Professional Documents
Culture Documents
Energy
Intermediate 2
Course Guidance and
Employability Skills
Support Material
August 2008
Energy: Course Guidance and Employability Skills (Intermediate 2)
Acknowledgements
SFEU is grateful to the subject specialists in Scotlands Colleges and other
agencies and industry bodies who have been involved in the writing of this and
other support materials in the Skills for Work series. SFEU is also grateful for the
contribution of the Scottish Qualifications Authority in the compilation of these
materials, specifically for its permission to reproduce extracts from Course and
Unit Specifications and the Skills for Work Rationale.
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
These support materials were produced with assistance from the European Social Fund.
Energy (Intermediate 2)
C258 11
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Course C258 11, Energy (Intermediate 2).
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and reproduce
items from the pack provided that this is to support teaching and learning
processes and that no profit is made from such use. If reproduced in part, the
source should be acknowledged.
Website: www.sfeu.ac.uk
Website: www.sqa.org.uk
Class Sets
Class sets of this pack may be purchased direct from the printer. Costs are
dependent on the size of the pack and the number of copies. Please contact:
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Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this pack.
Contents
How to Use this Pack 9
Reference Section 10
What are Skills for Work Courses all about? 11
The Course in Energy (Intermediate 2) 14
Employability Skills Profile 17
Careers Scotland Support 19
The Reference Section of the pack provides information on the rationale for, and
ethos behind, the Skills for Work courses. This introduction to Skills for Work
explains the importance of employability as the underpinning theme of the Course,
the rationale for the Course as a whole and the Employability Skills Profile,
showing where the specified employability skills and attitudes can be evidenced
and assessed throughout the Course.
The Tutor Support Section gives guidance on learning and teaching with the
under 16 age group, and general guidance on course delivery including essential
and recommended resources.
The Course Induction Section contains information which may be useful when
designing a course induction programme.
The Student Support Section contains Employability Skills Support materials for
students, including activities. Some of these could be included in an induction
programme, while others might be used more effectively at relevant points during
the Course. This section also includes a Student Course Evaluation Sheet.
Reference Section
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.
Core Skills
The five Core Skills are:
Communication
Numeracy
Information Technology
Problem Solving
Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
generic skills/attitudes valued by employers
understanding of the workplace and the employees responsibilities, for
example time-keeping, appearance, customer care
self-evaluation skills
positive attitude to learning
flexible approaches to solving problems
adaptability and positive attitude to change
confidence to set goals, reflect and learn from experience.
specific vocational skills/knowledge
Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits, visiting
speakers, role play and other practical activities.
There are many technologies used in the production of energy and this course
has been designed to contain both an electrical generation practical/skills element
using wind turbines and a heat generation practical/skills element using solar
panels. These elements were selected to ensure candidates received a range of
skills using different technologies that are involved in the generation of energy.
Other systems used to generate energy from both the traditional/conventional and
renewable systems will be discussed and evaluated during the Course.
The primary target group for this Course is school candidates in S3 and S4.
However, the Course is also suitable for S5/S6 candidates and adult candidates
who are seeking to enhance their employability and vocational skills in the energy
sector.
The production and use of energy is important in everyones life and is also an
important area of study and work. It is central to how we reduce our impact on the
environment when generating heat or electrical energy or power and to reducing
our CO2 emissions which are widely claimed to have an impact on climate change.
The generation of energy has traditionally been done through the use of fossil
fuels; oil, gas, and coal, with some renewable energy produced from hydro power.
Nuclear power was seen, and is still seen by some, as a method of generating
energy with zero carbon emissions, but the disposal of the radioactive spent fuel
is of major concern and this can counteract the advantages it has with zero
carbon emissions.
The main themes of the course are: conventional energy production, renewable
energy production, converting energy from one form to another, industrial or
domestic energy generation facilities, practical work with solar panels and wind
turbines (integrating team work into the assembly process), and investigating
careers within the energy sector.
Optional areas covered are the size of an individuals carbon footprint, oil and gas
extraction or conventional energy systems; their contribution to the total energy
generated in the UK and their environmental affects.
Candidates will study the overall status of energy in Scotland, and in the UK, in
general. They will explore the conventional methods of production, including their
efficiency levels, various energy conversion principles, and how energy can be
conserved. They will also explore the more recent developments in energy
production using renewable energy techniques and will develop practical skills in
the areas of plumbing, electrical, and mechanical engineering. Careers within the
energy sector have been integrated with employability skills which are developed
through practical activities.
