Level 3 Certificate in Domestic on Construction Energy

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ABBE LEVEL 3 CERTIFICATE
IN DOMESTIC ON
CONSTRUCTION ENERGY
ASSESSMENT (QCF)
(600/0361/3)
CERTDOCEAL314 – REVISED MAY 2014
QUALIFICATION HANDBOOK
May 2014
CONTENTS
PART 1 Introduction ...................................................................................................................................... 3
1.1 About The Awarding Body for the Built Environment (ABBE) .................................................................. 3
1.2 Ofqual Qualification Data ........................................................................................................................ 3
1.3 Purpose and aims of the qualification ...................................................................................................... 3
1.4 Progression .............................................................................................................................................. 4
PART 2 General Qualification Guidance ......................................................................................................... 5
2.1 The Qualifications and Credit Framework ................................................................................................ 5
2.2 Unit structure .......................................................................................................................................... 5
2.3 Learning time ........................................................................................................................................... 6
2.4 Resources ................................................................................................................................................ 6
2.5 Delivery .................................................................................................................................................. 6
2.6 Recruitment and access .......................................................................................................................... 6
2.7 Learners with particular assessment requirements ................................................................................. 7
2.8 Role of learners ....................................................................................................................................... 7
2.9 Role of mentors and advisors .................................................................................................................. 8
2.10 Role of the assessor ............................................................................................................................... 8
2.11 Role of the internal verifier .................................................................................................................... 9
2.12 Role of the external verifier ................................................................................................................... 9
2.13 Assessment methods ............................................................................................................................ 9
2.14 Assessment records ............................................................................................................................. 10
2.15 Credits and recognising prior learning ................................................................................................. 11
2.16 Enquiries and appeals .......................................................................................................................... 12
2.17 Registering learners ............................................................................................................................. 12
PART 3 ABBE Level 3 Certificate in Domestic On Construction Energy Assessment ...................................... 13
3.1 Qualification summary .......................................................................................................................... 13
3.2 Qualification evidence requirements summary ..................................................................................... 13
3.3 Assisting learners to find suitable properties. ........................................................................................ 14
3.4 The qualification in diagram form: ...................................................................................................... 15
3.5 QCF credit availability ............................................................................................................................ 16
3.6 Occupational competence of assessors and internal verifiers ................................................................ 16
3.7 Qualification structure and content ....................................................................................................... 18
PART 4 Qualification Units ........................................................................................................................... 19
PART 5 Appendices ...................................................................................................................................... 34
Appendix 1 Additional Unit Information ...................................................................................................... 34
Appendix 2 Structured Professional Interview ............................................................................................ 36
Appendix 3 Example of completed age/built form table............................................................................. 38
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PART 1 Introduction
This guide is for prospective and existing ABBE approved assessment centres that wish to offer the ABBE
Level 3 Certificate in Domestic On Construction Energy Assessment (QCF), including organisations that
employ prospective Energy Assessors. It provides the qualification specification and guidance on evidence
and assessment requirements.
This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the
ABBE website www.abbeqa.co.uk, or by telephone from the ABBE office on 0121 331 5174.
1.1
About the Awarding Body for the Built Environment (ABBE)
ABBE is an Awarding Organisation regulated by Ofqual (The Office of Qualifications and Examinations
Regulation) for the delivery of a range of qualifications that form part of the Qualifications and Credit
Framework. ABBE has developed considerable expertise in overseeing high quality assessment for the higher
level qualifications in the Property and Construction sectors of industry. Since its inception late 1997, ABBE
has grown steadily and currently offers a suite of qualifications to industry through its nationwide network of
approved assessment centres.
For further information please contact
ABBE (Awarding Body for the Built Environment)
Birmingham City University
Franchise Street
Perry Barr
Birmingham
B42 2SU
Telephone:
Fax:
Email:
Website:
1.2
0121 331 5174
0121 331 6883
[email protected]
www.abbeqa.co.uk
Ofqual Qualification Data
Qualification Number:
Operational Start Date:
Review Date:
Offered In:
Age ranges the qualification is
approved for use with:
1.3
600/0361/3
1 June 2014
28 February 2017
England, Wales, Northern Ireland
18+
Purpose and aims of the qualification
This is the professional qualification for those who wish to pursue a career as a Domestic On-Construction
Energy Assessor. Once qualified, learners register with an Accreditation Scheme, which accredits them to
produce Building Regulations Compliance Statements and Energy Performance Certificates for newly built
homes, in accordance with the Building Regulations and legislation implementing the EU Directive on the
Energy Performance of Buildings.
Energy Performance Certificates (EPCs), energy ratings for homes similar to consumer-friendly ‘fridge ratings’,
have been compulsory at the time of let or sale of domestic properties since 2008. EPCs for new homes are
produced by qualified, accredited DOCEAs, and this certificate is the current version of the enabling
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qualification for this role. It follows the format of the Qualification Credit Framework (QCF) Units, defined by
Asset Skills in accordance with the wishes of Communities and Local Government (CLG).
This qualification can be found on The Register of Regulated Qualifications at:
http://register.ofqual.gov.uk/Qualification
1.4
Progression
This qualification has been designed to encourage participation in education and training in other related
areas by:

Enabling current practitioners in Domestic Energy Assessment to expand their portfolio of services
offered to their customers by encompassing provision of energy performance calculations for new
homes

Enabling current practitioners in Non Domestic Energy to expand their portfolio of services offered to
their customers by encompassing provision of energy performance calculations for new homes

Encouraging those with expertise in construction to qualify as DOCEAs

Enabling those providing design advice services, e.g. architects, architectural technicians, building
services consultants, etc, to achieve an accredited qualification in energy performance calculation

Attracting learners from outside this industry to qualify as DOCEAs
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PART 2 General Qualification Guidance
2.1
The Qualifications and Credit Framework
The Qualifications and Credit Framework (QCF) is a structure for recognising qualifications. Qualifications are
made up of individual units which each have their own credit value. One credit represents 10 hours of
learning. It is the accumulation of this credit which builds to form the qualification.
The size of a qualification is now indicated as follows:

Awards (1 to 12 credits)

Certificates (13 to 36 credits)

Diplomas (37 credits and above)
The terms Award, Certificate and Diploma then reflect the size of the qualification rather than its difficulty.
The qualification levels indicate the complexity of the qualification. The levels range from Entry to Level 8.
Individual units can be shared between multiple qualifications to enable learners to move smoothly between
qualifications without repetition of learning. Learners can choose to take individual units but in order to gain
a qualification they must complete the set Rule of Combination (RoC) for a qualification. This is a structure
which can be comprised of mandatory and optional units and defines what comprises the complete
qualification.
For more information on the QCF visit www.qcda.gov.uk/qualifications.
2.2
Unit structure
Each unit of the qualification is structured in the same way as follows:
Unit title: states the ‘task/activity’ to be undertaken.
Level: represents the complexity of the unit and the degree to which autonomous and co-operative working
competencies are required successfully to carry out and complete the unit, ranging from entry level to level 8.
Credit value: identifies the number of credits for which the unit qualifies.
Purpose and Aim of unit: provides a summary of the content of the unit, including details of the individual
elements which make up that unit.
Learning Outcomes: outline what learners must do to meet the requirements of the unit. The statements:

set out what learners are expected to know, understand or be able to do as the result of the learning
process.

are capable of assessment and, in conjunction with the assessment criteria related to that outcome, set a
clear assessment standard for the unit.
Assessment Criteria: outline what learners must demonstrate in order to satisfy the learning outcome of the
unit. The statements:

specify the standard learners are expected to meet to demonstrate that the learning outcomes of that
unit have been achieved.
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
are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has
been achieved, without creating an undue assessment burden for learners or assessors.

