Electrical
Curriculum Review
Compound and Component Standards
Draft
Table of Contents
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Compound Award Specification:
General Electrical Services
Lighting and Emergency Lighting
AC and DC Machines
Electrical Science
Electronics
Alternative Electrical Energy Sources
Electrical and Industrial Control Systems
Testing of Electrical Installations
Electrical Installations in Special Locations
Alarm Systems
Communication
Team Leadership
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3
11
15
19
23
27
31
35
39
43
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Electrical
Compound Award Specification:
Draft
Introduction
The SOLAS Apprenticeship is a system of employment focused training and education which
enables a person to obtain the Knowledge, Skills and Competence required to perform
effectively as a crafts person in industry, to respond appropriately to technical change, and to
seek progression through further education and training within the National Framework of
Qualifications.
Apprentice Formation
Apprentice learning occurs over time where an apprentice moves from being a legitimate
peripheral participant to a core participant within a community of practice. Apprentices are
immersed within the community where they engage in practices with more competent peers or
experts who provide coaching and support. Learner identities within the community of practice
are established through participation in authentic situations with independent practice so that
learners gain an appreciation of the use of domain-related principles across multiple contexts.
The apprentice formation is facilitated by the SOLAS model of training with alternating On-theJob and Off-the-Job training and education.
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Structure and duration of Apprenticeship
Apprenticeship programmes consist of alternating phases of On-the-Job Duration of and
Off-the-Job training and education. This Apprenticeship model of training allows apprentices
to integrate the knowledge and skills acquired during Off-the-Job training and education
with those gained in the On-the-Job phases of training. The exposure to changing industrial
contexts and the opportunity to further practise and develop their knowledge and skills
enables apprentices to achieve the high levels of competence expected of crafts people in the
contemporary workplace.
The structure of apprenticeship programmes ensures that the training and education delivered
to apprentices are grounded in the needs of the workplace. The culture of apprenticeship
learning and development prepares apprentices to be adaptable, flexible and to be selfmotivated to manage change. The programme also prepares the apprentice to meet the
challenge of future developments in their craft and the workplace by equipping them with the
necessary skills, knowledge and competence.
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Based on the Craft requirements (see below)
The alternating phases of training generally consist of three Off-the-Job phases and four
On-the-Job phases, although differences do occur in some apprenticeships. The duration of
apprenticeship programmes is determined by the training, educational and development
requirements of each occupation. However, the normal duration of Off-the-Job training phases is
as follows:
• Phase 2 - 23 weeks in a SOLAS Training Centre
• Phase 4 - 13 weeks in an Institute of Technology
• Phase 6 - 13 weeks in an Institute of Technology
The On-the-Job training takes place with the employer and normally lasts for a minimum of the
following periods:
• Phase 1 - Minimum of 12 weeks with employer
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• Phase 3 - Minimum of 26 weeks with employer
• Phase 5 - Minimum of 26 weeks with employer
• Phase 7 - Minimum of 12 weeks with employer
The apprenticeship process is deemed to be complete when an apprentice has successfully
achieved the required qualifying standard, completed all of the alternating On-the-Job and Offthe-Job phases of their apprenticeship, served the appropriate minimum time frame from the
date of registration.
Standards Based
Each apprenticeship programme is based on an occupational analysis of that Craft and
reflects the results of a national survey carried out to establish the current and emerging skills,
knowledge and competencies required by crafts people.
This curriculum is standards-based, written as learning outcomes and structured in a modular
format. All modular learning objectives, unit activity statements and key learning points are
based on the National Outcome Standards for the craft.
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The aims of the apprenticeship programmes are to provide:
• Learners with the knowledge, skill and competence required to perform effectively as
crafts people, i.e., highly skilled workers who are able to work autonomously, contribute to
a technical team, take personal responsibility for completing projects to relevant quality
standards in a timely manner, and interact effectively with employers, colleagues and
customers in an industrial setting which is experiencing constant and progressive change.
• Industry with crafts people who have acquired mastery over the underpinning knowledge,
skills and competencies relevant to their craft. Mastery is demonstrated by the ability of the
crafts person to apply their skill and knowledge in different contexts; to exercise initiative
and solve problems by determining possible solutions and judging the appropriateness of
different approaches.
• Apprentices with the knowledge, skills and competence to enable them to perform as
qualified and suitably motivated crafts people with the potential to progress into supervisory
and/or management roles and/or self-employment, both nationally and internationally.
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• Apprentices with the ability to respond to changes in their craft and the workplace by
transferring their knowledge, skills and competence , identifying limits in their knowledge
and taking responsibility for addressing their emerging learning requirements.
• Apprentices with the necessary knowledge, skills and competence to contribute significantly
to the development of the Irish economy and to respond to the emerging needs of the
workplace and new techniques and technologies employed in their craft.
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Title
Electrical
Award Type
Major
Code
To be added by QQI
Level
To be added by QQI
Credit Value
To be added by QQI
Purpose
The purpose of this award is to enable the learner to attain the standard
required to achieve the Advanced Craft Certificate through the knowledge,
skill and competence essential in all electrical design, installation,
maintenance and repair in accordance with national standards, current
E.T.C.I rules and E.U directives
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Learners will be able to:
Knowledge
• Demonstrate a specialised knowledge of a broad range of the
theoretical, conceptual and factual components and characteristics of
the Electrical craft
• Demonstrate specialised knowledge and understanding of the
principles, practices, tools and equipment necessary for the installation,
maintenance, repair, testing and verification of Electrical systems
Know How
and Skill
• Demonstrate a comprehensive range of specialised electrical skills using
equipment, test instruments, hand and power tools
• Exercise appropriate judgement in planning, design, diagnostics and
delivering services, installations and maintenance processes relating to
Electrical Trade
• Apply theoretical and technical know-how to install, inspect, diagnose,
maintain, repair, test and verify electrical and electromechanical systems
within the workplace
Competence
• Exercise substantial independence in the workplace to include plant,
premises, and the environment , taking responsibility for Electrical duties
performed by themselves and others, ensuring safe work practices and
interacting with a variety of individuals and groups to include customers,
colleagues and suppliers
• Take initiative to identify and address self-development and training
needs in both an employment and structured training environments.