The three optional Units offer different routes for candidates. They can opt for an
individual investigation and evaluation of their own carbon footprint, investigate
the size of the market segment taken up with conventional production techniques
and their sustainability, and explore the use of the national grid as a means of
transmitting electricity throughout the UK, or have an in-depth study into the
formation and extraction of one type of fuel in its raw state which is particularly
relevant to Scotland, ie. offshore oil and gas.
Mandatory Units
Energy: Introduction =A
Energy: Domestic Solar Hot Water Systems =B
Energy: Domestic Wind Turbine Systems =C
Energy: Employability and Careers =D
Optional Units
Energy and the Individual =E
Energy: Oil/Gas Extraction =F
Energy: Conventional Production Technologies and the Grid =G
Since August 2006 Careers Scotland (SE and HI areas) has been funded by the
Scottish Government to support College/School Collaboration and encourage and
promote vocational educational choices for pupils in schools.
Careers Scotland (now part of Skills Development Scotland) has an important role
to play in selection, recruitment and pre-entry career guidance, as well as ongoing
support and pre-exit career guidance, to ensure the pupils experience of SfW is
capitalised upon in any future career planning.
Careers Scotland activity takes place locally and nationally under 4 objectives:
Introduction
Energy is a topic that everyone has a vested interest in, from using energy for
heating and electrical appliances to the effect that energy generation has on the
environment and climate change.
Employment opportunities within the energy sector are growing year on year, the
jobs being mainly within the engineering and engineering services areas. These
jobs range from installation of solar, wind and ground source heat pump systems
and fabrication of wind turbine columns, to graduate level jobs in design or control
systems.
This course has a strong practical content where students will gain relevant
practical skills used within the energy sector.
Some students on the Course may have come from Engineering or Construction:
Intermediate 1 Courses and have a background in skills but for others this will be
their first experience and knowledge in this area. It follows, therefore, that
lecturers should take into account the previous experience and knowledge base of
the students and should adapt their teaching approach accordingly.
Regular course team meetings (possibly once a term) should take place to
discuss issues about the Course. These meetings should include the class
representatives who will report on issues the students feel are important.
1. Activate prior knowledge and learning ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
2. Tune learners into the Big Picture the tutor knows the curriculum inside out
and why each lesson follows a sequence, however the young learner does not
have this information and is re-assured by being given the Big Picture.
Tips Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What Im
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers these are lists of the key concept words that are
part of the course or unit.
Tip Highlight on any text the concept words that you will be using; make a
visible list and put it on display concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing and
demonstrating, however try to provide opportunities to facilitate learning.
Tips Ask students what they know now that they did not know before, or what
they can do now they could not do before, at appropriate points in the lesson or
teaching block; ensure there are problem solving activities that can be done
individually or in groups; ask students to demonstrate what they have learned;
use a range of question and answer techniques that allow participation and
dialogue, eg. provide hints and cues so that they can arrive at answers
themselves.
5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips - At appropriate points ask students what words mean; explore the various
meanings of words to find out if they may have come across this language in
another context; by looking at the structure and meaning of words there is an
opportunity for dialogue about learning and to build vocabulary.
Tips Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment provide details
of the learners strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
them; allow learners to set criteria for success and then measure their
achievements against these.
9. Managing the learning behaviour. Under 16s are coming into Scotlands
Colleges and training establishments from largely structured and routine-driven
environments in schools and early feedback from those undertaking Skills for
Work courses indicates that they very much enjoy the different learning
environment that colleges and other training providers offer. Remember though
that these are still young learners. They will still expect tutors to provide
structure and routine, and will perform best in a calm, orderly learning
environment. Young students will respond to firm, fair, and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips - Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young persons.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who
are disengaged, disaffected and who have not yet had an opportunity to
experience success. Skills for Work is a unique educational initiative that
young people can be motivated to buy into you as the tutor are key to the
success of these programmes.
Following on from this, students or the centre should select the optional Unit from
within the Course. This optional Unit could be done in parallel with the other
practical Unit. (It may be wise to offer the Energy: Domestic Solar Hot Water
System if it is due to be completed in the summer, as this could give the best
chance of suitable weather for testing.)
This approach should give progression to the learning on the Course, from an
introduction to energy and energy generation systems, to learning practical skills,
to specialising in one area ie. drilling for oil and gas; considering their own carbon
footprint or a deeper understanding of the conventional methods of producing
electricity and how it is transmitted around the country.
Presentations will be given by students during this Course, which should help
raise their levels of confidence and make things like going for a job interview a
little easier and hopefully make them more successful applicants. It would be
beneficial if students were given opportunities in all Units to speak to the rest of
the class or to their groups. The more students are involved in this type of activity
the easier it becomes for them and the better they become at it.
