
exis
t.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
7.1
M
ake
accu
rate
obse
rvat
ions
and m
easu
rem
ents
whic
h a
re n
eces
sary
to
pro
vide
dat
a fo
r th
e ca
lcula
tion o
f an
ener
gy
per
form
ance
rat
ing
and p
roduct
ion o
f en
ergy
effici
ency
mea
sure
s fo
r th
e pro
per
ty.
7.2
O
bta
in a
ll ad
ditio
nal
info
rmat
ion t
hat
is
nee
ded
about
the
pro
per
ty
and e
nsu
re t
hat
def
aults
are
not
use
d e
xcep
t w
her
e ju
stifie
d.
7.3
Id
entify
wher
e obse
rvat
ions
are
inco
nsi
sten
t w
ith e
xist
ing e
viden
ce
and e
xpec
ted f
indin
gs
and c
onduct
furt
her
inve
stig
atio
ns
to e
stab
lish
the
cause
s of
thes
e in
consi
sten
cies
.
7.4
Id
entify
critica
l pro
per
ty f
eatu
res
and a
ctiv
itie
s w
her
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
accu
rate
ass
essm
ent
of
the
pro
per
ty.
7
Be
able
to c
olla
te
info
rmat
ion f
rom
th
e on-s
ite
insp
ection a
nd
oth
er s
ourc
es t
o
asse
ss t
he
ener
gy
per
form
ance
of
the
pro
per
ty.
7.5
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 b
e det
erm
ined
.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
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uar
y 2014 ©
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rson E
duca
tion L
imited
2014
40
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
8.1
D
escr
ibe
the
pre
scribed
form
at a
nd c
onte
nt
of
an E
ner
gy
Perf
orm
ance
Cer
tifica
te.
8.2
Exp
lain
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
.
8.3
U
se a
ppro
ved s
oft
war
e co
rrec
tly
to d
eter
min
e en
ergy
per
form
ance
ra
tings
and t
o g
ener
ate
ener
gy
effici
ency
mea
sure
s fo
r th
e pro
per
ty.
8.4
Chec
k th
at d
ata
has
bee
n inputt
ed c
orr
ectly
prior
to lodgem
ent
and
revi
ew d
ata
if c
alcu
lations
do n
ot
work
or
if t
he
resu
lt a
ppea
rs
inco
rrec
t.
8.5
Rec
ognis
e a
resu
lt t
hat
is
unlik
ely
to b
e co
rrec
t fo
r th
e pro
per
ty in
ques
tion.
8.6
Chec
k th
e Ener
gy
Perf
orm
ance
Cer
tifica
te a
nd e
ner
gy
effici
ency
m
easu
res
prior
to lodgem
ent,
ensu
ring c
om
plia
nce
with r
elev
ant
requirem
ents
and m
ake
any
nec
essa
ry a
men
dm
ents
.
8.7
Tak
e th
e nec
essa
ry c
orr
ective
act
ion w
her
e an
y of
your
chec
ks
indic
ate
a poss
ible
inco
rrec
t dat
a en
try
or
erro
r in
the
resu
ltin
g r
atin
g
or
ener
gy
effici
ency
mea
sure
s.
8.8
U
se t
he
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.
8.9
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.
8
Be
able
to p
repar
e an
d iss
ue
an
Ener
gy
Perf
orm
ance
Cer
tifica
te w
hic
h
incl
udes
re
com
men
dat
ions
for
ener
gy
effici
ency
m
easu
res
and
mee
ts r
elev
ant
regula
tions.
8.1
0
Provi
de
nec
essa
ry a
udit e
viden
ce v
ia e
lect
ronic
tra
nsf
er.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
tion L
imited
2014
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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
9.1
Pr
oduce
and m
ainta
in a
ccura
te a
nd leg
ible
rec
ord
s of
your
findin
gs,
w
hic
h a
re c
lear
, co
mple
te a
nd c
onfo
rm t
o a
ccep
ted p
rofe
ssio
nal
and
stat
uto
ry r
equirem
ents
, in
cludin
g inve
stig
atio
ns
carr
ied o
ut,
val
ues
re
cord
ed a
nd o
ptions
consi
der
ed.