• Demonstrate an awareness of the function and role of the electrician
in society to include an awareness of energy conservation and other
relevant ecological concerns
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Access
To access the programme leading to this Major award the learner must
comply with all current apprenticeship entry requirements.
Transfer
Successful completion of this major award will enable the learner to transfer
to programmes leading to other awards at the same (or lower) levels of the
national qualifications framework.
Progression
Achievement of this award will enable the learner to progress to other
programme(s) leading to an award at the next level of the framework.
Progression
Awards
Enter codes for any applicable progression awards
P01 Progression Award Codes will be entered by QQI
P02 Progression Award Codes will be entered by QQI
P03 Progression Award Codes will be entered by QQI
Grading
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Pass
Merit
Distinction
50-64%
65-79%
80-100%
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Competency – Based Grading
The Advanced Craft Certificate grade is based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Pass
Merit
Distinction
Certificate
Requirements
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
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Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Certificate grades are based on a weighted average of all Phase result
grades.
All of the following component(s)
Supporting
Documents
SOLAS – © 2014
Award
Code
Title
<Code>
<Code>
<Code>
<Code>
<Code>
<Code>
<Code>
<Code>
<Code>
<Code>
6N1950
6N1948
General Electrical Services
Lighting and Emergency Lighting
AC and DC Machines
Electrical Science
Electronics
Alternative Electrical Energy Sources
Electrical and Industrial Control Systems
Testing of Electrical Installations
Electrical Installations in Special Locations
Alarm Systems
Communications
Team Leadership
Level
6
6
Credit
Value
QQI
QQI
QQI
QQI
QQI
QQI
QQI
QQI
QQI
QQI
QQI
QQI
D01 Current HSA statutory regulations and codes of practice
D02 Manufacture’s equipment/machine operating procedures
D03 Manufacture’s technical/hazardous material Information
D04 Current Apprenticeship Rules
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Specific
Validation
Requirements
All tools and equipment comply with safety requirements. The assessment
area must be safe following an appropriate risk assessment in accordance
with health and safety legislation
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Electrical
Component Specification
General Electrical Services
Draft
Title
General Electrical Services
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently design, install, inspect, maintain, test and verify,
diagnose and rectify faults in General Electrical Service systems in
accordance with national legislation, current E.T.C.I rules, manufacturers’
specifications and EU directives
Learning
Outcomes
Knowledge
Learners will be able to:
1. Compare the construction, sizes and applications of various electrical
cables
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2. Distinguish between domestic and industrial tariffs.
3. Evaluate the causes and penalties arising from PF relative to the
consumer and the supply authority
4. Calculate factors affecting volt drop and power loss in cables
5. Evaluate the construction and application of doorbell circuits and carry
out installation.
6. Compare different cables and list methods of reducing losses in conduit,
trunking and armoured cables
7. Distinguish between earthing requirements for various supply systems
to include TT and TNCS
8. Compare the advantages, disadvantages and hazards involved in
choosing a wiring system for a given application to include single and
three phase systems
Know How
and Skill
9. Select and install the cables, accessories and protective devices required
for the installation of various socket circuits and fixed appliances
associated with an installation
10. Select and install the cables and accessories required for earthing
systems and identify the various components of these systems, verifying
continuity.
11. Select and use the correct tools, equipment and techniques required
to form, terminate and erect steel and plastic containment systems of
various sizes
12. Select and use the correct tools, equipment and techniques required
to install and terminate a variety of cables using different terminating
techniques
13. Assemble a distribution board incorporating single and three-phase
loads including isolators, protective devices, busbars and terminate main
supply cables
14. Design a line diagram for a distribution board incorporating and single
and three-phase loads, listing all the necessary equipment including
isolators, protective devices, busbars and main supply cables.
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15. Select the cables, accessories and protective devices required to install
circuits incorporating programmable time clocks and heating system
accessories
Competence
16. Evaluate the general construction and installation of unit and cubicle
type switch-boards and design the layout of a switchboard taking
account of the construction and operation of low voltage circuit
breakers, methods of arc extinction, protection, interlocking and fault
ratings of different forms of switchgear
17. Evaluate the method of connection of a stated load taking account of
cable size, material and equipment requirements for connection to
various systems and identify the hazards and precautions necessary
18. Read and interpret electrical diagrams, schematics and manufacturers
specifications for general electrical services
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19. Select and set up instruments and equipment to safely perform tests to
general electrical services
20. Inspect, diagnose and rectify faults in general electrical services, using a
range of diagnostic equipment and techniques
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
13
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
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CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
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Electrical
Component Specification
Lighting and Emergency Lighting
Draft
Title
Lighting and Emergency Lighting
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently design, install, inspect, maintain, diagnose and
rectify faults in lighting systems in accordance with national legislation,
current E.T.C.I rules, manufacturers’ specifications and EU directives
Learning
Outcomes
Knowledge
Learners will be able to:
1. Describe the relevant concepts and theories of lighting to include
electronic concepts
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2. Describe and test various batteries, emergency lighting circuits and
control equipment to include commercial and industrial systems
3. Compare the construction and operation of various discharge lamps
and list the factors which affect lamp life, colour rendering, efficacy and
applications
Know How
and Skill
4. Select and use the tools, equipment, cables, protective devices and
accessories required to install various lighting and emergency lighting
circuits using a variety of installation techniques and control devices
suitable for domestic, commercial, and industrial scenarios.