The learning, teaching and assessment of these skills should be integrated with
the learning, teaching and assessment in all the Units of the Course. This will
involve the teaching team co-ordinating the development of the employability
skills. Specific exercises and assessments lend themselves well to developing
specific skills. If this is mapped out at the course planning stage by the course
team, students will be able to make good use of class activities to develop their
employability skills.
Resources
Websites
The Future Generator: a useful resource for awareness raising about choices in
energy use and production and their relative impacts. Developed by London
Transport Museum:
http://future.ltmcollection.org
Energy Savings Trust: a non-profit organisation that provides free impartial advice
re energy efficiency and energy conservation to combat climate change
http://www.energysavingtrust.org.uk/
Solar Hot Water: (build your own solar water heating panel):
http://www.bigginhill.co.uk/solar.htm
Online quizzes
Resource kits
Renewable Energy Kits for Schools - Wind Turbine, Solar Water Heating
http://www.click4eco.co.uk/index.ep?category=11
Books
Energy matters
Cambridge, England: Independence, 2005
Approaches to Induction
This section contains advice on induction into the Course Energy (Intermediate 2)
followed by suggestions for introductory activities for induction programmes in
general.
The exact form of the Course Induction programme will depend on centres
individual circumstances eg. location, timetabling etc. However the important point
about any induction programme is that it should be lively, informative, motivating
and enjoyable, with students having opportunities to interact with tutors and fellow
students.
Here are a few suggestions that you might wish to consider including in your
induction programme:
Some energy related activity - thats why theyre here! You need to engage
young learners from the word go. This will also be a good way of getting to
know others on the Course and of breaking the ice a bit. Ask them to compare
the energy they have used that day, eg, fridge to get their milk for cereal, kettle
for tea, TV, phone charger, car journey etc.
Using some of the activities outlined on the pages headed Possible Induction
Activities for Skills for Work Programmes icebreakers, introduction to the
vocational area and warm up to learning activities.
Skills for Work what its all about and what makes it different from other
courses they might do in school.
Employability Skills: visiting speakers as above or a visit could be useful here
Orientation finding their way around the college/centre.
What is expected of the student, ie. behaviour, attendance etc.
The Big Picture - more in depth information about what the Course entails.
What Units they will be undertaking.
How theyll be taught and how theyll learn (doing and reviewing).
How long is the course.
Wholl be responsible for delivering the Course.
Where the course is being delivered.
Practicalities - what day(s) they have to attend, start and finish time, lunch time,
travel arrangements etc.
However, despite their interest and excitement, many of the students will also be
anxious, unclear about what is going to happen and concerned about their ability
to carry out the tasks that they will be set. Inevitably some will come with
unrealistic expectations of what they will be able to do right away cut someones
hair, build a wall, bath a baby etc. In order to manage their expectations, the
induction process has to address their concerns, make clear to them what is about
to happen and build very quickly on their interest and enthusiasm to engage them
and develop their appetite for learning. The learning environment of a college will
be very different from school but the young learners need for a feeling of security,
a sense of purpose and clear instructions about what is and is not appropriate has
to be acknowledged right from the outset to ensure they can make the transition
safely.
All of this is a tall order, especially in the relatively short periods of time they will
spend in college so the first impressions that we create have to be strong, build
communications quickly and relieve any sense of stress by involving fun and
stimulating things to do. The following activities are ones that have been tried
and tested and though they may not work with every individual or every group
they should quickly engage, help to break the ice and encourage participation
and communication. For clarification the term ice-breaker is used here for
activities which help to introduce people who do not know each other, develop
communication and create a relaxed environment. Warm-ups are activities to
introduce learners to the topic they are about to learn in a fun, stimulating and
engaging way.
Ice-breakers - Any game which involves people saying their name and other
peoples names, eg. ask the class to arrange themselves in a line
alphabetically by their first name and find out the names of the person on
either side of them. They then, in order left to right, have to call out the name
of the person to their left; the last person has to remember the first persons
name. Then do it again calling out the name of the person to their right.
Paper Aeroplanes each student has a piece of paper on which they write
their favourite colour/food/band, something they are good at and what they
would like to be able to do by the end of the course. They then make the
paper into an aeroplane and come and stand in a circle, throw the aeroplanes
into the centre. Each person has to pick one out, (not their own), and either
they, or the teacher reads it out and the owner has to identify themselves. This
is a quick way to find out quite a lot about the group.
NB: Note however that any game which involves reading or writing may
embarrass people who do not have good literacy skills so drawing pictures
may sometimes be more appropriate.
Problem Solving team games which require the group to solve a problem
collectively, eg. in groups of 4/5 they are given 1 sheet of flipchart paper and
have to work out how to cross an area of the room (one side to the other)
without anyones shoes touching the floor.