9.2
Kee
p d
etai
led r
ecord
s w
hic
h e
nsu
re t
hat
you c
an p
roduce
a c
om
ple
te
and c
om
pre
hen
sive
Ener
gy
Perf
orm
ance
Cer
tifica
te a
nd 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.
9.3
Colla
te info
rmat
ion a
s ev
iden
ce t
o s
upport
the
spec
ific
dec
isio
ns
mad
e on v
alues
chose
n a
nd e
ner
gy
effici
ency
mea
sure
s co
nsi
der
ed,
incl
udin
g:
Le
gib
le s
ite
note
s
Cle
ar s
ite
sket
ches
(pla
n,
elev
atio
n)
to g
ive
an a
deq
uat
e re
cord
of
the
insp
ection f
or
audit p
urp
ose
s
Cle
ar p
hoto
gra
phs
conta
inin
g m
andat
ed d
ata
appro
priat
ely
stag
ed
and a
nnota
ted w
her
e nec
essa
ry
Le
gib
ly c
om
ple
ted s
urv
ey f
orm
s re
cord
s of
web
sea
rches
or
oth
er
rese
arch
Any
oth
er info
rmat
ion y
ou c
onsi
der
nec
essa
ry t
o s
upport
your
dec
isio
ns
Any
oth
er info
rmat
ion r
equired
by
Sch
eme
Oper
atin
g
Req
uirem
ents
.
9.4
Exp
lain
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
ow
n”
and t
he
evid
ence
req
uired
to s
upport
the
use
of
def
aults
in t
hes
e ci
rcum
stan
ces.
9
Be
able
to m
ake
and m
ainta
in
com
ple
te,
accu
rate
an
d leg
ible
rec
ord
s of
your
work
.
9.5
Sto
re r
ecord
s se
cure
ly a
llow
ing f
or
futu
re a
cces
s an
d s
tate
the
purp
ose
s fo
r w
hic
h y
our
reco
rds
may
be
use
d.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
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rson E
duca
tion L
imited
2014
42
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:_____________________________
Pearson Edexcel Level 3 Certificate in Non-Domestic Energy Assessment – Specification – Issue 1 - January 2014 © Pearson Education Limited 2014
43
Unit 4: Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM
Unit reference number: L/503/8172
QCF level: 4
Credit value: 7
Guided learning hours: 35
Unit aim
This unit will help to develop the knowledge and skills needed to prepare a report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model (SBEM).
Unit assessment requirements/evidence requirements
Specific assessment and evidence requirements are specified where applicable, can be found in Annexe C. Please also refer to the Asset Skills Assessment Principles (May 2012), found in Annexe A.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
44
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
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
an E
ner
gy
Perf
orm
ance
Cer
tifica
te R
ecom
men
dat
ions
Rep
ort
.
1.2
Id
entify
the
range
of
ener
gy
effici
ency
mea
sure
s th
at m
ay b
e in
cluded
w
ithin
an E
ner
gy
Per
form
ance
Cer
tifica
te R
ecom
men
dat
ions
Rep
ort
.
1.3
Sta
te t
he
appro
ved s
oft
war
e use
d t
o g
ener
ate
ener
gy
effici
ency
m
easu
res
for
the
pro
per
ty.
1.4
Exp
lain
the
princi
ple
s under
pin
nin
g t
he
appro
ved s
oft
war
e use
d t
o
calc
ula
te e
ner
gy
ratings
and p
roduce
Rec
om
men
dat
ions
Rep
ort
s.
1.5
Exp
lain
how
to c
orr
ectly
use
the
appro
ved s
oft
war
e to
pro
duce
Ener
gy
Perf
orm
ance
Cer
tifica
tes.
1.6
Exp
lain
the
import
ance
of
chec
king t
hat
dat
a has
bee
n inputt
ed
corr
ectly
and h
ow
to r
evie
w d
ata
if t
he
calc
ula
tion w
ill n
ot
pro
cess
or
if t
he
resu
lt a
ppea
rs inco
rrec
t.