5. Install lighting circuits utilising different methods and mounting
techniques in accordance with current regulations and
recommendations
6. Install various lighting circuits incorporating fluorescent, halogen, Mains/
ELV down-lighters and LED’s.
Competence
7. Design and construct lighting and emergency lighting control systems
in accordance with national legislation, current E.T.C.I rules,
manufacturers’ specifications and E.U directives
8. Read and interpret circuit diagrams incorporating current trade symbols
9. Conduct appropriate tests to completed work utilising ETCI guidelines
for lighting and emergency lighting system
10. Set up instruments and equipment to safely perform tests to lighting
and emergency lighting control systems in accordance with current
regulations.
11. Inspect, diagnose and rectify faults in lighting and lighting control
systems using a range of diagnostic technique and equipment, keeping
accurate records
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Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
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1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
17
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
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D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available.
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
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Rev 3.# – 10/10/2014
Electrical
Component Specification
AC and DC Machines
Draft
Title
AC and DC Machines
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently design, install, inspect, maintain, test and verify,
diagnose and rectify faults in AC and DC machines and control circuits in
accordance with national legislation, current E.T.C.I rules, manufacturers’
specifications and EU directives
Learning
Outcomes
Knowledge
Learners will be able to:
1. Compare the construction, characteristics and methods of starting three
phase and single phase induction motors
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2. Compare the methods of rotation reversal single phase and three phase
induction motors
3. Describe the construction, principle of operation, methods of speed
control and reversal of DC machines.
4. Evaluate the methods used to test motor windings for continuity and
insulation resistance
5. Explain the principle of operation of a three-phase induction motor to
include rotating magnetic fields, motor-induced EMF, current and torque
developed.
Know How
and Skill
6. Select starting methods for given applications to include low resistance,
double-cage and wound rotor
7. Determine the open circuit and load characteristics of DC machines to
include motors and generators
8. Measure the magnitude and power factor of the current taken by the
main and auxiliary windings of a single phase induction motor.
9. Design and install the panel wiring cables, accessories and protective
devices required for various motor control circuits incorporating direct
on line, inch/jog, forward/reverse, star delta, variable speed drives, soft
starters, safety and thermistor relays
10. Connect the required circuits for speed control of three phase induction
motors using multiple stator windings and pole amplitude modulation
(PAM) Windings.
11. Plot and explain a series of torque/speed characteristics for a three
phase motor by varying its frequency/voltage when connected to a solid
state variable frequency drive.
12. Vary armature voltage via a thyristor convertor and record speed/torque
variation relative to voltage variation
13. Carry out the sequence of operation required in order that a three phase
synchronous motor may be connected to the supply to improve the
overall power factor of a plant.
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Competence
14. Construct a motor variable speed controller, explain the need for anti dv/
dt circuits and state the hazards
15. Interpret schematic diagrams and fault find various fault scenarios
for single and three-phase induction motors to include accessories,
protective and indicator devices
16. Select and set up instruments and equipment to safely perform tests on
AC and DC machines and control systems.
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
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All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
21
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
22
Rev 3.# – 10/10/2014
Electrical
Component Specification
Electrical Science
Draft
Title
Electrical Science
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to apply
the theories and concepts of Electrical Science
Learning
Outcomes
Knowledge
Learners will be able to:
1. Compare the quantities and units such as Ohms Law, associated with the
flow of electric current and calculate circuit values
2. Differentiate between series and parallel circuits and calculate current,
voltage and resistance aspects of circuits using relevant formulae
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3. Determine the relationship between potential difference, current and
power in circuits and connect instruments to measure values obtained
4. Describe the construction, application and operation of single phase and
three phase star and delta connected transformers and all associated
parts
5. Compare the behaviour of single phase AC parallel circuits involving
resistance/inductance and resistance/capacitance in individual branches
6. Determine the relationship between line and phase currents in star and
delta systems.
Know How
and Skill
7. Calculate the energy cost of running various electrical appliances using
Power by Time
8. Apply the laws and rules relating to magnetic induction and conduct
experiments demonstrating the inductive and magnetic effects of
various electrical circuits
9. Select the appropriate capacitor for a given application by type, value,
tolerance, and maximum working voltage
10. Calculate the values of capacitors connected in series/parallel circuits to
determine total capacitance of a given circuit
11. Measure power and power factor of series and parallel circuits and add/
subtract sinusoidal values of current and voltage
12. Calculate average, R.M.S. and maximum values of alternating current and
voltage
13. Apply the principle of operation of a transformer and calculate values of
voltage, current and turn ratio, given relevant formulae
14. Calculate circuit conditions in RLC single phase AC series and parallel
circuits and explain the causes of resonance in series circuits
15. Calculate neutral currents and total power in balanced and unbalanced
connected loads.
16. Evaluate the laws and rules relating to magnetic induction and conduct
experiments demonstrating the inductive and magnetic effects of
various electrical circuits
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Competence
17. Perform appropriate functional tests on a transformer and evaluate the
data obtained
18. Measure power in various loads using wattmeter methods and construct
circuits which improve power factor
19. Carry out the sequence of operation required in order that a three phase
synchronous motor may be connected to the supply to improve the
overall power factor of a plant load
20. Identify the necessary tests to transformers including insulation
resistance ratio, open and short circuit, crackle, dielectric and polarity.
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
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D
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
25
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
26
Rev 3.# – 10/10/2014
Electrical
Component Specification
Electronics
Draft
Title
Electronics
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently design, install, inspect, maintain, diagnose and
rectify faults in electronic systems in accordance with national legislation,
current E.T.C.I rules, manufacturer’s specifications and E.U directive .