Activities which allow the learners to have a go at a task related to the vocational
area and also encourage communication and participation include:
Give students a selection of appropriate magazines and get them to make up a
quick poster to show what they think working in the vocational area is all about.
Using photos/pictures/PowerPoint images of the resources, environment and
tools that are used in your vocational area to create observation games, e.g.:
spot the difference between two similar pictures
find six objects that begin with .letter of the alphabet
arrange pictures in sequence to explain a task.
Putting a time limit on the task e.g. do this in the time it takes to play 3 of
their favourite music tracks keeps the focus on the task.
A team game to get students thinking about employability skills. Make up a
selection of cards showing a variety of employability skills. The students task
is to decide which are the most important line them up in order with the most
important at the top and the least important at the bottom. (The answer
doesnt matter thinking, discussion and awareness are the goals.)
Warm-ups to learning
To take these ideas forward and add to them, you can attend one of SFEUs
Get Skilled Up half day workshops for lecturers delivering Skills for Work
Courses, when we explore further the learning process and look at a range
of specific teaching and learning techniques to use with the under 16 age
group. To find out when the next event is visit our website www.sfeu.ac.uk
or contact the Learning Process team at SFEU on 01786 892000.
This means that the Course team must meet prior to and regularly during the
Course to discuss issues such as:
Employability skills for this Course include respect for people and their views,
which incorporates respecting diversity and having a non-judgemental attitude.
1. Nuclear power has nearly zero carbon emissions and therefore I think it is an
essential way to generate electricity in this country.
2. Nuclear power has big issues with the disposal of radioactive material and
therefore I think it has no place in this country for generating electricity.
The points of view are at opposite ends of the spectrum but are both valid and
students putting forward points of view should be able to use their own judgement
where appropriate. The important thing is that they have justified their views and
not just opted for the popular solution.
Students should be able to accept the other persons point of view. Everyone has
the right to express their opinion even although it maybe quite different from their
own. All students should be able to express their opinions openly without fear of
ridicule of hostility.
The employability skills should be integrated throughout the Course. The evidence
requirements in relation to these skills are covered in the Unit Energy: Careers
and Employability, but each Unit provides opportunities for developing the skills.
Other opportunities for developing the skills will come in the form of assessments
and class exercises. For example, working with others is a large part of both
practical Units. Students will work in teams to plan, assemble and test a solar hot
water system and a small wind turbine. Their tasks not only include the assembly
and testing of the systems but an evaluation on their team-working abilities. These
practical Units also develop other employability skills eg.
The following tables on employability skills give a more detailed view on how
these skills can be developed in individual Units.
Throughout the pack there are numbered flags like the one shown
here, showing which specific employability skill can be highlighted
and/or assessment evidence recorded when students are busy with the various
activities in the Course.
Maintaining good
Following basic Reflecting on own
1 timekeeping and 8 15
drawings correctly performance
attendance
Maintaining a tidy Checking quality of Learning from past
2 9 16
workplace work experiences
You will find or create countless opportunities to help students develop their
employability skills. The following pages show some ways of going about it to get
you thinking!
2
Keeping a tidy workplace is relevant to the practical based Units. Tidying workspace,
generally as the work
Discuss the need to keep a tidy work area or workspace from a Health proceeds
and Safety and a personal organisational point of view.
Clean and store tools
Maintaining a Educate the class to keep the work area tidy at all times. correctly
tidy workplace
Allow them to reason for themselves about the potential consequences of Clean workbenches
an untidy work area!
Keep walkways clear and
Perhaps one at a time, in pairs, or in small teams the students could be on clean
tidy up duty.
Disposal of scrap material
Emphasise to the class that this is often the routine in the actual into the proper bin
workplace.
Tidying up after a specific
If students get into a good routine with this it should be only on rare spill of materials
occasions that you have to pull them up on their tidiness.
If the workplace is clean at the start of the lesson then the workplace
should be left in the same clean state for the next class.
Seeking feedback and advice from teaching staff is relevant to all Units in the Ask questions
3 Course. Check work progress with
Discuss the benefits of getting feedback from staff and asking for advice. staff
This can increase the students level of confidence in what they are doing Check tool safety with staff
Seeking and can reinforce their views of the direction they are taking. Success can
be greatly increased by using knowledge and experience gained from Seek tutor feedback
feedback and
advice others. Confirm instructions when
unsure
Young students can be wary of seeking advice for fear of highlighting their
own lack of understanding or of being singled out for ridicule perhaps
based on past experience.