1.7
Exp
lain
the
effe
ct o
f ch
oosi
ng d
efau
lt d
ata
options
on t
he
ener
gy
effici
ency
mea
sure
s offer
ed b
y SBEM
.
1
Under
stan
d h
ow
to
pro
duce
Rec
om
men
dat
ions
Rep
ort
s fo
r non-
dw
ellin
gs
usi
ng
SBEM
.
1.8
Exp
lain
how
to c
hec
k th
e Ener
gy
Perf
orm
ance
Cer
tifica
te
Rec
om
men
dat
ions
Rep
ort
for
cost
-effec
tive
im
pro
vem
ent,
ensu
ring
com
plia
nce
with r
elev
ant
requirem
ents
and c
onve
ntions.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
1.9
Id
entify
the
leve
l of
det
ail w
ithin
your
reco
rds
required
to p
roduce
a
com
ple
te a
nd c
om
pre
hen
sive
Rec
om
men
dat
ions
Rep
ort
and just
ify
your
dec
isio
ns
on t
he
valu
es r
ecord
ed a
nd e
ner
gy
effici
ency
mea
sure
s se
lect
ed.
1.1
0
Exp
lain
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
.
1.1
1
Exp
lain
the
reas
ons
why
it is
nec
essa
ry a
nd im
port
ant
to r
ecord
w
her
e an
d w
hy
accu
rate
insp
ection h
as n
ot
bee
n p
oss
ible
.
1.1
2
Iden
tify
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
ow
n”
and t
he
evid
ence
req
uired
to s
upport
this
ch
oic
e.
1.1
3
Exp
lain
the
import
ance
of
storing r
ecord
s se
cure
ly a
llow
ing f
or
futu
re
acce
ss a
nd 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 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
2.1
Exp
lain
how
to u
se a
ppro
ved s
oft
war
e to
gen
erat
e en
ergy
effici
ency
m
easu
res
for
the
pro
per
ty.
2.2
Exp
lain
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
.
2.3
Exp
lain
the
import
ance
of
chec
king t
he
ener
gy
effici
ency
mea
sure
s gen
erat
ed,
del
etin
g a
ny
that
are
inap
pro
priat
e, a
nd p
rovi
din
g y
our
reas
ons.
2.4
Id
entify
the
fact
ors
that
could
aff
ect
the
choic
e of
ener
gy
effici
ency
m
easu
res
for
impro
vem
ents
to t
he
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
Li
sted
build
ing s
tatu
s/co
nse
rvat
ion a
reas
.
2.5
Id
entify
the
issu
es t
hat
could
mak
e en
ergy
effici
ency
mea
sure
s unsu
itab
le f
or
the
pro
per
ty,
incl
udin
g:
Pr
oper
ty s
ituat
ion e
.g.
subje
ct t
o e
xtre
me
wea
ther
Pro
per
ty c
onditio
n e
.g.
stat
e of
repai
r of
exte
rnal
wal
ls
In
adeq
uat
e ve
ntila
tion
Tra
ditio
nal
const
ruct
ion
Any
oth
er f
eatu
res
of
the
pro
per
ty,
or
its
site
/loca
tion,
whic
h
mig
ht
adve
rsel
y af
fect
the
per
form
ance
of
the
reco
mm
ended
im
pro
vem
ent,
or
the
build
ing’s
per
form
ance
aft
er im
pro
vem
ent.
2.6
Exp
lain
how
to m
ake
appro
priat
e del
etio
ns/
amen
dm
ents
bas
ed o
n t
he
pra
ctic
al a
nd e
conom
ic f
easi
bili
ty f
or
the
build
ing u
nder
consi
der
atio
n.
2
Under
stan
d h
ow
to
pro
vide
a cl
early
def
ined
and r
obust
hie
rarc
hy
of
ener
gy
effici
ency
m
easu
res
for
non-
dw
ellin
gs.