Learning
Outcomes
Knowledge
Learners will be able to:
1. Explain and calculate RC network charge and discharge rates, plot curves
and confirm by measurement
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2. Determine the function of oscilloscope controls and use it to measure
DC and AC voltage, phase shift, waveform and frequency
3. Investigate the characteristics of diodes and construct circuits
incorporating current blocking, voltage regulation, light indication and
sensing applications
4. Apply the principles of operation of linear and switch mode power
supplies, evaluating the advantages and disadvantages of each
5. Apply the principle of operation of NPN / PNP transistors and calculate
component values required for transistor operation
6. Perform ‘out of circuit’ tests to determine type and functionality of a
transistor
7. Identify lead out terminals and construct and investigate circuit
performance where transistors are used to switch resistive and inductive
loads
8. Assess the characteristics and rating of an operational amplifier to
include its effect on gain, input impedance and stability
9. Contrast the operation of a diac and triac in electronics applications
10. Explain the principles of operation of a diac and triac and how power
may be controlled by the firing angle of a triac
11. Apply the principles of discrete input and output modules to include
NPN and PNP
12. Calculate values of series resistors used in Zener and light emitting diode
applications.
Know How
and Skill
13. Construct the circuit and calculate component values for rectified,
smooth and regulated circuits.
14. Construct the circuit and calculate component values for Invertors.
15. Design circuits for linear and switch mode power supplies.
16. Measure circuit voltage levels and waveforms using a precision
instrument.
17. Evaluate the operation of a thyristor and construct a thyristor switched
lamp circuit.
SOLAS – © 2014
28
Rev 3.# – 10/10/2014
18. Plot thyristor bias currents versus voltage characteristics and explain
how switching is achieved in AC and DC circuits.
19. Construct a circuit using a triac and compare its operation to that of a
thyristor
20. Design a block diagram to show a 555 timer circuit as an oscillator and
as a time delay circuit
Competence
21. Read and interpret electrical diagrams, schematics and manufacturers
specifications relative to electronic components and circuits
22. Set up instruments and equipment to safely inspect, diagnose and
rectify faults in Electronics/ Electronic Equipment, using a range of
diagnostic equipment and techniques
Assessment
Techniques
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In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
29
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
30
Rev 3.# – 10/10/2014
Electrical
Component Specification
Alternative Electrical Energy Sources
Draft
Title
Alternative Electrical Energy Sources
Code
To be added by QQI
Purpose
The purpose of this award is to equip the learner with the knowledge and
skills related to alternative electrical energy sources in accordance with
applicable standards, legislation, manufacturers’ instructions and guidelines,
whilst working autonomously.
Learning
Outcomes
Knowledge
Learners will be able to:
1. Describe key characteristics of alternative electrical energy sources
including the major components and system layout of wind, solar p-v
(photo-voltaic), hydro- and micro-CHP (combined heat and power)
systems
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2. Describe wind turbine types to include variable voltage and frequency
output
3. Describe output controls on wind generator to include dump loads and
electrical braking
4. Summarise the requirements for electrical works with respect to
applicable regulations, certification, and national rules for electrical
installation
5. Summarise relevant product requirements including those relating to
European conformity CE marking, and testing and certification standards
6. Identify hazards associated with alternative electrical energy sources
installations to include “always live” systems, leakage current detection,
earthing and lightning protection systems and isolation devices
proposing suitable mitigation measures
7. Describe network connection requirements including the network
connection application process Summarise appropriate signage
and labelling requirements as per the National Rules for Electrical
Installations to include identification of cable locations and “always live”
systems
8. Design a suitable battery system based on sizing and safety
requirements as per Current regulations
9. Calculate recommended minimum capacities for electrical components
including voltage and current ratings for direct current plugs, connectors
and switches, and cable capacity based on size and output
Know How
and Skill
10. Demonstrate the characteristics of generator types to include
permanent magnet, induction, synchronous and asynchronous
11. Demonstrate solar p-v module types and arrays to include current
voltage characteristics, open circuit voltage, short circuit current,
maximum power current and voltage
Competence
SOLAS – © 2014
12. Program inverters with generator power curves in accordance with
manufacturers’ specifications and set-up instructions
32
Rev 3.# – 10/10/2014
13. Complete all the required electrical testing and identify faults in a
solar p-v and rotating generator systems using test and measurement
equipment
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
t
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All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
1
2
3
Practical
Theory
Portfolio
20%
20%
60%
33
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
34
Rev 3.# – 10/10/2014
Electrical
Component Specification
Electrical and Industrial Control Systems
Draft
Title
Electrical and Industrial Control Systems
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently design, install, inspect, maintain, diagnose and
rectify faults in Electrical and Industrial Control Systems in accordance with
national regulations, current E.T.C.I rules, manufacturers’ specifications and
E.U. directives
Learning
Outcomes
Knowledge
Learners will be able to:
1. Interpret logic gate symbols to define the function and operation of a
circuit to include
• AND
• OR
• EXCLUSIVE-OR / NOR
• NOT
• NOR
• NAND
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2. Compare the operation of PLC systems and select input/output modules
for a given applications
3. Describe relevant safety and operational applications in electrical and
industrial control systems in conformance with current regulations and
EU Directives.
Know How
and Skill
4. Select, set up and operate instruments and equipment to perform circuit
safety tests, and measure and control electrical and industrial control
systems in conformance with all relevant health and safety requirements.
5. Assemble and wire PLC systems using power supplies, input and output
modules and a selection of different cables to include low and extra-low
voltage.
6. Interpret control system applications to include the configuration of
logic gates
Competence
7. Assess various PLC systems, to include the use of interface units, in terms
of input and output modules, timers, relays, counters and shift registers.