do not include any explicit references to the methods or instruments of assessment to be used.
Fundamental knowledge and understanding: identifies the minimum range of topics, activities, variables or
contexts over which the learner must demonstrate their knowledge or competence.
Evidence requirements/guidance: gives examples of types of evidence that the learner will need to submit.
2.3
Learning time
Learning time is a guide to how long it would take the average learner with no prior experience to complete a
unit. This is intended as a guide only and the actual amounts of time will vary according to the existing skill
and knowledge of the individual learner.
Learning time is divided into Guided Learning Hours (GLH) and Private Study. GLH refers to the amount of
study undertaken by learners under the direction of their tutors. This could include tutorials, seminars,
workshops, directed research, project or assignment work and assessment.
2.4
Resources
Centres must ensure that learners have access to resources of industry standard to support the delivery and
assessment of this programme. Staff delivering programmes and conducting the assessments should be fully
familiar with current practice and standards in the sector concerned. Centres will need to demonstrate how
learners will access any specialist resource requirements when they seek approval from ABBE.
All staff involved in the assessment and verification of this qualification must have the necessary occupational
skills and experience required. See section on Occupational competence of assessors and internal verifiers
for further details.
2.5
Delivery
It is important that centres develop an approach to teaching and learning that supports the assessment of the
specialist vocational nature of the qualification. The specifications contain a balance of practical skill and
knowledge requirements, some of which can be theoretical in nature.
Tutors and assessors need to ensure that appropriate links are made between theory and practice and that
the knowledge base is applied to the sector. This will require the development of relevant and up-to-date
teaching materials that allow learners to apply their learning to actual events and activity within the sector,
and to generate workplace evidence for their portfolio.
2.6
Recruitment and access
ABBE’s policy regarding access to its qualifications is that, wherever possible:

the qualifications should be available to everyone who is capable of reaching the required standards and
has access to appropriate work to generate evidence.

the qualifications should be free from any barriers that restrict access and progression.
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
there must be equality of opportunity for all wishing to access the qualifications.
Centres should ensure that they recruit learners to this qualification with integrity. This will include ensuring
that applicants have appropriate information and advice about the qualification and that it will meet their
needs and expectations.
Before accepting learners onto this qualification, Centres must assess each applicant’s potential and make a
professional judgement about their ability to successfully complete the programme of study, where
applicable, and achieve the qualification. This assessment will need to take account of the support available
to learners within the centre during their programme of study and any specific support that might be
necessary to allow them to access the assessment for the qualification.
Further information on equal opportunities and access to fair assessment can be found in the ABBE Centre
Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone on 0121 331 5174.
2.7
Learners with particular assessment requirements
ABBE recognises that some learners have difficulty with the demands of a course or find the standard
arrangements for the assessment of their vocational competence presents a challenge. This may apply to
learners with known and long-standing learning difficulties and/or physical or other impairments.
Centres must take steps to ensure that any particular assessment requirements are identified as early in the
programme as possible, preferably at initial assessment stage, and appropriate arrangements are put in place
to support learners.
Further information on equal opportunities and access to assessment can be found in the ABBE Centre
Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone from 0121 331 5174.
2.8
Role of learners
Learners with the support of the assessor and employer will be:

identifying sources of evidence;

generating and collecting the evidence to demonstrate their competence to the requirements of the
qualification;

numbering and cross referencing evidence;

checking whether further supporting evidence is needed;

presenting evidence to the assessor;

obtaining feedback from the assessor;

carrying out any necessary follow-up action;

arranging for simulations or other evidence gathering/assessment techniques needed to cover gaps in
work experience and/or evidence.
Portfolio organisation
Learners must collect their evidence of competence together into a ‘portfolio’. This could be held in hard
copy or electronically.
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Responsibility for developing the portfolio (and ownership of it) stays firmly with the learners, but it is very
important that they receive continuous help and support. This help can come from a range of people,
including line managers and colleagues, mentors, advisers, tutors, as well as the assessor. When an assessor
is giving help and support, they must distinguish this from the work they do as part of the assessment
process.
The quality and presentation of portfolios are central to the success of the learners’ submissions. Each item
must be clearly identified and accurately recorded. It should be easy to identify the competencies the
learners are claiming with the evidence presented in their portfolios.
The importance of selection
The task of generating and collecting evidence for a portfolio is a new experience for many learners and there
is a temptation to include everything that might seem to be of value. However, if an item does not show how
a learner performed it may not be relevant at all.
Learners should always ask the question 'What does this prove?' and try to select evidence which they are
proud of and which shows that they have done well. This will ensure good evidence, covering significant
performance. The best portfolios are not necessarily the heaviest.
Confidentiality
There are some circumstances where learners (or their organisation) might have good reasons for not
wishing original evidence to be viewed by others, (e.g. by assessors from a competitor organisation or
disclosure of confidential information). The assessor should work with learners to respect these areas (e.g.
by advising learners to remove confidential information from reports before submitting them).
2.9
Role of mentors and advisors
Centres may wish to allocate mentors or advisors to learners to provide support during the assessment
process. They can provide encouragement, reassurance and support to learners, and act as advocates if need
be. Mentors may come from within the employer organisation or from the approved assessment centre.
They do not have a formal role or responsibility in assessment, but can act as an objective source of comment
or guidance. They can help the learners to reflect on their activities and suggest solutions to problems. They
can support them through the process of portfolio building, help them to identify possible sources of
evidence, and where appropriate supply witness testimony.
2.10
Role of the assessor
The role of the assessor is to:

Carry out initial assessments of learners to identify their current level of skills, knowledge and
understanding and any training or development needs.

Draw up assessment plans, identifying opportunities for evidence collection.

Review the evidence presented against the requirements of the qualification, to make a judgement on
the overall competence of learners.

Provide feedback to learners on their performance and progress. This feedback needs to give learners a
clear idea of how their portfolios are progressing to date and where further evidence is required and
how best to obtain this. It should also enable learners to plan for those units where they currently have
little experience or knowledge.
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Further information on the role of the assessor can be found in the ABBE Guide for Assessors and Internal
Verifiers.
2.11
Role of the internal verifier
An internal verifier must be appointed to ensure the quality and consistency of assessments within the
centre. Each assessor’s work must be checked and confirmed by an internal verifier. The internal verifier
checks and standardises the assessment decisions made by the assessors in the centre.
The internal verifier must observe assessors carrying out assessments, review assessment decisions from the
evidence provided and hold meetings with the assessment team to ensure consistency in the use of
documentation and interpretation of the qualification requirements.
Further information on the role of the internal verifier is available in the ABBE Guide for Assessors and
Internal Verifiers.
2.12
Role of the external verifier
The external verifier checks the assessment and internal verification process and decisions made in the centre
and authorises claims for certificates. The external verifier is appointed by ABBE.
Further information on the role of the external verifier is available in the ABBE Guide for Assessors and
Internal Verifiers.
2.13
Assessment methods
Where ABBE has stipulated that a particular assessment method is to be used it MUST be followed.
However, where the qualification units do not specify the use of a particular assessment method, then
assessors can use other assessment methods to assess the evidence produced by their learners, such as:

Direct observation of learners carrying out tasks or activities.

Examination of work products produced by learners (e.g. diary notes, site notes, completed reports).

Examination of witness testimonies from people, other than the assessor, who are prepared to provide
statements detailing specific details of learners’ performance.

Review of records of ‘question and answer’ sessions covering specific aspects of the knowledge and
understanding and scope.