Staff should emphasise that in the workplace it is essential that they seek
advice if they are not sure about something as the consequences of not
doing so could be quite serious eg. misusing tools, poor techniques can
result in injury.
Students should be praised for seeking advice and reassured that staff
welcome their questions and it also helps them to demonstrate another
employability skill: positive attitude to learning.
Tutors should explain that they may not be able to give advice or help
straight away (as they may be helping somebody else) but they will
respond as soon as they can.
Relevant to all Units in the course but in particular to the practical based
Units. Health and Safety
procedures
4
Discuss the benefits of following instructions, from regulations that are Work schedule or sequence
mandatory to class or work processes that have been devised by
Practical work and trade
experienced staff. Include the pitfalls of doing their own thing.
Following techniques
instructions It can be difficult to keep the attention of under-16s. When you want them
Checking quality
to cultivate the skill of following instructions its important to transmit the
instructions clearly and concisely. Planning and preparation
Trying to get students to think of the reason behind an instruction can help
them to remember it.
Get them to repeat the instruction or explain it in their own words to make
sure theyve understood and know whats required.
If an individual student is struggling with an aspect of their work they may
appreciate personal assistance and quiet one-to-one instruction. This
would be an opportunity for you to note their positive response to any
instructions you give them at that time.
Team working is a mandatory part of the practical based Units but could Ice breaker activities during
occur in other Units during the course. induction
5
Assembly and test of solar
Discuss the advantages and disadvantages of working in a team, eg.
panel
advantages could include sharing of workload, support from each other,
generating more ideas. The disadvantages could be that a consensus is Assembly and test of wind
Working co- needed on all points and the uneven workloads that can be put on team turbine
operatively with members sometimes.
others Group presentation
Working co-operatively with others (sometimes referred to as Working
Investigations
With Others) is mainly about communication and taking others into
consideration. Social interaction
Get the class into the habit of working as a team where appropriate eg. Students working in harmony
when tidying up during and at the end of practical sessions.
Sharing of experiences
Get them to speak to each other and to you about the sharing of
Peer support
workspace, tools, equipment and materials.
Monitor the teams as they assemble and test the energy generation
systems in the practical Units.
Watch out for specific instances of the students working co-operatively
together including demonstrating a specific awareness of health and
safety issues. You should note this evidence.
Identify the roles undertaken by team members and discuss how these
roles were allocated.
Mixing different school groups will help to reinforce the idea of working
cooperatively with everyone in the workplace not just friends
This is important for all practical activities but mainly relevant to the practical
Tool acquisition procedures to
6 based Units.
be followed during practical
workshop sessions
Discuss the need to select the right tool for the job and why it must only
be used for the purpose for which it was designed. Correct number of tools used
Selecting
and using tools The sourcing of tools means that each centre must inform the students Carrying tools safely
correctly and of the procedures to be followed for the acquisition of tools and Using tools safely
for the purpose equipment.
they were Clean and store tools safely and
The correct use of tools must be demonstrated before students are correctly
designed allowed to practise the skill.
No tools left out at end of
Movement of tools to be completed in a safe manner. session
Each tool has a function that it was designed for and use or misuse of
the tool for any other task/purpose should be discouraged. The dangers
of misuse of tools must be stressed.
Students should be encouraged to report any faulty or worn tools.
Each tool must be clean and free from defects at the start of the practical
activities and at the end.
Students must be made aware that if a tool is worn or becomes
unusable that they are responsible for reporting the fault.
Tools should always be returned to their proper storage place.
Induction procedure
Health and Safety is important to employers and is a key part of the learning
7 and teaching of each of the practical based Units. Behaviour in workshop
Routinely wearing PPE
Discuss the role of Health and Safety in the workplace and the use of
Wearing correct PPE
Personal Protective Equipment (PPE) to reduce the chance of injury.
Using Personal
The requirements and the role of students and staff should be made Cleanliness
Protective
clear.
Equipment Clear walkways
correctly and From the first workshop session to the last there should be ample
Manual handling
working safely opportunity to collect evidence of health and safety issues.
First aid procedures
Discussion on what PPE might be required for specific tasks and the
importance of PPE in the protection of everyone. Fire procedures
Tool and equipment safety
Personal hygiene
Identification of hazards by
students.
First aid and fire awareness.
Essential in the practical based Units but could occur in any of the other Reading drawings
Units in the Course.
8 Carrying out quality checks
Discuss the role of drawings in communication and the need to be able Planning sheets
to extract relevant information from them.
Following basic Following instructions in the
drawings Students should be issued with drawings and sketches for all practical correct sequence
correctly activities.
Using drawings as a means of communication.
Correct interpretation reinforced.