8. Develop and interpret ladder diagrams and programme statement lists
to determine the internal and external operation of the PLC system
9. Interpret drawings and schematics for electrical and industrial control
systems
10. Interpret and apply customer requirements in the design, construction
and testing of electrical and industrial control systems
11. Inspect, diagnose and rectify faults in Electrical and Industrial Control
Systems and circuits using a range of diagnostic equipment and
techniques
SOLAS – © 2014
36
Rev 3.# – 10/10/2014
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
SOLAS – © 2014
t
f
a
r
D
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
37
10%
50%
30%
10%
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
38
Rev 3.# – 10/10/2014
Electrical
Component Specification
Testing of Electrical Installations
Draft
Title
Testing of Electrical Installations
Code
To be added by QQI
Purpose
The purpose of this unit is to equip the learner to work, independently and
as a team member, with the knowledge, skill and competence to explain the
reasons for electrical testing in accordance with national regulations, current
E.T.C.I rules, manufacturer’s specifications and E.U. directives.
Learning
Outcomes
Knowledge
Learners will be able to:
1. Justify the reasons for electrical testing and verification, referencing
the national rules for electrical installations and other appropriate
documentation
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2. Justify the need for visual inspections and ensure equipment and
materials comply with relevant standards
3. Identify the various categories and types of testing instruments to
include loop impedance, insulation tester, RCD
4. Demonstrate the use of pre-calibrated testing instruments to obtain
accurate test results
5. Evaluate the dangers for operator/other persons when conducting tests
6. Determine the methods/procedures for conducting tests to include pre
and post connection in the correct sequence
7. Outline the importance of maintaining accurate documentation in
respect of testing
8. Identify the various types of completion certificates to include domestic
and industrial completion certificates and test record sheet
Know How
and Skill
9. Conduct the pre-test precautions associated with electrical testing to
include removal of lamps, disconnection of sensitive electronic devices
10. Apply the safety procedures required before and after testing
instruments are used
Competence
11. Complete accurate test record sheets/periodic inspections forms
12. Evaluate the test results in accordance with national regulations, ETCI
rules , manufacture specifications and EU Directives
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
SOLAS – © 2014
40
Rev 3.# – 10/10/2014
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
10%
50%
30%
10%
t
f
a
r
D
SOLAS – © 2014
41
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
42
Rev 3.# – 10/10/2014
Electrical
Component Specification
Electrical Installations in Special Locations
Draft
Title
Electrical Installations in Special Locations
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently install, inspect, maintain, diagnose and rectify
faults in Installations in Special Locations in accordance with national
legislation, current E.T.C.I rules, manufacturer’s specifications and E.U
directives.
Learning
Outcomes
Knowledge
Learners will be able to:
1. Evaluate the hazards associated with agricultural/horticultural
installations.
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2. Identify suitable cables and accessories for use in agricultural/
horticultural installations.
3. Compare the advantages and disadvantages of UPS systems.
4. Select a UPS for a given application
Know How
and Skill
5. Determine the materials and equipment necessary for flammable and
explosive atmospheres and terminate cables into EExe and EExd
accessories.
6. Describe agricultural/horticultural installations carrying out critical
analysis to suit individual scenarios and customer needs
7. Describe a lightning protection system for a particular building
8. Construct a circuit to demonstrate the operation of a zener barrier
Competence
9. Assess the hazards involved and precautions to be observed when
carrying out installations in hazardous environments or temporary
installations on construction sites.
10. Describe electrical testing requirement and use analytical skills to fault
find various fault scenarios on agricultural/horticultural installations
11. Interpret and wire from circuit schematic diagrams of Installations in
Special Locations taking into account national legislation, current E.T.C.I
rules, manufacturer’s specifications and EU directives
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
SOLAS – © 2014
44
Rev 3.# – 10/10/2014
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
10%
50%
30%
10%
t
f
a
r
D
SOLAS – © 2014
45
Rev 3.# – 10/10/2014
Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
SOLAS – © 2014
46
Rev 3.# – 10/10/2014
Electrical
Component Specification
Alarm Systems
Draft
Alarm Systems
Code
To be added by QQI
Purpose
The purpose of this module is to equip the learner to work, independently
and as a team member, with the knowledge, skill and competence to
effectively and efficiently install, inspect, maintain, diagnose and rectify
faults Alarm Systems in accordance with national legislation, current E.T.C.I
rules, manufacturer’s specifications and E.U directives.
Learning
Outcomes
Knowledge
Learners will be able to:
1. Describe the detection devices, signalling devices, controls and cables
which comprise an ‘intruder alarm’ system
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2. Describe automatic detection and manual signalling devices, controllers
and wiring systems.
3. Describe a mains powered detector head to include heat, ionization and
photoelectric sensors.
Know How
and Skill
4. Install the detection devices, signalling devices, controls and cables
which comprise an ‘intruder alarm’ system
5. Install automatic detection and manual signalling devices, controllers
and wiring systems.
6. Install a mains powered detector head to include heat, ionization and
photoelectric sensors
Competence
7. Interpret and wire from circuit schematic diagrams of intruder alarm
systems
8. Design Intruder Alarm Systems carrying out critical analysis to suit
individual scenarios and customer needs
9. Interpret and wire from circuit schematic diagrams of fire alarm systems,
read and interpret electrical diagrams, schematics, and manufacturers
specifications.
10. Use analytical skills to fault find various simulated fault scenarios on
intruder and fire alarm systems
Assessment
Techniques
In order to demonstrate that they have reached the standards of knowledge,
skill and competence identified in all the learning outcomes, learners are
required to complete the assessment(s) below.
The SOLAS Curriculum and Assessment Development Unit (CADU) is
responsible for devising assessment instruments (e.g. exam papers, briefs),
performance criteria, and mark sheets, consistent with the techniques
identified above and the detailed requirements set out in the Assessment
Guidelines.