Examination of accreditation of prior learning evidence such as a mapping of a recognised APA

Structured Professional Interviews (SPIs)
Further information on these assessment methods can be found in the ABBE Guide for Assessors and Internal
Verifiers.
When assessing learners’ evidence, assessors must take the following into account:

Authenticity – was this work produced by the individual learner? Does it reflect the learner’s own
performance?
It is essential to ensure that learners have generated the evidence provided. The evidence must be
presented in a way that allows learners’ contributions to be identified, and must relate to their own
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competence.
The assessor must ensure that evidence is authenticated by means of an endorsement by learners’ line
managers or colleagues, or by observing learners, or by questioning them. In some situations, a learner’s
role and responsibility may need to be described precisely to confirm the authenticity of the evidence.
This description must be signed by the appropriate parties (e.g. line manager or supervisor).

Sufficiency – does the evidence presented cover all the learning outcomes and assessment criteria
required by the QCF units?
Taken as a whole, the evidence must match the whole set of outcomes and enable assessors to judge
that learners are consistently competent across all of the requirements of the qualification.

Currency – does the evidence reflect a learner’s current level of competence?
The assessor has to determine that learners are competent now and will continue to be so in the
foreseeable future. To show this, evidence must be current. It should be as recent as possible, though
this will depend on the nature of the evidence. One way learners can show how recent it is to (wherever
possible) ensure that all pieces of evidence in the portfolio bear the date of their origination. The
recognition of previous achievements raises particular issues of currency. If, for instance, legislation has
changed since this activity, this item of evidence would have to be supported by evidence of their
awareness of present legislation and how it would affect current practice at work.

Validity – is this appropriate evidence for the competence being assessed?
The evidence learners present must be relevant to the unit they are undertaking and must satisfy the
relevant learning outcome and assessment criterion. However, it is worth noting that one piece of
evidence in a portfolio can be used to prove competence against more than one learning outcome or
assessment criteria.

Reliability – would this evidence produce the same assessment judgement if assessed by someone else?
Assessor must be confident in the quality of the evidence that has been presented. They need to
consider whether they would make the same judgement on this evidence if they assessed it again in,
perhaps, a month’s time and so whether another assessor would make the same judgement if they
assessed it.
2.14
Assessment records
The recording of assessment activity, including assessment decisions, and access to evidence is essential for
verification purposes. The assessor must keep the following records and make them available for internal
and external verification purposes:

assessment plans for each learner

records of assessment activity undertaken including observation of learners where appropriate

records of assessment judgements made on learner evidence

records of feedback to learners
Further information is available in the ABBE Guide for Assessors and Internal Verifiers.
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2.15
Credits and recognising prior learning
There are two types of credit available: QCF credit and non QCF credit.
QCF Credits
The QCF allows for units to be used in more than one qualification as well as for similar units to be
recognised.
Where the same unit is used more than once then learners need to achieve that unit only once and do not
have to do that unit again if they do another qualification where that unit also features. Assessors must
record in their assessment records that learners have already achieved this unit.
If a qualification has a unit that is on the QCF with very similar content and credit value to that used
elsewhere but it is not exactly the same then the Awarding Organisation can declare this as an equivalent
unit to the unit in question. This means that while there are some small differences it will be accepted in
place of the unit which would otherwise normally be taken by learners. Under these circumstances, learners
can achieve this qualification but will not be accredited with the new qualification unit because it has been
achieved elsewhere and credit already granted.
Non QCF credit – Recognition of Prior Learning and Exemptions
On occasion, learners may bring forward evidence of prior experience, learning or qualifications which can be
recognised towards ABBE units and qualifications. This evidence can be categorised in the following ways:
Recognition of Prior Learning (RPL) – includes experience gained by learners through work or training
activities for which they do not have formal certification. Employer organisations or training providers can
apply to ABBE to have their training or academic programmes that are outside the QCF recognised formally as
covering parts of qualifications (see separate Recognition of Prior Learning guide).
Exemptions – covers units or qualifications held by learners that do not have a predetermined credit value on
the QCF, e.g. membership of a professional body, certified CPD training or NQF qualifications.
Centres must review any prior learning or achievements brought forward by learners to determine their
suitability as evidence.
To be entitled to credits, learners must provide their assessment centre with proof of their achievements, e.g.
certificates for Equivalent QCF units, details of training courses or membership of a professional body, and
these must be included in their portfolio. Assessors must justify and record the basis of any exemptions or
credits given.
As it is the responsibility of assessment centres to declare learners as competent or not, it will need to check
and validate all credit claims made by learners.
Note: Learners who knowingly submit false information will have their ABBE certification withdrawn.
Guidance on how to handle learner claims for RPL or exemptions
It is a condition of approval that once an assessment centre has registered a learner that it must honour the
RPL or exemptions that ABBE has authorised from any of the accredited providers. As it is the responsibility
of assessment centres to declare learners as competent or not, they will need to check and validate all claims
made by learners before formally granting credit or exemptions. Refusal to allocate the expected claim can
only happen if there are strong reasons for doing so. Should this occur, then centres must advise ABBE in
writing immediately for ABBE to consider the matter before any further action is taken.
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2.16
Enquiries and appeals
Verified units
If learners are in disagreement with their assessors concerning evidence assessments, they have the right to
refer the matter to:

The internal verifier within their centre.

The centre manager, if the matter is still unresolved.