Particularly useful in the practical based Units but is relevant to all the Units
9 Quality checking as work
in the Course.
progresses
Discuss how the checking of their tasks can lead to a higher quality of Quality at the end of practical
Checking work and hence meet the standards required. activities
quality of work
Students constantly check against the drawings for dimensions, Quality at the end of non-
materials, fits and sequence of operations. practical work
Students should be made aware of acceptable standards in terms of the Checking and reporting on
quality of practical, investigative and presentation work. fitness for purpose
13 New skills and techniques will be acquired during the practical based Units but Listen to instructions
new techniques will occur in all other Units in the Course.
Applying feedback
Willingness to Discuss the benefits of learning new skills and how it is essential in a Asking questions
constantly changing world to maintain employment or gain promotion.
learn new skills Practising skills
or techniques Students will have an opportunity to demonstrate a positive attitude to
Discussions with tutor
learning in all Units in the Course.
Checking quality
A positive attitude to learning can also be stimulated by the enthusiasm
and expert knowledge of the staff member. Assisting others
Introduce practical activities very early on. Genuine participation in
review process
Interesting tasks and the assembly and testing of both energy systems will
be enjoyed and will help with attention, following instructions, asking Perseverance
questions, taking advice, carrying out quality checks and a desire to learn
All of the other employability
more.
skills
Reflecting on issues, personal thoughts, quality of work etc. is relevant After practical tasks
15 throughout the Course.
After assembly tasks
Discuss how self reflection can lead to improvements in the work they are After testing
doing and in their lifestyles in general. Students usually find reflection
After investigations
Reflecting on difficult and the use of appropriate questions can aid this process.
own After presentations
Students often find reflecting and evaluating quite difficult. Reasonable time
performance needs to be allocated to teaching these skills and provide plenty of
opportunities for development.
Getting the students to complete a reflective diary (not assessed) will help
them to develop this skill on a regular basis.
This section contains material that can be used to introduce students to the
specific employability skills, health and safety considerations and the two energy
generation systems that feature in mandatory Units in the course.
Centres may choose to use some of the suggested activities in this section in
their induction programme and use other parts at suitable points during the
Course.
Please note that the material in this section is designed for use by the learner,
including the activities, but is not suitable for the learners to tackle without
tutor guidance and discussion, particularly the activities related to self-
evaluation. You might feel that, in some cases, you would want to talk through
the instructions with the learners and then give them out as reminders. The
activities could be used for individual, pair or small group work.
Tutors are encouraged to use the materials creatively in ways which will engage
the younger learner, perhaps adapting them to the type of activity suggested in
the previous section.
Many of the subjects that youve been studying at school may have been quite
theoretical. This means that its sometimes difficult to see how they relate to real
life as you see it and depending on the subject, reading about something isnt
always the best, or most exciting, way to learn. If you want to learn to play
football or cook, for example, you would probably find it much easier to actually
do it and learn through first-hand experience. Professional footballers didnt get
where they are today by reading books about football!
This course should be different from many of your school subjects because you
will be given the opportunity to develop some of the practical skills used on wind
turbine and solar hot water generation systems through actually doing them or
helping to do them. Where this is not possible because of practical or safety
reasons, you may have the opportunity to visit an energy generation system and
see people using these skills in their daily jobs.
You may find that the energy industry is not for you after all, or you may find that
you are actually more interested in a different part of the sector than you
originally thought eg. design, or research and development. The course should
help you to make choices about your future in the workplace, but will also equip
you with important skills that you can use whatever career you eventually
choose.
The notes that you will be given are intended to help you to get to grips with what
you will learn and do whilst on this course. You will find that there are several
activities and self-assessment tasks, often followed by some answers. In some
parts of this pack, you will be asked to think about things that you maybe dont
know very much about yet but dont worry! Theyre not tests, so dont worry if
your answers arent as complete as those provided for you. The questions have
been designed to get you thinking about everything you do rather than just
rushing in there!
Heres a summary of the Units that you will have to study as part of this course.
Energy: An Introduction
Energy: Domestic Wind Turbines Systems
Energy: Domestic Solar Hot Water Systems
Energy: Employability and Careers
Mandatory Units
Energy: An Introduction
You will:
You will:
You will:
Optional Units
Energy and the Individual
You will:
You will:
You will:
What is Energy?
We use energy to do work, to light our streets, power our buildings, run TVs,
washing machines, cookers, games consoles and so on. It provides heat for our
homes and gives us power to move vehicles, ships and aircraft. Humans also
require energy to live active lives. The list of uses for energy is almost endless,
since everything that moves requires energy to do so.
Traditionally, electrical energy came from coal, oil, nuclear or hydro power
stations and this gave us most of our electrical energy.