2.7
Id
entify
curr
ent
typic
al c
ost
s of en
ergy
effici
ency
mea
sure
s.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
2.8
Exp
lain
how
to e
stim
ate
typic
al c
ost
s, f
or
the
par
ticu
lar
build
ing,
of
any
pro
pose
d e
ner
gy
effici
ency
mea
sure
s.
2.9
Exp
lain
how
to a
sses
s th
e ca
rbon im
pac
t an
d p
aybac
k per
iod o
f en
ergy
effici
ency
mea
sure
s in
ord
er t
o p
rovi
de
an h
iera
rchy
of
impro
vem
ent
mea
sure
s.
2.1
0
Iden
tify
the
dat
a an
d info
rmat
ion r
equired
to b
e lo
dged
on t
he
rele
vant
centr
al r
egis
ter.
2.1
1
Iden
tify
appro
priat
e ad
vice
on t
he
imple
men
tation o
f th
e en
ergy
effici
ency
mea
sure
s th
at m
ay b
e giv
en t
o t
he
clie
nt.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
3.1
Sta
te t
he
obje
ctiv
e of
pro
duci
ng R
ecom
men
dat
ions
Rep
ort
s.
3.2
Exp
lain
the
diffe
rence
bet
wee
n h
igh,
med
ium
and low
car
bon im
pac
t en
ergy
effici
ency
mea
sure
s an
d t
he
scal
e of
savi
ngs
that
eac
h m
ay
achie
ve.
3.3
Id
entify
whic
h e
lem
ents
hav
e gre
ater
im
pac
t on t
he
ener
gy
per
form
ance
of
the
build
ing in q
ues
tion a
nd w
hy.
3.4
Exp
lain
how
est
imat
es o
f co
sts
for
ener
gy
effici
ency
mea
sure
s hav
e bee
n a
rriv
ed a
t an
d h
ow
robust
they
are
.
3.5
Exp
lain
how
to c
om
munic
ate
and e
xpla
in t
he
ener
gy
effici
ency
m
easu
res
to t
he
clie
nt.
3.6
Exp
lain
the
import
ance
of
reta
inin
g d
ocu
men
tation f
or
audit p
urp
ose
s or
legal
com
plia
nce
.
3.7
Exp
lain
how
to c
onve
y es
sential
info
rmat
ion in a
writt
en r
eport
in a
w
ay w
hic
h w
ill b
e co
mpre
hen
sible
to t
he
clie
nt.
3
Under
stan
d h
ow
to
com
munic
ate
the
valu
e of
a Rec
om
men
dat
ions
Rep
ort
and h
ow
it
can b
e use
d.
3.8
Id
entify
wher
e to
ref
er c
lients
for
furt
her
hel
p a
nd a
dvi
ce.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
49
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
U
se a
ppro
ved s
oft
war
e to
gen
erat
e en
ergy
effici
ency
mea
sure
s th
at
impro
ve e
ner
gy
per
form
ance
.
4.2
Chec
k th
e Rec
om
men
dat
ions
Rep
ort
, en
suring c
om
plia
nce
with
rele
vant
requirem
ents
and c
urr
ent
conve
ntions.
4.3
Pr
oduce
and m
ainta
in a
ccura
te a
nd leg
ible
rec
ord
s w
hic
h a
re c
lear
, co
mple
te a
nd c
onfo
rm t
o a
ccep
ted p
rofe
ssio
nal
and s
tatu
tory
re
quirem
ents
to incl
ude:
Rec
ord
s in
vest
igat
ions
carr
ied o
ut
Val
ues
rec
ord
ed
O
ptions
consi
der
ed.
4.4
Rec
ord
info
rmat
ion a
t a
suff
icie
nt
leve
l of
det
ail to
pro
duce
a c
om
ple
te
and c
om
pre
hen
sive
Ener
gy
Perf
orm
ance
Cer
tifica
te a
nd 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.
4.5
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
ow
n”
and t
he
evid
ence
req
uired
to s
upport
this
ch
oic
e.
4
Be
able
to p
roduce
Rec
om
men
dat
ions
Rep
ort
s fo
r non-
dw
ellin
gs
usi
ng
SBEM
.