The ABBE external verifier who may be consulted at the next visit. At this stage learners should provide
the EV with records of the activity that has already been undertaken
In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion,
then learners can appeal directly to ABBE.
ABBE will only accept an appeal from learners if the above steps have already been taken. Further details on
appeals can be found in the ABBE Centre Operations Guide.
2.17
Registering learners
Full details of how to register learners for this qualification and make claims for certificates can be found in
the ABBE Centre Operations Guide on the website at www.abbeqa.co.uk.
Details of the fees for learner registration and external verification can be found in the ABBE Fees List.
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PART 3 ABBE Level 3 Certificate in Domestic On
Construction Energy Assessment (QCF)
3.1
Qualification summary
To achieve the full Level 3 Certificate in Domestic On Construction Energy Assessment (QCF), learners must
successfully complete, or be credited with, all FIVE units.
The five units are listed below, together with their QCF reference number and credit value. The qualification
has a total learning time of 300 hours.
Qualification Structure (Rule of Combination)
Unit
1
2
3
4
5
Title
Credit
value
Conduct energy assessments in a safe, effective
5
and professional manner
Prepare for standard assessment procedure
5
energy assessments
Undertake standard assessment procedure energy 10
assessments
Assess compliance with building regulations
5
Produce submissions for building regulations and 5
energy performance certificates
30
3.2
Learning Time
QCF unit
reference
Guided
learning
(hours)
25
Private
study
(hours)
25
T/601/5964
20
30
T/502/6873
35
65
A/502/6874
25
25
25
25
A/502/6809
J/502/6876
130
170
Qualification evidence requirements summary
The detailed evidence requirements which learners will be required to produce is set out in each of the five
units in Section 4 of this handbook. However, a crucial component of the required evidence will be the
learners’ ability to produce acceptable Energy Performance Certificates (EPCs) and submissions for Building
Regulations compliance. The EPCs and regulations quality energy compliance submissions will be created
using the current SAP methodology and will reflect current building regulations.
All learners must ensure that the EPCs and regulations compliance statements cover the range specified in
the relevant Units in Section 4, Qualification Units. This gives guidance on the types of buildings and property
features for which learners are expected to submit evidence, either in the form of EPC/Regulations
compliance statements, or otherwise.
The assessment centre can opt to allow the learner to submit evidence relating to aspects of the units not
covered by the EPC/Regulations compliance statements in their own time, or can offer the learner a
structured professional interview which may be a faster or preferred option for some learners. Please refer
to Appendix 2, Structured Professional Interview (SPI).
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3.3
Assisting learners to find suitable dwelling designs
ABBE also recognises that some learners may find it difficult to locate the required range of dwelling designs
on which to conduct SAP assessments and produce regulations compliance statements and EPCs. ABBE will
therefore accept compliance statements/EPCs that have been based on dwelling designs that the assessment
centre has sourced for them, as long as the centre can ensure that the assessments and resulting reports are
the sole unaided work of the learner.
The five SAP assessments would normally be conducted on real dwelling designs, either carried out for a
genuine client OR provided by the assessment centre. Where the centre wishes to provide drawings they
have created to test the full range of skills required by an on construction energy assessor, these must be
submitted to the ABBE EV for approval prior to their use.
Please note that any dwelling design used for training the learner cannot subsequently be submitted by
that learner as an assessment for this award.
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3.4
The qualification in diagram form:
New entrant start point
Other ABBE qualification holder start point
Preparation phase
Assessment using SAP and
assess compliance with Building
Regulations
Produce and issue the
outputs
Working
safely and
effectively
Preparing to
carry out
the SAP
assessment
Carry out
the SAP
assessment
Assess
compliance
with Building
Regulations
Produce the
Regulations
Compliance
Statement
and EPC
(including
recommenda
tions)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Evidence:
Direct and
indirect
evidence of
working
safely and
effectively.
Evidence:
1 evidence
pack to cover
preparation
Evidence:
5 SAP
assessments
on 5 dwelling
designs
Evidence:
5 assessments of
regulations
compliance of
same 5 designs:
1 case study on
Regs compliance
NB The units must be referred to for the detailed requirements, as this diagram is for illustrative purposes only.
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Issue the
Regs
Statement,
lodge the
EPC and
communica
te with
Client
Evidence:
5 EPCs and Regulations
compliance statements
1 evidence package to cover
client communication
3.5
QCF credit availability
Where credit is given for the unit the assessment centre must record this on the learner’s assessment record for
verification purposes by ABBE.
The tables below present the credit availability for two categories ABBE qualifications. The first table presents the
currently available qualifications (Certificates & Diplomas) which sit within the Qualification Credit Framework (QCF). The
second table presents the original qualifications (Diplomas) which sat in the National Qualification Framework (NQF). In
both tables, where there is a gap this indicates that no credit is available for the unit.
The equivalences shown are those that ABBE has determined are appropriate and justified.
.Table 1: QCF qualifications (QCF to QCF Credits and equivalences)
CertOCDEA L3
units
Unit 1
Unit 2
CertDEA L3
CertEA(H) L3
Same unit
Same unit
CertNDEA L3
DipNDEA
L4 & L5
Same unit
Same unit
Equivalent unit Equivalent unit
credit from unit credit from unit
2 of the above 2 of the above
Unit 3
Unit 4
Unit 5
Equivalent unit
credit from
ND02, ND03 &
ND08
DipOR L3
Same unit
tba
CertACEA L3/
DipACEA L4
Same unit
tba
tba
tba
Table 2: NQF qualifications (NQF to QCF Exemptions)
CertOCDEA L3
units
Unit 1
DipDEA L3
DipHI L4
Exemption
gained by units
1 & 2 of the
above
Exemption
gained by units
1 & 2 of the
above
DipNDEA
L3/L4
Exemption
gained by unit 1
of the above
DipDEC L4
Exemption
gained by unit 1
of the above
DipACEA
L3 & L4
Exemption
gained by unit 1
of the above
Unit 2
Unit 3
Unit 4
3.6
Occupational competence of assessors and internal verifiers
Assessors
In order to assess learners working towards the ABBE Level 3 Certificate in Domestic On Construction Energy Assessment
(QCF), assessors must:

Have appropriate occupational expertise relevant to the energy performance assessment of domestic property
designs, for the purpose of producing Regulations compliance statements and EPCs.
Occupational expertise can be practitioner based or academic for those involved in training and teaching. However
for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant
experience in creating programmes of study in relevant subject areas.

Attend training that relates specifically to a nationally recognised Assessor award (eg Learning and Development Unit
A1) and apply this standard to their work throughout the process. (Note: it is not a requirement for assessors of this
qualification to hold A1, however ABBE would recommend it as good practice).
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
Attend training events which contribute to their continuing professional development (CPD) covering aspects such
as:

national occupational standards and the current guidance on the provision of building regulations compliance
statements and on construction EPCs
and

standardisation of assessment practice and decision-making linked to interpretation of current guidance.
Internal verifiers
In order to internally verify the assessment of learners working towards the ABBE Level 3 Certificate in Domestic On
Construction Energy Assessment (QCF), internal verifiers must:

Have appropriate occupational expertise relevant to the energy performance assessment of domestic property
designs, for the purpose of producing Regulations compliance statements and EPCs.
Occupational expertise can be practitioner based or academic for those involved in training and teaching. However
for the academic basis to apply, the Internal Verifier must work for an appropriate academic institution, or have
significant experience in creating programmes of study in relevant subject areas.

Attend training that relates specifically to a nationally recognised Internal Verifier award (eg Learning and
Development Unit V1) and apply this standard to their work throughout the process. (Note: it is not a requirement
for internal verifiers of this award to hold V1, however ABBE would recommend it as good practice)

Attend training events which contribute to their continuing professional development (CPD) covering aspects such
as:

national occupational standards and the current guidance on the provision of building regulations compliance
statements and on construction EPCs
and