Electricity is now generated from a range of devices including wind
turbines, solar photovoltaic (PV) panels and hydrogen fuel cells.
Wave and tidal power are still in the developmental stages but it is hoped
that these devices will supply large amounts of energy within the next 10 to
15 years.
Heat energy can also be produced using solar hot water panels or by taking
heat from the soil using ground heat pumps.
Energy is something that can neither be created nor destroyed. It can only be
converted from one form to another eg:
As humans we need energy too. When we consume food, our bodies convert the
energy stored in the food into energy our bodies use to do work. When we run or
walk, we burn food energy in our bodies.
Electricity
Biomass Energy - energy from plants
Geothermal Energy - energy from the ground
Fossil Fuels - Coal, Oil and Natural Gas
Hydro Power and Wave/Tidal Energy
Nuclear Energy
Solar Energy
Wind Energy
Measuring Energy
Energy is measured in Joules (J) and Power is measured in Watts (W) which is
Energy/Time (s) ie. if 1000 Joules of energy is used for 2 minutes (120 seconds)
Activity
Each person in the class will have a different list. There will be different items and
times used eg:
some will use an electric toothbrush for 30 seconds
some for 1 minute etc
others will use a standard toothbrush
some will have cereal and take milk from the fridge which consumes
electrical energy
some will boil water to have a tea or coffee which consumes electrical
energy, some will walk to school
some will use diesel fuel by taking the bus
some will use petrol or diesel fuel by getting a lift from their parents.
Activity
If it costs approximately 10p to run 1 kW (1000 Watts) for an hour it will cost
0.01p to run 1 Watt for 1 hour. Work in small groups to work out how much it
costs to run each of the appliances in the grid below for an hour. Some have
been completed for you.
Can you now work out how much your average daily energy consumption
costs? How about over a week, a month, year?!
Employability Skills
Employers in the energy sector want their employees to have particular skills and
attitudes. This is why, in this Course, youll be exploring what these skills and
attitudes are and developing them over the whole Course.
Activity
Imagine you are going for a job in the energy sector eg. plumber, electrician or
installation or maintenance engineer.
What kind of person do you think the employers will be looking for? Think of
attitude or qualities and list them below. A couple of examples are given to start
you off.
Be on time
Show interest in learning new things
Good timekeeping is a life skill and not just one which indicates your
employability. We all have things to do and deadlines to meet. How well do you
manage your time? Have you met all your course deadlines? What prevents you
from managing your time effectively?
Quiz
Try this quiz. Its in your own best interests to answer honestly or the results wont
be valid.
Beside each sentence below write the letter that best describes what you do.
If your answer is No, what stops you from being a good timekeeper?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Make a list of tasks that need to be done and tick them off
when you have achieved them.
Break down each task into manageable chunks.
Prioritise the tasks which ones are more important?
Use small blocks of time to complete tasks that can be
easily done.
Set aside longer blocks of time to complete larger tasks.
Do not put off jobs you dislike! Set yourself a target and
give yourself a reward when you have achieved them.
If you cant achieve a deadline let your team know as soon
as possible and ask for help and support.
Dont waste time.
Be organised.
Attendance
All employees miss the odd day because something serious occurs such as
illness or a funeral. However, there is nothing worse than an employee who
regularly misses work for very weak reasons (eg. Slept in and missed the early
bus).
Not turning up can disrupt work schedules and put extra strain on those who are
at work. It can lead to a loss of pay and if it gets too bad, following appropriate
disciplinary action, to loss of job.
Reminder:
Throughout the Energy Course try to maintain regular attendance and if you
are off, give your tutor a valid reason for being off. Give people plenty of
advance warning of unavoidable absence if you can.
Activity
Look at the picture of an untidy workplace below and identify anything that you
think is a potential danger:
Untidiness doesnt create a very good impression with your boss, your fellow
workers or customers for that matter. Tidying up may involve some extra work to
start with but it may lead to considerable savings in time as you know exactly
where tools, materials and equipment can be found. Tidiness also reduces the risk
of accidents.
Reminder:
During the course always try to keep your work area tidy.
You can even start to get into good habits when youre at home! For example, is
your bedroom always tidy or is it sometimes a mess. Untidiness in the home can
be unsightly and in a few cases dangerous (eg. where objects are lying about that
someone can trip over).
Activity
Can you think of more examples of untidiness in the workplace that are
dangerous?
Electric cables lying about that people can trip over. In some cases the cable
can be accidentally cut leading to electrocution.
Sharp tools lying about which people can cut themselves on.
Electric tools not turned off which people can start up causing themselves
serious harm.
Objects lying about which people can trip over.