4.6
Sto
re r
ecord
s se
cure
ly a
llow
ing f
or
futu
re a
cces
s an
d e
xpla
in t
he
purp
ose
s fo
r w
hic
h t
he
reco
rds
may
be
use
d.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
tion L
imited
2014
50
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
U
se t
he
appro
ved s
oft
war
e to
gen
erat
e en
ergy
effici
ency
mea
sure
s to
im
pro
ve e
ner
gy
per
form
ance
.
5.2
Exp
lain
the
effe
ct o
f ch
oosi
ng d
efau
lt d
ata
options
on t
he
ener
gy
effici
ency
mea
sure
s offer
ed b
y SBEM
.
5.3
Chec
k th
e en
ergy
effici
ency
mea
sure
s gen
erat
ed a
nd m
ake
appro
priat
e del
etio
ns,
additio
ns
and a
men
dm
ents
bas
ed o
n t
he
pra
ctic
al a
nd e
conom
ic f
easi
bili
ty f
or
the
build
ing u
nder
consi
der
atio
n,
pro
vidin
g a
nd d
ocu
men
ting y
our
reas
ons.
5.4
Id
entify
the
fact
ors
that
could
aff
ect
the
choic
e of
ener
gy
effici
ency
m
easu
res
for
impro
vem
ents
to t
he
pro
per
ty,
incl
udin
g iss
ues
that
m
ake
them
unsu
itab
le f
or
the
pro
per
ty,
inte
ract
ions
bet
wee
n b
uild
ing
fabric
and b
uild
ing s
ervi
ces
and lis
ted b
uild
ing s
tatu
s/co
nse
rvat
ion
area
s.
5.5
Id
entify
the
rela
tive
cost
s of
any
ener
gy
effici
ency
mea
sure
s w
hic
h
may
be
pro
pose
d.
5.6
Pr
ovi
de
a hie
rarc
hy
of
impro
vem
ent
mea
sure
s bas
ed o
n c
arbon
impac
t an
d p
aybac
k per
iod.
5.7
Id
entify
the
dat
a an
d info
rmat
ion r
equired
to b
e lo
dged
on t
he
rele
vant
centr
al r
egis
ter
and s
how
under
stan
din
g o
f th
e lo
dgin
g
pro
cedure
s.
5.8
Pr
oduce
a v
alid
Rec
om
men
dat
ions
Rep
ort
, in
acc
ord
ance
with
appro
ved g
uid
ance
.
5
Be
able
to p
rovi
de
a cl
early
def
ined
an
d r
obust
hie
rarc
hy
of
ener
gy
effici
ency
m
easu
res
for
non-
dw
ellin
gs.
5.9
Pro
vide
initia
l ad
vice
on t
he
imple
men
tation o
f th
e re
com
men
dat
ions
mad
e.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
–
Spec
ific
atio
n –
Iss
ue
1 -
Jan
uar
y 2014 ©
Pea
rson E
duca
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
6.1
Exp
lain
to c
lients
the
obje
ctiv
e of
pro
duci
ng R
ecom
men
dat
ions
Rep
ort
s.
6.2
Exp
lain
to c
lients
the
diffe
rence
bet
wee
n h
igh,
med
ium
and low
ca
rbon im
pac
t m
easu
res,
giv
ing e
xam
ple
s of
the
scal
e of
savi
ngs
whic
h m
ay b
e ac
hie
ved b
y ea
ch.
6.3
Exp
lain
to c
lients
whic
h r
ecom
men
dat
ions
hav
e gre
ater
im
pac
t on t
he
ener
gy
per
form
ance
of
the
build
ing in q
ues
tion a
nd w
hy.
64
Exp
lain
to c
lients
how
est
imat
es o
f co
sts
for
ener
gy
effici
ency
m
easu
res
hav
e bee
n a
rriv
ed a
t an
d h
ow
robust
they
are
.
6.5
Exp
lain
ener
gy
effici
ency
mea
sure
s to
the
clie
nt.