standardisation of assessment practice and decision-making linked to interpretation of current guidance.
Centre Assessor and IV training requirements:
ABBE centres are required to conduct their own internal training and standardisation meetings on a regular basis as a
condition of approval. Internal staff training programmes should be discussed with the ABBE EV prior to commencement.
On occasion, ABBE may wish to attend. These events should be geared to the roles and responsibilities of their assessors
and internal verifiers.
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3.7
Qualification structure and content
Learners must satisfactorily complete all five units (for learners who are qualified energy assessors in a different field,
some areas will be covered by recognition of prior achievement) to achieve the ABBE Level 3 Certificate in Domestic On
Construction Energy Assessment (QCF).
The Units and Learning Outcomes of the Certificate are as follows:
Unit 1
Conduct energy assessments in a safe, effective and professional manner
Learning outcome 1
Learning outcome 2
Learning outcome 3
Comply with organisational and legal requirements at all times
Maintain health, safety and security at work
Develop and maintain effective working relationships with colleagues,
professionals, clients and others
Learning outcome 4
Conduct energy assessments in a professional manner
Unit 2 Prepare for Standard Assessment Procedure Energy Assessments
Learning outcome 1
Learning outcome 2
Learning outcome 3
Unit 3
Understand the regulations and limitations of energy assessment.
Be able to confirm instructions to undertake energy assessments.
Be able to obtain and review information needed to undertake SAP energy
assessments
Undertake Standard Assessment Procedure energy assessments
Learning outcome 1
Understand the processes and conventions relating to Standard Assessment
Procedure (SAP) energy assessments
Learning outcome 2
Be able to conduct SAP energy assessments
Learning outcome 3
Be able to maintain records relating to SAP energy assessments
Unit 4 Assess compliance with building regulations
Learning outcome 1
Understand the requirements for producing submissions in compliance with
Building Regulations
Learning outcome 2
Be able to prepare and issue submissions for compliance with Building
Regulations
Unit 5 Produce Submissions for Building Regulations and Energy Performance Certificates
Learning outcome 1
Learning outcome 2
Learning outcome 3
Be able to produce Building Regulations statements
Be able to produce Energy Performance Certificates
Be able to issue Building Regulation statements and Energy Performance
Certificates and explain their contents
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PART 4 Qualification Units
Title:
Conduct energy assessments in a safe, effective and professional manner
Level:
3
Credit value:
5
Unit purpose and aims
This unit aims 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.
Evidence
Learning outcomes
Assessment criteria
req
The learner will:
The learner can:
1 Comply with organisational and 1.1
Explain legal requirements and responsibilities for health, safety
1
legal requirements at all times
and security in the workplace
2 Maintain health, safety and
security at work
3 Develop and maintain effective
working relationships with
colleagues, professionals, clients
and others
1.2
Carry out work in accordance with the relevant legal requirements,
legislation and advisory and mandatory codes of practice
1
1.3
Carry out work in accordance with the auditing and monitoring
requirements of the relevant accreditation or certification
organisation/s
1
1.4
Identify the relevant guidance related to the assessment of energy
performance
1
1.5
Record customer contact information in accordance with
organisational and legal requirements such as the Data Protection
legislation
1
2.1
Identify health, safety and security risks which may exist in
different workplace locations
1
2.2
Take action to mitigate health, safety and security risks
1
2.3
Ensure personal conduct does not endanger the health, safety and
security of self and other people
1
2.4
Take action to ensure the protection of client’s property and
buildings
1
2.5
Adhere to workplace policies and suppliers’ or manufacturers’
instructions for the safe use of equipment, personal protective
equipment (PPE), materials and products
1
2.6
Identify procedures for different types of emergency and
implement them
1
2.7
Make recommendations for improving health, safety and security
in the workplace to the relevant person/s
1
3.1
Develop and maintain productive working relationships with
others
1/2
3.2
Request information from colleagues, professionals, clients and
others in a polite, clear and professional manner
1/2
3.3
Identify further sources of information/help
1/2
3.4
Use further sources of information and help for the tasks at hand
1/2
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Conduct energy assessments in a
professional manner
3.5
Deal promptly with enquiries from colleagues, professionals, clients
and others and seek clarification where necessary
1/2
3.6
Handle enquiries which
 are outside own authority
 are beyond own area of knowledge or expertise
 involve confidential information
1/2
3.7
Handle and resolve disputes and/or differences of opinion
1/2
3.8
Adhere to the formal complaints procedure when dealing with a
complaint
1/2
4.1
Deal with colleagues, professionals, clients and others in a tactful,
courteous and equitable manner
1/2
4.2
Carry out work in accordance with prescribed codes of conduct,
ethical standards and recognised good practice
1/2
4.3
Record all evidence supporting the assumptions and decisions
made during the assessment
1/2
4.4
Demonstrate effective management of work activities and personal
and professional development
1/2
4.5
Explain the extent and limits of own competence and the
importance of not working beyond them
1/2
4.6
Respond appropriately to pressure from any person/s which may
affect own judgement
1/2
Fundamental knowledge and understanding
The importance of:
1.
Presenting a positive personal and professional image when dealing with people and how this can be achieved
2.
Promoting goodwill and trust when working with others, and ways in which this can be achieved
3.
Assessing the extent and limits for your own competence and expertise, and not working beyond these limits
4.
Knowing how to respond to enquiries that are outside your authority, beyond your area of knowledge/expertise or
where the information requested is confidential
5.
Potential conflicts of interest that may be encountered, and the action required to manage these
6.
Ways in which disputes or differences of opinion should be handled to minimise offence and maintain respect
7.
The details of the formal complaints procedure that covers your work, and any specific organisational requirements
with regard to complaints
8.
Your specific responsibilities under prescribed codes of conduct and ethical standards
9.
The importance of complying with recognised good practice
10. The specific auditing or monitoring requirements that relate to your registration with your accreditation organisation;
your responsibilities in complying with these
11. The legal duties for health, safety and security in the workplace as required by legislation, including:

Health, safety and security risks could exist in different locations, and the action to take to minimise or mitigate
risks

The importance of remaining alert to the presence of risks in the workplace
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
The importance of personal conduct in maintaining the health, safety and security of self and others