SOLAS – © 2014
48
Rev 3.# – 10/10/2014
All learning outcomes must be assessed.
This will include a mapping of each learning outcome to its associated
assessment technique. See Guidelines for Programme Validation.
Assessment
Types &
Weighting
1
2
3
4
Competency Skills Demonstration
Practical
Theory
Portfolio
10%
50%
30%
10%
t
f
a
r
D
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Portfolio
Description
CADU will devise a brief and guidelines for learners on assembling a
collection and/or selection of work. All identified learning outcomes must be
assessed within the collection of work.
Practical
CADU will devise practical examinations including drawing, that assesses a
wide range of learning outcomes.
Theory
CADU will devise theory examinations that assess a learner’s ability to recall,
recognise and understand concepts and theory.
Skills
Demonstration
CADU will devise skills demonstrations that assess a wide range of practical
and interpersonal learning outcomes.
Project Work
Recognition
of Prior
Learning
Certificate
Requirements
Pass
Merit
t
f
a
r
D
CADU will devise a project brief or instruction to reflect a range of learning
outcomes.
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess learners
by this means and be included on the Register of RPL approved providers. All
applications will be assessed under the SOLAS apprenticeship RPL process.
Advanced Craft Certification
The Advanced Craft Certificate grades are based on a weighted average of all
Phase result grades. All components are integrated and assessed throughout
the programme alternating between On-the-job phases and Off the job
phases. To attain the required standard, a minimum of a pass grade must be
achieved in all assessments prescribed in the apprenticeship programme
specification. The apprenticeship programme assessment specification maps
the component outcomes across assessment instruments in all phases of the
apprenticeship
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 50% and 64% of the
total marks available.
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme aggregate between 65% and 79% of the
total marks available
Distinction
Is awarded when the cumulative assessment results achieved in all phases of
the apprenticeship programme is 80% or above of the total marks available
Supporting
Documentation
SD1 Current HSA statutory regulations and codes of practice
SD2 Manufacture’s technical/hazardous material Information
Access
To access this programme the learner must comply with all current
apprenticeship entry requirements.
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Component Specification
Communications
Level 6
6N1950
1. Introduction
The Further Education and Training Awards Council is the single national awarding body in
further education and training in Ireland. It is responsible for determining the standards for named
awards at levels 1 to 6 on the National Framework of Qualifications. All named awards are
devised in line with the National Qualifications Authority of Ireland's determinations and
guidelines.
2. The National Framework of Qualifications
The National Framework of Qualifications comprises 10 levels ranging from initial learning (level
1) to the most advanced levels of learning (level 10).
At each level there are one or more award types. An award type is a grouping of awards that
share similar features. The National Qualifications Authority of Ireland has determined Award
Type Descriptors for each award type. Seewww.nqai.ie.The Award Type Descriptor identifies the
key strands and sub-strands of knowledge, skill and competence for that award type.
3. Guide to Level
Learning outcomes at this level include a comprehensive range of skills which may be
vocationally-specific and/or of a general supervisory nature, and require detailed theoretical
understanding. The outcomes also provide for a particular focus on learning skills. The outcomes
relate to working in a generally autonomous way to assume design and/or management and/or
administrative responsibilities. Occupations at this level would include higher craft, junior
technician and supervisor.
Strand
Sub-strand
Nature of learning
Knowledge
Breadth
Specialised knowledge of a broad area
Kind
Some theoretical concepts and abstract thinking, with significant
depth in some areas
Know How & Range
Skill
Selectivity
Competence Context
Demonstrate a comprehensive range of specialised skills and tools
Formulate responses to well defined abstract problems
Utilise diagnostic and creative skills in a range of functions in a
wide variety of contexts
Role
Exercise substantial personal autonomy and often take
responsibility for the work of others and/or for the allocation of
resources; form and function within, multiple and complex
heterogeneous groups.
Learning to
Learn
Learn to take responsibility for own learning within a managed
environment.
Insight
Express an internalised, personal world view, reflecting
engagement with others.
Extract from 'Determinations for the Outline National Framework of Qualifications': NQAI (www.nqai.ie)
2
4. Award Specifications
FETAC determines the standards for all awards in partnership with relevant stakeholders. This
awardwas developed in line with the Council policy on Standards Development published in
September 2005.
Standards are published in the form of Award Specifications. A Specification is devised in respect
of each named award. Each Specification provides a comprehensive description of the features,
characteristics and standards of the award.
ACertificate Specificationis published for each namedmajor award.
AComponent Specificationis published for each namedminor award.Please note that each
component (i.e. minor award) is associated with one or more Certificates (i.e. major, special
purpose or supplemental award). Seewww.fetac.ie.
ASpecific Purpose Specificationis published for eachspecial purpose award.
ASupplemental Specificationis published for eachsupplemental award.
Standards are expressed in terms oflearning outcomesi.e. concise statements of what the
learner is expected to know or be able to do in order to achieve that award.
Learning outcomes for all awards (i.e. major, special purpose, supplemental awards) are
contained within the associated Component Specifications.
3
5. Component Details
Title
Communications
Teideal as Gaeilge
Cumarsáid
Award Type
Minor
Code
6N1950
Level
6
Credit Value
15
Purpose
The purpose of this award is to equip the learner with the relevant
knowledge, skill and competence to communicate verbally and nonverbally in a comprehensive range of everyday tasks and in workrelated tasks independently and/or in a supervisory capacity.