6.6
U
nder
stan
d t
he
import
ance
of re
tain
ing d
ocu
men
tation f
or
audit
purp
ose
s or
legal
com
plia
nce
.
6
Be
able
to
com
munic
ate
the
valu
e of
a Rec
om
men
dat
ions
Rep
ort
and h
ow
it
can b
e use
d.
6.7
H
ighlig
ht
the
esse
ntial
info
rmat
ion c
onta
ined
in t
he
Rec
om
men
dat
ions
Rep
ort
in a
way
whic
h w
ill b
e co
mpre
hen
sible
to t
he
clie
nt.
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:_____________________________
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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.pearsonschools.co.uk/contactus
Other sources of information and publications available on our website include:
Pearson Equality Policy
Pearson Work Based Learning Centre Guide
Edexcel UK Information Manual – Chapter 9 (updated annually)
Recognition of Prior Learning Policy.
Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications is available on our website, at www.pearsonwbl.edexcel.com/NVQ-competence-based.
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.
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53
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, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required. 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.
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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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Annexe A: Assessment requirements/strategy
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.
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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.
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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 which 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).
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, Northern Ireland new External Verifiers must achieve an appropriate external verifier qualification within 12 months of beginning external verification.
In Scotland, all new EVs should have an assessment plan for achieving 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.
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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.
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 criteria 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.
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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.
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.
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7.5.1 It is desirable that all IQAs/IVs hold a relevant qualification.
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:
curriculum vitae and references
possession of a relevant qualification
corporate membership of a relevant professional institution
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.
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.
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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 counter signatory 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.
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 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.
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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.
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:
curriculum vitae and references
possession of a relevant qualification
corporate membership of a relevant professional institution
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.
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.
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
ent
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ific
atio
n –
Iss
ue
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uar
y 2014 ©
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imited
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An
nexe B
: P
ers
on
al,
Learn
ing
an
d T
hin
kin
g S
kills
(P
LTS
) M
ap
pin
g
Un
its
PLTS
1
Level 3
2
Level 3
3
Level 3
4
Level 4
Ind
ep
en
den
t En
qu
irers
1
iden
tify
ques
tions
to a
nsw
er a
nd p
roble
ms
to r
esolv
e ●
●
2
pla
n a
nd c
arry
out
rese
arch
, ap
pre
ciat
ing t
he
conse
quen
ces
of dec
isio
ns
● ●
●
3
explo
re iss
ues
, ev
ents
or
pro
ble
ms
from
diffe
rent
per
spec
tive
s ●
●
4
anal
yse
and e
valu
ate
info
rmat
ion,
judgin
g its
rel
evan
ce a
nd v
alue
● ●
● 5
consi
der
the
influen
ce o
f ci
rcum
stan
ces,
bel
iefs
and fee
lings
on d
ecis
ions
and e
vents
●
6
support
concl
usi
ons,
usi
ng r
easo
ned
arg
um
ents
and e
viden
ce
● ●
● ●
Cre
ati
ve T
hin
kers
1
gen