Conflicts between different health, safety and security requirements

Procedures for different types of emergency
12. The main points of the legislation relevant to your work – be it directly, or derived, from the EU Energy Performance
of Buildings Directive and other relevant regulations
13. Relevant approved guidance relating to providing Energy Performance Certificates and Building Regulations
submissions
Assessment
The evidence presented for this unit must be assessed and internally verified by the assessment centre.
Minimum Evidence Requirements
Learners must:
1) Produce a learner statement that lays down the processes and procedures necessary to establish a business
relationship with a client leading to an instruction to provide an Energy Performance Certificate and/or Building
Regulations submission.
2) Provide the following supporting evidence:
a) Populated diary pages or project management form demonstrating work and time management skills
b) Letter or other written communication to the client confirming the work instruction and anticipated delivery
date
c) Letter or other written communication to the client responding to their questions and offering to refer the client
to an alternative source for an answer to a question that falls outside their area of expertise
d) A letter or written communication to the client or agent declining an instruction giving reasons
e) A letter or written communication to the client or agent in response to a complaint
f) A record of a communication to obtain clarification of one or more aspects of the dwelling specification
3) Obtain a witness statement by client, mentor, etc or an observation by an assessor
4) Produce evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not covered by
the performance evidence above
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Title
Prepare for Standard Assessment Procedure energy assessments
Level
3
Credit Value
5
Unit purpose and aims
To ensure that candidates have the essential underpinning knowledge of legislation and regulation to enable them to
respond to requests for SAP energy assessments and obtain all the information necessary at each stage to conduct SAP
energy assessments.
Evidence
Learning outcomes
Assessment criteria
req
The learner will:
The learner can:
1. Understand the regulations and 1.1
Explain the Building Regulations energy performance requirements
1
limitations of energy assessment
that are relevant to new dwellings
1.2
Explain the legislation giving rise to Standard Assessment
Procedure (SAP) energy assessments and the undertaking of SAP
energy assessments
1
1.3
Describe the Building Regulations, the requirements and
application of other technical standards, that are relevant to the
energy performance of new dwellings
1
1.4
Describe the types of dwellings and situations that do not by law
require an Energy Performance Certificate
1
1.5
Describe the types of dwelling for which SAP energy assessment is
appropriate
1
1.6
Explain the limits of applicability of the SAP and the potential
overlap with the SBEM
1
1.7
Compare the difference between the SAP and the RDSAP and
indicate why RDSAP is an inappropriate methodology for the
energy assessment of dwelling designs and construction
1
Respond promptly to requests to undertake SAP energy
assessments from prospective clients
2
2.2
Clarify and confirm client’s requirements and expectations
including the limitations and constraints that apply to the conduct
of SAP energy assessments
2
2.3
Identify any circumstances which prevent the energy assessment
from being undertaken and explain reasons politely and clearly to
client
2
2.4
Confirm with the client in writing, the terms, conditions and
arrangements that have been agreed for the SAP energy
assessment
2
2.5
Inform the client that submissions demonstrating compliance with
relevant aspects of Building Regulations are, in certain
circumstances, prescribed, legally required documents
2
2.6
Inform the client that an Energy Performance Certificate is a
prescribed, legally required document and must be accompanied
by cost-effective recommendations for improvement to housing
design
2
2. Be able to confirm instructions to 2.1
undertake energy assessments
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3. Be able to obtain and review
information needed to undertake
SAP energy assessments
3.1
Explain the information required at each stage on a new dwelling to
undertake comprehensive and accurate SAP energy assessments
2
3.2
Explain the range of information that is required to produce a
design assessment and the range of additional information that
characterises the dwelling ‘as built’
2
3.3
Describe the range of information required in support of
submissions relating to compliance with Building Regulations
relevant to the energy performance of new dwellings
2
3.4
Obtain from clients the full range of information required to
undertake a design assessment on the proposed dwelling, including
the additional information on the dwelling ‘as built’
2
3.5
Check that the information provided by the client at each stage is
relevant, consistent and complete, when assessing energy
performance, and take the necessary action where it is inconsistent
or inaccurate
2
3.6
Inform the client promptly in cases where investigations reveal
problems that prevent a SAP energy assessment from being
completed
2
3.7
Obtain confirmation from the client of the design of the dwelling
‘as built’, indicating any changes made to the design during
construction
2
Fundamental knowledge and understanding
1.
The current legislation and regulations relating to energy assessments and Energy Performance Certificates, and the
energy performance requirements of Building Regulations
2.
The limits of applicability of the SAP methodology & the potential overlap with the SBEM; the difference between
SAP and RdSAP and why RdSAP is not appropriate for energy assessment of new dwelling designs
3.
How to confirm instructions to undertake energy assessments and Building Regulations submissions
4.
How to investigate relevant matters relating to the property
5.
The range of information that is required to produce a design assessment (for the purposes of Building Regulations
submissions and the EPC); the range of additional information that characterises the dwelling ‘as built’; how to obtain
that information from clients
Assessment
The evidence presented for this unit must be assessed and internally verified by the assessment centre.
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Minimum Evidence Requirements
Learners must:
1
Present evidence to meet all of the requirements of Learning Outcome 1.
2
Present ONE EPC report and associated Building Regulations compliance statement plus the following
additional evidence:
a)
A letter to the client or agent provisionally accepting instruction, and explaining the purpose of the SAP
assessment, regulations compliance statement and EPC
b) A copy of the learner’s Terms and Conditions
c)
A copy of the learner’s fees structure
d) A copy of the learner’s complaints procedure
e)
A letter or other written communication to the client or agent explaining why, having started a SAP energy
assessment, the service cannot be provided. The communication should also lay out options on the way
ahead for the client/agent.
f)
A letter or other written communication to the client requesting further information needed during the
assessment, eg to clarify specifics of the dwelling specification
g)
Copies of background research eg web pages, on matters relevant to the energy assessment
h) A letter or other written communication to the client requesting confirmation of the design of the dwelling
‘as built’, highlighting any areas within the design specification that would significantly affect regulations
compliance and/or the EPC, if changes had been made during construction
i)
3
A statement describing the processes adopted during the assessment to investigate any relevant matters
Produce evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not
covered by the performance evidence above
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Title
Undertake Standard Assessment Procedure energy assessments
Level
3
Credit Value
10
Unit purpose and aims
To ensure that the candidate can undertake SAP energy assessment having knowledge of the relevant legislation,
regulation and processes involve, and can maintain complete, accurate and comprehensive records of SAP energy
assessments.
Learning outcomes
The learner will:
1. Understand the processes and
conventions relating to Standard
Assessment Procedure (SAP) energy
assessments
Assessment criteria
The learner can:
1.1
Explain the different stages involved in assessing the energy
performance of new dwellings, including the design assessment
and the ‘as built’ assessment
Evidence
req
3
1.2
Explain the relevant aspects of the legislation and regulations
relating to Home Information Packs and the point at which an
Energy Performance Certificate is required for new dwellings
3
1.3
Explain the principles of building structure, elements and materials
and how to recognise these from drawings, specifications and any
on-site test results
3
1.4
Describe the detailed assessment requirements that apply to the
dwellings using the definitions and conventions embodied within
the current SAP
3
2.1
Calculate heat losses in accordance with guidance contained with
the SAP
1
2.2
Apply SAP conventions in order to assess the energy performance
of new dwellings
1
2.3
Conduct the SAP energy assessments at appropriate stages in the
production of new dwellings
1
2.4
Provide appropriate advice to clients regarding the energy
performance of new dwellings
1
3. Be able to maintain records
3.1
relating to SAP energy assessments
Describe the range of information and evidence relating to the new
dwelling and its energy performance as defined by the SAP
1
3.2
Apply the range of methods, formats and conventions for recording
information and evidence on the new dwelling and its energy
performance
1
3.3
Ascertain the level of detail required within own records for a
complete and comprehensive submission for compliance with
those aspects of Building Regulations energy performance
requirements that are relevant to new dwellings
2
3.4
Ascertain the level of detail required within own records to
produce compliant Energy Performance Certificate
2
3.5
Record findings in a methodical and logical manner that facilitates
entry of data into prescribed software
2
2. Be able to conduct SAP energy
assessments
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3.6
Maintain complete, accurate and legible records of SAP energy
assessments including any information to and from the client
throughout the assessment process
2
3.7
Maintain an audit trail that connects all stages of the SAP energy
assessment process and explain why this is important
2
3.8
Store records securely, allowing for future access, and specify the
purposes for which the records may be used
2
Fundamental knowledge and understanding
1) SAP: the methodology, assumptions and conventions as described in the current SAP document.
2) Design assessments, Predicted Energy Assessments (PEAs), and as-built assessments
3) Legislation: the EPBD regulations
4) Building construction applicable to dwellings, including
a) Principles of building structure, elements and fabric
b) Thermal properties of elements of construction
c) Thermal bridging
d) Calculation of U-values for a range of structures
e) Ventilation
5) Drawing principles and the interpretation of drawings