Learning Outcomes
Learners will be able to:
1
Critique current issues in communications and information
technology, to include digital and mobile technology, the internet,
and the policies and principles relevant to a vocational area
2
Evaluate in practical terms the elements of legislation that must
be observed in a personal and or work context, to include health,
safety and welfare at work and communications-related
legislation, and the responsibilities that apply when working in a
supervisory capacity
3
Assess the impact of non-verbal communication and of the
physical environment in everyday human interaction
4
Construct non-verbal and visual messages, aids, images and
environments that promote interpersonal communication, to
include presentation aids, handouts, physical arrangement of
meeting rooms
5
Utilise listening skills in a variety of roles and contexts, to include
note-taking, receiving messages, taking minutes, reporting,
summarising, paraphrasing
6
Participate in formal and informal working groups, to include
leading or facilitating, note-taking, summarising discussion,
agreeing outcomes and action points
7
Use reading techniques to include skimming, scanning, reading
for detail, for overview and analysing on a range of written
material, including media texts, official documents, business
communications, literary texts and technical and or vocational
material
4
8
Use drafting, editing and proofreading skills and the correct
conventions of language usage including spelling, punctuation
and syntax to produce formal written communications relevant to
a particular vocational area, to include reports, correspondence,
faxes, memos, minutes
9
Use research skills to investigate relevant topics, to include use
of effective study skills, research methodologies and enquiry
techniques
10
Demonstrate vocal and interactive skills in personal and
professional contexts, including an oral presentation, discussion,
debate, meeting, interview and or job seeking skills and for the
purposes of persuading, informing, advocating, regulating
11
Work independently and or in a supervisory capacity, displaying
qualities such as assertiveness, self-confidence, tact, diplomacy,
empathy and patience
Assessment
General Information
Details of FETAC's assessment requirements are set out inAssessment
Guidelines for Providers.
All FETAC assessment is criterion referenced. Successful achievement
of the award is based on learners attaining the required standards of
knowledge, skill or competence.
The techniques set out below are considered the optimum approach to
assessment for this component. In exceptional circumstances providers
may identify alternative assessment techniques through the provider's
application for programme validation which arereliableandvalidbut
which are more appropriate to their context.
Assessment of a number of components may be integrated across
programmes for delivery, provided that the learning outcomes of each
minor award are assessed.
Group or team work may form part of the assessment, provided each
learner's achievement is separately assessed.
All providers are required to submit an assessment plan as part of their
application for programme validation. Assessment Plans will include
information relating to scheduling and integration of assessment.See
FETAC's Provider Guidelines for Programme Validation.
Assessment
Techniques
In order to demonstrate that they have reached the standards of
knowledge, skill and competence identified in all the learning outcomes,
learners are required to complete the assessment(s) below.
The assessor is responsible for devising assessment instruments (e.g.
project and assignment briefs, examination papers), assessment criteria
and mark sheets, consistent with the techniques identified below and
FETAC's assessment requirements.
Programme validation will require providers to map each learning
outcome to its associated assessment technique.See FETAC's Provider
Guidelines for Programme Validation.
5
All learning outcomesmustbe assessed.
Portfolio / Collection of Work
50%
Skills Demonstration
50%
Description
Portfolio / Collection of Work
A portfolio or collection of work is a collection and/or selection of pieces
of work produced by the learner over a period of time that demonstrates
achievement of a range of learning outcomes. The collection may be
self-generated or may be generated in response to a particular brief or
tasks/activities devised by the assessor.
Skills Demonstration
A skills demonstration is used to assess a wide range of practical based
learning outcomes including practical skills and knowledge. A skills
demonstration will require the learner to complete a task or series of
tasks that demonstrate a range of skills.
Recognition of Prior
Learning (RPL)
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess
learners by this means. To do so they must complete B10, see
Provider's Quality Assurance Guidelines and be included on the
Register of RPL approved providers. See RPL Guidelines at
www.fetac.iefor further information and registration details.
Grading
Pass
Merit
Distinction
Specific Validation
Requirements
Supporting
Documentation
Access
There are no specific validation requirements for this award
Transfer
Successful completion of this component award enables the learner to
transfer to programmes leading to other certificates where this
component is a mandatory or an elective requirement.
50% - 64%
65% - 79%
80% - 100%
None
To access programmes leading to this award the learner should have
reached the standards of knowledge, skill and competence associated
with the preceding level of the National Framework of Qualifications.
This may have been achieved through a formal qualification or through
relevant life and work experience.
6
Component Specification
Team Leadership
Level 6
6N1948
1. Introduction
The Further Education and Training Awards Council is the single national awarding body in
further education and training in Ireland. It is responsible for determining the standards for named
awards at levels 1 to 6 on the National Framework of Qualifications. All named awards are
devised in line with the National Qualifications Authority of Ireland's determinations and
guidelines.
2. The National Framework of Qualifications
The National Framework of Qualifications comprises 10 levels ranging from initial learning (level
1) to the most advanced levels of learning (level 10).
At each level there are one or more award types. An award type is a grouping of awards that
share similar features. The National Qualifications Authority of Ireland has determined Award
Type Descriptors for each award type. Seewww.nqai.ie.The Award Type Descriptor identifies the
key strands and sub-strands of knowledge, skill and competence for that award type.
3. Guide to Level
Learning outcomes at this level include a comprehensive range of skills which may be
vocationally-specific and/or of a general supervisory nature, and require detailed theoretical
understanding. The outcomes also provide for a particular focus on learning skills. The outcomes
relate to working in a generally autonomous way to assume design and/or management and/or
administrative responsibilities. Occupations at this level would include higher craft, junior
technician and supervisor.
Strand
Sub-strand
Nature of learning
Knowledge
Breadth
Specialised knowledge of a broad area
Kind
Some theoretical concepts and abstract thinking, with significant
depth in some areas
Know How & Range
Skill
Selectivity
Competence Context
Demonstrate a comprehensive range of specialised skills and tools
Formulate responses to well defined abstract problems
Utilise diagnostic and creative skills in a range of functions in a
wide variety of contexts
Role
Exercise substantial personal autonomy and often take
responsibility for the work of others and/or for the allocation of
resources; form and function within, multiple and complex
heterogeneous groups.