erat
e id
eas
and e
xplo
re p
oss
ibili
ties
●
●
2
ask
ques
tions
to e
xten
d t
hei
r th
inki
ng
●
●
3
connec
t th
eir
ow
n a
nd o
ther
s’ idea
s an
d e
xper
ience
s in
inve
ntive
way
s
●
4
ques
tion t
hei
r ow
n a
nd o
ther
s’ a
ssum
ptions
●
●
5
try
out
alte
rnat
ives
or
new
solu
tions
and follo
w idea
s th
rough
●
6
adap
t id
eas
as c
ircu
mst
ance
s ch
ange
●
Refl
ect
ive L
earn
ers
1
asse
ss t
hem
selv
es a
nd o
ther
s, iden
tify
ing o
pport
unitie
s an
d a
chie
vem
ents
●
2
set
goal
s w
ith s
ucc
ess
criter
ia for
thei
r dev
elopm
ent
and w
ork
3
revi
ew p
rogre
ss,
acting o
n t
he
outc
om
es
4
invi
te fee
dbac
k an
d d
eal posi
tive
ly w
ith p
rais
e, s
etbac
ks a
nd c
ritici
sm
5
eval
uat
e ex
per
ience
s an
d lea
rnin
g t
o info
rm futu
re p
rogre
ss
●
6
com
munic
ate
thei
r le
arnin
g in r
elev
ant
way
s fo
r diffe
rent
audie
nce
s
●
Pear
son E
dex
cel Le
vel 3 C
ertifica
te in N
on-D
om
estic
Ener
gy
Ass
essm
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ific
atio
n –
Iss
ue
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Jan
uar
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Un
its
PLTS
1
Level 3
2
Level 3
3
Level 3
4
Level 4
Team
Wo
rkers
1
colla
bora
te w
ith o
ther
s to
work
tow
ards
com
mon g
oal
s ●
● ●
2
reac
h a
gre
emen
ts,
man
agin
g d
iscu
ssio
ns
to a
chie
ve r
esults
● ●
●
3
adap
t beh
avio
ur
to s
uit d
iffe
rent
role
s an
d s
ituat
ions,
incl
udin
g lea
der
ship
role
s ●
●
4
show
fai
rnes
s an
d c
onsi
der
atio
n t
o o
ther
s ●
●
5
take
res
ponsi
bili
ty,
show
ing c
onfiden
ce in t
hem
selv
es a
nd t
hei
r co
ntr
ibution
●
6
pro
vide
const
ruct
ive
support
and fee
dbac
k to
oth
ers
● ●
●
Self
-Man
ag
ers
1
seek
out
chal
lenges
or
new
res
ponsi
bili
ties
and s
how
fle
xibili
ty w
hen
pri
ori
ties
chan
ge
2
work
tow
ards
goal
s, s
how
ing initia
tive
, co
mm
itm
ent
and p
erse
vera
nce
●
● ●
3
org
anis
e tim
e an
d r
esourc
es,
pri
ori
tisi
ng a
ctio
ns
● ●
●
4
antici
pat
e, t
ake
and m
anag
e ri
sks
●
● ●
5
dea
l w
ith c
om
pet
ing p
ress
ure
s, incl
udin
g p
erso
nal
and w
ork
-rel
ated
dem
ands
6
resp
ond p
osi
tive
ly t
o c
han
ge,
see
king a
dvi
ce a
nd s
upport
when
nee
ded
●
7
man
age
thei
r em
otions,
and b
uild
and m
ainta
in r
elat
ionsh
ips
●
Eff
ect
ive P
art
icip
ato
rs
1
dis
cuss
iss
ues
of co
nce
rn,
seek
ing r
esolu
tion w
her
e nee
ded
●
2
pre
sent
a per
suas
ive
case
for
action
●
●
3
pro
pose
pra
ctic
al w
ays
forw
ard,
bre
akin
g t
hes
e dow
n into
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● ●
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● ●
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egotiat
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nd b
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● ●
6
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●
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Annexe C: Portfolio Guidance
Portfolio for Non-domestic Energy Assessor
The following documents are to be provided to complete the Non-domestic Energy Assessor part of the Green Deal Advisor qualification or the Non-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)
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Section 4 – Workbooks ( when complete) Pages
Workbook CEA1 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 NDEA2 Prepare for energy assessments of non-dwellings to fulfil regulatory requirements for Asset Ratings
Telephone enquiry form Supporting docs
Confirmation of appointment letter
Workbook NDEA5 Undertake energy assessments of existing Level 3 non-dwellings using the Simplified Building Energy Model SBEM
Supporting docs Record keeping method statement
Workbook DEA8
(no supporting docs)
Report on the energy assessment of new and existing non-dwellings using Simplified Building Energy Model SBEM
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
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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 and RR EPC and Recommendations Report (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.
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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.
A total of three 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.
Built to pre 1995 building regulations
Built to 1995 building regulations onwards
Office & Workshop type business
Retail type business
Commercial catering kitchen
Centralised (serving multiple zones) supply of heating and/or hot water
Cooling
Mechanical ventilation and/or extraction
No gas supply
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.
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