6) Domestic building services, including
a) Heating and hot water systems using a variety of fuels, including system controls
b) Efficiency and carbon emissions for a variety of fuels
c) District/Community heating and CHP
d) MicroCHP
e) Heat pumps (air and ground source)
f) Lighting
g) Renewable energy (LZC energy technologies) including micro wind, PV, solar hot water
7) Record keeping including the need for an audit trail and requirements of Data Protection
Assessment
The evidence presented for this unit must be assessed and internally verified by the assessment centre.
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Minimum Evidence Requirements
Learners must:
1
Carry out SAP design assessments on FIVE dwelling designs.
The designs must cover a range of scenarios that demonstrate the learner’s ability to deal with a range of:
 different built forms
 elemental exposure
 hot water and heating systems
 low and zero carbon (LZC) energy technologies
 presence or absence of secondary heating
All of the property features and heating systems listed below should also be covered, either within the five
designs, or by other means:
Property features:
 Block/brick cavity wall
 Timber frame construction
 Room in roof
 Integral garage or similar (an unheated space within the property that shelters the adjacent heat loss
element)
Other services/technologies:
 Mechanical ventilation
 Building Integrated LZC energy technology (eg solar PV, GSHP)
 Community heating, with or without CHP
 Cooling
The following table should be used to record the assessments undertaken. The learner must include at least
one in each row and column (see Appendix 3 for sample completed table):
Boiler system with hot Combination boiler
water storage
system
Electric storage
heaters
House/bungalow
(floor & roof
exposed)
mid floor flat
(neither floor nor
roof exposed)
Flat/maisonette
(foor or roof
exposed)
2
Provide, for each of the FIVE dwelling designs:
a) Copies of information obtained from the client, including transcripts of telephone conversations, if any
b) Calculations made
c) Either the relevant software datafile or input data sheet, showing the data entry for the assessment as
entered by the learner
d) A description of any issues found, specific to the individual dwelling design and detail the way in which the
learner met these challenges
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3
For ONE of the FIVE dwelling designs assessed, produce a learner statement that explains the processes and
procedures necessary to conduct a thorough SAP assessment of a dwelling design, for the purpose of preparing
an EPC. It should also describe any issues found, specific to the individual dwelling design, and detail the way in
which the learner met these challenges.
4
Produce evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not
covered by the performance evidence above
Additional notes
Methods of enabling the learner’s evidence to include all the property features and heating might include an additional
design assessment, a computer based case study, or questioning that is recorded on an SPI form.
The FIVE assessments would normally be conducted on real dwelling designs, either carried out for a genuine client OR
provided by the assessment centre; in the latter case, the centre must ensure that the SAP assessments submitted are the
sole unaided work of the learner.
Where the assessment centre provides the learner with dwelling designs for the purpose of creating their evidence, again
these would normally relate to a real dwelling design. Where the centre wishes to provide drawings they have created to
test the full range of skills required by an on construction energy assessor, these must be submitted to the ABBE EV for
approval prior to their use. Centre created drawings must be realistic: ie they must be at a similar level of complexity as
those that a Domestic On Construction Energy Assessor would normally encounter in professional practice.
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Title
Assess compliance with buildings regulations
Level
3
Credit Value
5
Unit purpose and aims
To understand the requirements for producing submission so as to prepare and issue submissions in compliance with
Building Regulations.
Evidence
Learning outcomes
Assessment criteria
req
The learner will:
The learner can:
1. Understand the requirements for 1.1
Describe the content of a submission that is prescribed for a
1
producing submissions in
Building Regulations submission
compliance with Building
Regulations
1.2
Describe any special requirements of the Building Control Body
1
regarding the submission of compliance information
1.3
Explain the different stages involved in assessing the energy
performance of new dwellings
1
1.4
Explain the features of a new dwelling that contribute to energy
efficiency, a high energy rating, low carbon dioxide emissions and
their approximate relative contributions
1
2. Be able to assess compliance with 2.1
Building Regulations
Assemble and collate information about the energy performance of
new dwellings
1
2.2
Compare all aspects of energy performance of the proposed design
with the requirements of relevant Building Regulations
1
2.3
Identify options for improving the design specification in order to
meet the requirements of relevant buildings regulations
2
2.4
Explain the relationship between improvement options and the
importance of assessing each individually when identifying the
most effective overall design specification
2
2.5
Advise the client, on request, whether the design will comply, how
it could be improved and at what cost
2
2.6
State where assumptions permitted in the SAP have been made in
design calculations
1
2.7
Prepare a complete and accurate submission at physical
completion for ‘as built’ compliance with the Building Regulations
1
Fundamental knowledge and understanding
1.
Current Building Regulations relevant to the energy performance of new homes
2.
How to calculate the TER/DER and TFEE/DFEE for a dwelling design, and for each compare the Dwelling figure with
the Target figure: appreciation of which elements of the SAP assessment data, if improved, would be likely to result
in the Dwelling figure meeting the Target figure for each
3.
The five criteria relevant to compliance, as described in ADL1a, and those criteria that fall within the remit of the
DOCEA; knowledge of the appropriate source of information required by those criteria that are outside the role of
the DOCEA
4.
Design strategies that would generally meet the requirements of Regulations (TER, TFEE and the five steps in the Part
L1A process) and their approximate costs; cost effective strategies for amending the original design to ensure
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compliance; the importance of ensuring the client is informed of the required changes, and the implications of not
adopting them
5.
The additional information that is required by the DOCEA in order to prepare an as-built submission
Assessment
The evidence presented for this unit must be assessed and internally verified by the assessment centre.
Minimum Evidence Requirements
Learners must:
1
Carry out SAP design assessments on FIVE dwelling designs and assess them for compliance with Building
Regulations relating to energy performance of dwellings. These five SAP assessments are carried out on the
same five dwelling designs as those submitted as evidence for Unit 3: they are NOT additional to those 5
assessments. The learner’s evidence submitted should demonstrate the ability to assess the dwelling designs for
compliance with Regulations, and make suggestions for altering the dwelling design where it does not comply.
The same requirement for a range of scenarios to be covered applies as for Unit 3.
2
Submit ONE additional package of evidence as follows:
ONE completed Building Regulations Compliance assessment of a case study dwelling design, supplied by the
Centre. This case study design will fail Regulations on at least the following, and the action required to achieve
compliance must not be straightforward:
a) TER
b) Fabric and TFEE
c) Services
3
Produce evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not
covered by the performance evidence above
Additional notes
As described under Unit 3, centre created drawings and specifications intended to test Learning Outcome 2 must be
submitted to the ABBE EV for approval prior to their use.
This tests the ability of the learner to alter a dwelling design to ensure it complies with regulations and should be created
by the Centre to ensure a minimum difficulty level.
If a learner submitted as evidence 5 assessments where they had not been required to amend the original design to
achieve regulations compliance, Learning Outcome 2 would not be satisfied.
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Title
Produce Submissions for Building Regulations and Energy Performance Certificates
Level
3
Credit Value
5
Unit purpose and aims
To produce Building Regulation Statements and Energy Performance certificates in compliance with legislation and
regulatory requirements, using the prescribed software and making recommendations for performance improvement
measures.
Evidence
Learning outcomes
Assessment criteria
req
The learner will:
The learner can:
1. Be able to produce Building
1.1
Assemble and collate information from the assessment and other
1
Regulations statements
relevant and reliable sources
2. Be able to produce Energy
Performance. Certificates
1.2
Use the approved software to determine energy performance
ratings and produce Building Regulation statements
1
1.3
Prepare Building Regulation statements in compliance with the
regulations
1
2.1
Assemble and collate information from the assessment and other
relevant and reliable sources
1
2.2
Use the approved software to determine energy performance
ratings and produce Energy Performance Certificates
1
2.3
Sift the software recommendations to identify measures that
owners/occupiers could take to improve the energy performance
of new dwellings
1
2.4
Prepare Energy Performance Certificates in compliance with the
regulations
1
2.5
Undertake further investigations where outcomes are inconsistent
with expected results and identify the causes of these
inconsistencies
1
2.6
Apply plain language and appropriate terms where free text is
allowed
1
2.7
Explain the approved software for producing Energy Performance
Certificates
1
2.8
Check Energy Performance Certificate to ensure it has been
inputted correctly, is clear and complete, and includes the correct
property reference number and postal address
1
Give the client the completed Building Regulation statement or
Energy Performance Certificate and interpret the contents of these
2
Inform the client of the ratings, reference values,
recommendations and their implications
2
3.3
Explain the extent and the context of the recommendations on
performance improvement measures to the client and
owner/occupiers
2
3.4
Respond to queries regarding the Building Regulation statement or
Energy Performance Certificate and provide clarification of the
contents
2
3. Be able to issue Building
3.1
Regulation statements and Energy
Performance Certificates and
explain their contents
3.2
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3.5
Explain limitations, as appropriate, on answers to queries from the
client and owner/occupier
2
3.6
Suggest sources of further information and advice to which the
client and owner/occupier could be referred