Learning to
Learn
Learn to take responsibility for own learning within a managed
environment.
Insight
Express an internalised, personal world view, reflecting
engagement with others.
Extract from 'Determinations for the Outline National Framework of Qualifications': NQAI (www.nqai.ie)
2
4. Award Specifications
FETAC determines the standards for all awards in partnership with relevant stakeholders. This
awardwas developed in line with the Council policy on Standards Development published in
September 2005.
Standards are published in the form of Award Specifications. A Specification is devised in respect
of each named award. Each Specification provides a comprehensive description of the features,
characteristics and standards of the award.
ACertificate Specificationis published for each namedmajor award.
AComponent Specificationis published for each namedminor award.Please note that each
component (i.e. minor award) is associated with one or more Certificates (i.e. major, special
purpose or supplemental award). Seewww.fetac.ie.
ASpecific Purpose Specificationis published for eachspecial purpose award.
ASupplemental Specificationis published for eachsupplemental award.
Standards are expressed in terms oflearning outcomesi.e. concise statements of what the
learner is expected to know or be able to do in order to achieve that award.
Learning outcomes for all awards (i.e. major, special purpose, supplemental awards) are
contained within the associated Component Specifications.
3
5. Component Details
Title
Team Leadership
Teideal as Gaeilge
Ceannaireacht Foirne
Award Type
Minor
Code
6N1948
Level
6
Credit Value
15
Purpose
The purpose of this award is to equip the learner with the relevant
knowledge, skill and competence to work as an effective leader and
member of a team, independently and or in a supervisory capacity.
Learning Outcomes
Learners will be able to:
1
Research the elements and stages of team development, to
include different kinds of teams, a multi-team environment, the
characteristics of an effective team and the need for different
roles for individuals
2
Evaluate the concepts of leadership and management, different
leadership and management styles and the principal theories
that underpin these, to include leadership in different contexts
and environments such as mentoring, coaching, project
management, the learning organisation and the debate over
leadership versus management
3
Participate in organisational planning and in teamwork planning,
to include setting specific, measurable, attainable, relevant and
time-bound (SMART) objectives, ongoing monitoring of
progress, and evaluation
4
Distinguish between organisational strategy, objectives and
goals
5
Evaluate a range of current motivation theories and practical
strategies to enhance motivation in teams
6
Demonstrate team leadership, to include team building,
supporting team members at different stages of team
development, motivation strategies, interpersonal
communications, time and meeting management and use of
inter- and intra-team reporting structures
7
Negotiate a plan or project with team members, to include
effective delegation of tasks and responsibilities
4
8
Lead progress on a work plan, to include taking corrective action
to ensure successful completion of the plan, ongoing monitoring
of progress, and evaluation.
Assessment
General Information
Details of FETAC's assessment requirements are set out inAssessment
Guidelines for Providers.
All FETAC assessment is criterion referenced. Successful achievement
of the award is based on learners attaining the required standards of
knowledge, skill or competence.
The techniques set out below are considered the optimum approach to
assessment for this component. In exceptional circumstances providers
may identify alternative assessment techniques through the provider's
application for programme validation which arereliableandvalidbut
which are more appropriate to their context.
Assessment of a number of components may be integrated across
programmes for delivery, provided that the learning outcomes of each
minor award are assessed.
Group or team work may form part of the assessment, provided each
learner's achievement is separately assessed.
All providers are required to submit an assessment plan as part of their
application for programme validation. Assessment Plans will include
information relating to scheduling and integration of assessment.See
FETAC's Provider Guidelines for Programme Validation.
Assessment
Techniques
In order to demonstrate that they have reached the standards of
knowledge, skill and competence identified in all the learning outcomes,
learners are required to complete the assessment(s) below.
The assessor is responsible for devising assessment instruments (e.g.
project and assignment briefs, examination papers), assessment criteria
and mark sheets, consistent with the techniques identified below and
FETAC's assessment requirements.
Programme validation will require providers to map each learning
outcome to its associated assessment technique.See FETAC's Provider
Guidelines for Programme Validation.
All learning outcomesmustbe assessed.
Portfolio / Collection of Work
50%
Skills Demonstration
50%
Description
Portfolio / Collection of Work
A portfolio or collection of work is a collection and/or selection of pieces
of work produced by the learner over a period of time that demonstrates
achievement of a range of learning outcomes. The collection may be
self-generated or may be generated in response to a particular brief or
tasks/activities devised by the assessor.
5
Skills Demonstration
A skills demonstration is used to assess a wide range of practical based
learning outcomes including practical skills and knowledge. A skills
demonstration will require the learner to complete a task or series of
tasks that demonstrate a range of skills.
Recognition of Prior
Learning (RPL)
Learners may be assessed on the basis of their prior knowledge and
experience. Providers must be specifically quality assured to assess
learners by this means. To do so they must complete B10, see
Provider's Quality Assurance Guidelines and be included on the
Register of RPL approved providers. See RPL Guidelines at
www.fetac.iefor further information and registration details.
Grading
Pass
Merit
Distinction
Specific Validation
Requirements
Supporting
Documentation
Access
There are no specific validation requirements for this award
Transfer
Successful completion of this component award enables the learner to
transfer to programmes leading to other certificates where this
component is a mandatory or an elective requirement.
50% - 64%
65% - 79%
80% - 100%
None
To access programmes leading to this award the learner should have
reached the standards of knowledge, skill and competence associated
with the preceding level of the National Framework of Qualifications.
This may have been achieved through a formal qualification or through
relevant life and work experience.
6