2
3.7
Submit Energy Performance Certificates for entry on the national
register
2
Fundamental knowledge and understanding
1.
How to use the prescribed technology, SAP, to create Building Regulation compliance statements and EPCs
2.
How to assemble data ready for input and to check it for accuracy following input
3.
How to generate and review regulations compliance statements and recommendations
4.
How to issue regulations compliance statements and lodge EPCs
5.
How to explain the regulations compliance statements and EPCs to clients, and respond to their queries on them
6.
How to maintain necessary internal records of Reports issued
Assessment
The evidence presented for this unit must be assessed and internally verified by the assessment centre.
Minimum Evidence Requirements
Learners must:
1
Carry out SAP design assessments on FIVE dwelling designs and input the data to produce and issue EPCs and
Regulation compliance submissions.
2
For ONE of these FIVE EPCs, learners must produce:
a)
A learner statement to describe a methodical routine for preparation of Building Regulation statements and
Energy Performance Certificates using the prescribed technology, to include:
 the processes and procedures necessary to prepare each output
 a check that the input data, the regulations compliance statement and the recommendations generated
are accurate and appropriate
 issue the regulations compliance statement to the client
 lodge the EPC
 any issues found relating to this report, and details the way in which the learner met these challenges
b) ONE package of evidence to cover communicating with the client and answering questions.
c)
Using the case study dwelling design supplied by the Centre in connection with Unit 4 Learning Outcome 2,
the learner must supply
a.
a letter or other written communication to the client outlining the changes required to the original
design to ensure compliance with Regulations, giving reasons. The communication should also
explain the subsequent process for provision of an As Built EPC, and outline the information needed
from the client to enable this to happen
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b.
3
a letter or other form of communication responding to the client’s reaction to this adviceProduce
evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not
covered by the performance evidence above
Produce evidence to meet all aspects of Fundamental Knowledge and Understanding where these are not
covered by the performance evidence above
Additional notes
These five SAP assessments are carried out on the same five dwelling designs assessed by the learner and submitted as
evidence for Units 3 and 4; they are NOT additional to those five assessments.
The same requirement for a range of scenarios to be covered applies, as for Unit 3, and is not repeated here.
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PART 5 Appendices
Appendix 1 Additional Unit Information
Unit 1: Conduct energy assessments in a safe, effective and professional manner
Additional information about this unit
Unit reference number
T/601/5964
Unit review date
31-Mar-2015
Details of the relationship between the Asset Skills National Occupational Standards for Domestic On
unit and the national occupational
Construction Energy Assessors
standards or other professional
standards or curricula [if appropriate]
Assessment requirements or guidance This unit is subject to Asset Skills principles of Assessment for
by a sector or regulatory body [if
competency based units in the QCF.
appropriate]
Support for the unit from a SSC or other This is an Asset Skills unit
appropriate body [if required]
Location of the unit within the
5.2 Building and construction
subject/sector classification system
7.3 Service enterprises
15.2 Administration
Name of the organisation submitting the Asset Skills
unit
Availability for use
Shared unit
Unit Guided learning hours
25
Unit 2: Prepare for Standard Assessment Procedure energy assessments
Additional information about this unit
Unit reference number
T/502/6873
Unit review date
01-Dec-2013
Details of the relationship between the Asset Skills National Occupational Standards for Domestic On
unit and the national occupational
Construction Energy Assessors
standards or other professional
standards or curricula [if appropriate]
Assessment requirements or guidance This unit is subject to Asset Skills principles of Assessment for
by a sector or regulatory body [if
competency based units in the QCF.
appropriate]
Support for the unit from a SSC or other This is an Asset Skills unit
appropriate body [if required]
Location of the unit within the
7.3 Service enterprises
subject/sector classification system
Name of the organisation submitting the Asset Skills
unit
Availability for use
Shared unit
20
Unit Guided learning hours
Unit 3: Undertake Standard Assessment Procedure energy assessments
Additional information about this unit
Unit reference number
A/502/6874
Unit review date
01-Dec-2013
Details of the relationship between the Asset Skills National Occupational Standards for Domestic On
unit and the national occupational
Construction Energy Assessors
standards or other professional
standards or curricula [if appropriate]
Assessment requirements or guidance This unit is subject to Asset Skills principles of Assessment for
by a sector or regulatory body [if
competency based units in the QCF.
appropriate]
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Support for the unit from a SSC or other This is an Asset Skills unit
appropriate body [if required]
Location of the unit within the
7.3 Service enterprises
subject/sector classification system
Name of the organisation submitting the Asset Skills
unit
Availability for use
Shared unit
Unit Guided learning hours
35
Unit 4: Assess compliance with buildings regulations
Additional information about this unit
Unit reference number
F/502/6875
01-Dec-2013
Unit review date
Details of the relationship between the Asset Skills National Occupational Standards for Domestic On
unit and the national occupational
Construction Energy Assessors
standards or other professional
standards or curricula [if appropriate]
Assessment requirements or guidance This unit is subject to Asset Skills principles of Assessment for
by a sector or regulatory body [if
competency based units in the QCF.
appropriate]
Support for the unit from a SSC or other This is an Asset Skills unit
appropriate body [if required]
Location of the unit within the
7.3 Service enterprises
subject/sector classification system
Name of the organisation submitting the Asset Skills
unit
Availability for use
Shared unit
Unit Guided learning hours
25
Unit 5: Produce Submissions for Building Regulations and Energy Performance Certificates
Additional information about this unit
Unit reference number
J/502/6876
01-Dec-2013
Unit review date
Details of the relationship between the Asset Skills National Occupational Standards for Domestic On
unit and the national occupational
Construction Energy Assessors
standards or other professional
standards or curricula [if appropriate]
Assessment requirements or guidance This unit is subject to Asset Skills principles of Assessment for
by a sector or regulatory body [if
competency based units in the QCF.
appropriate]
Support for the unit from a SSC or other This is an Asset Skills unit
appropriate body [if required]
Location of the unit within the
7.3 Service enterprises
subject/sector classification system
Name of the organisation submitting the Asset Skills
unit
Availability for use
Shared unit
Unit Guided learning hours
25
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Appendix 2 Structured Professional Interview
Using the ABBE Structured Professional Interview to fill small scale gaps in the learner’s record
The structured professional interview [SPI] is one method centres can use to assess learner competence. Other methods
include submitting evidence in a standard NVQ type manner or by the recognition of prior achievement.
The SPI is designed to be used primarily with experienced practitioners in situations where the learner needs to fill small
scale gaps in their evidence in a quick and efficient yet robust manner. As such it is an ideal assessment method for this
qualification when the minimum evidence has already been submitted but there are still some small areas of doubt but
which are not sufficient to warrant requiring the learner to submit further full Regulations Compliance statements and
EPCs. The SPI is an assessment tool that allows the assessment centre to undertake a detailed and structured interview
with the learner, to review the specified additional evidence in a structured fashion.
The SPI (also referred to as a Professional Discussion) is an assessment tool that allows assessment centres to undertake
detailed and structured interviews with learners to establish a learner’s skill or knowledge in a show and tell manner.
Centres should bear in mind that it is generally those learners with more relevant experience who will find it easier to
locate evidence at the time of the interview than a less experienced counterpart. Where the SPI is used with less
experienced learners, the assessor may need to contact the learner in advance to give guidance on how to prepare.
Alternatively, the assessor – knowing where the gaps are in the learner’s assessment record - can prepare the ground to
be covered with the learner when they meet, perhaps discussing this with the learner in advance.
A guidance document on SPI is available on the ABBE website at www.abbeqa.co.uk It is important that both assessors
and learners are fully aware of the guidance because SPIs are not an ‘easy option’ that circumvents the rigour of more
standard methods of assessment. The assessors take on a considerable responsibility for structuring and recording in
detail the assessment activity and the learner needs to prepare well to enable the interview to be a success.
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ABBE Structured Professional Interview Form
Learner name:
Outline of
Question/Topic
Discussed
Date
Outline of response given by learner
Assessor Competence Justification Statement
Assessor Signature
Learner Signature
IV Signature (if sampled)
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Evidence Seen and
Location
Appendix 3 Example of completed age/built form table
This completed age/built form table provides an example of how the minimum evidence requirements of Unit 3 may be
provided by a mixture of “real” dwelling designs, centre provided drawings, and other evidence
Evidence table for an Example Learner
House/bungalow
(floor & roof
exposed)
Boiler system with hot Combination boiler
water storage
system
36 Beech Avenue
21 Long Street
(detached house with oil- (terrace with condensing
fired boiler, radiators and combi boiler to radiators
hot water storage tank;
block/brick cavity wall,
integral garage)
mid floor flat
(neither floor nor
roof exposed)
Flat/maisonette
(foor or roof
exposed)
Electric storage heaters
Centre provided drawing,
Example P
(bungalow with Solar PV,
GSHP and room in roof)
Centre provided drawing,
Example Q
(electric storage heaters
and dual immersion hot
water tank; air
conditioned)
Flat 3,
18 Sandy Terrace
(ground floor social
housing flat with
communityheating,
timber frame
construction)
Evidence for property features/heating systems not covered by the 5 EPCs:
Mechanical ventilation: candidate questioning recorded on SPI.
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