Objects at above head height which are not well stacked and can fall on
people.
Objects hiding holes in the ground which people can fall down.
Oil or other fluids on a floor leading to slippery conditions.
Unguarded rotating parts eg. wind turbine blades.
Its easy to add to this list. Maybe youve come up with answers not in the list
which highlight the dangers of untidiness. If you did then well done.
Untidiness doesnt go down well with your boss, your fellow workers or customers
for that matter. Tidying up may involve some extra work to start with but it can
lead to savings in time as you can find tools, materials and equipment more
easily. An untidy workplace can also mean you have to dodge and weave around
various objects to get to the job. Above all, tidiness reduces the risk of accidents
which has to be good.
We all like to be praised for doing a good job. However, seeking advice and
feedback on how we can improve a job can be a different matter. Yet the fact is
that its not possible to go through life without taking some advice and feedback
from others. This will certainly be the case in this course. Your tutors wont expect
you to be able to pick up new knowledge and skills the first time. After all, when
they were learning their energy or engineering based skills they did not learn
these the first time round. Youll probably have to practise a skill a number of
times and seek advice and feedback from your tutor on several occasions before
you become competent in that skill. You may be aware of the old saying, practice
makes perfect.
Following Instructions
4
You can think a lot quicker than someone can speak. You can, therefore, do the
following as you listen to your tutor:
Ask yourself:
Do I understand what I am hearing?
Do I need to ask a question because I dont understand some of it?
How can I use this information?
Are there any important health and safety messages here?
Activity
On a few occasions your tutor will give you instructions that you simply must
follow without asking questions. Can you think of examples when this may be
the case?
Activity
If everyone is to benefit in the team, each member has to do their bit to ensure the
team works well.
During your Skills for Work course youll be working as part of different teams:
Activity
Think of a sports team or a band that you admire or like. List some of the team
members and their strengths and weaknesses ie:
A strength is something they are good at and is usually clearly evident.
Weaknesses are things they dont do so well - or dont do at all.
If a football team has been selected then you should have identified differences
between the goalkeeper, defenders, midfielders and forwards and, for the very
observant of you, the team captain and the others. If you have chosen a band you
may have noted that some members play an instrument but dont sing, whilst
others may be good at singing but cant dance.
It is this balance of strengths and weaknesses that make a team work well. We
dont have to be good at everything as long as we recognise what our strengths
are and try to develop our areas of weakness.
A good team member will look for ways of supporting or helping other people even
when not directly involved in that part of the project eg. tidy up, go for tools,
support or hold components, complete paperwork etc.
Your role in working as part of a team is building good working relationships with
others. This is not the same as friendship and we may work in a team with people
that we disagree with. This should be put to one side for the benefit of the team.
Here are some of the things you need to do to become a good team member:
be on time
avoid gossip
contribute to team meetings
follow instructions carefully
ask for help
be cheerful and enthusiastic
share your ideas
listen to your team mates
acknowledge the ideas of others
look for ways of helping other team members
be ready to do a little more than necessary to help out
be flexible.
Activity
Look at each of these statements and give yourself a score out of 4, where:
very good 1
good 2
fair 3
Im really not very good at this at all! 4
Statement Score
I am on time
I do not gossip
I contribute to team meetings
I follow instructions carefully
I ask for help
I am cheerful and enthusiastic
I share my ideas
I acknowledge the ideas of others
I look for ways of helping other team members
I am ready to do a little more than necessary to help out
I am flexible
Show your scores to a friend or someone you know well and discuss it with them.
Do they agree?
This will give you an idea of the strengths you will bring to a team and areas that
you will need to develop. Your Skills for Work Course will help you build on your
strengths and develop any areas of weakness.
The team discusses what will work best and supports each and every one of the
members in order to get a successful result.
T- Together
E - Everyone
A - Achieves
M - More
In any team you will find different roles and types based on personalities, for
example:
Leader (someone who pulls the team together and gives in direction)
Motivator (someone who supports and encourages team members)
Innovator (someone who comes up with ideas on how problems can be
overcome or solved)
Clarifier (someone who makes things clear)
Elaborator (someone who takes an idea and develops it)
Optimist (someone who always looks on the positive side of things)
Pessimist (someone who always looks on the negative side of things)
Know-it-all type (some who is always suggesting ideas but never listening to
others)
Shy type (someone who would rather stay silent than speak out and out
his/her ideas forward)
Harmoniser (someone who works to find common ground and come to a
common agreement)
Blocker (someone who says no to everything)
Activity
In pairs, discuss which types you would want in your team and write down your
reasons. Is there anybody else you would want whose characteristics arent listed
above?
Now decide which types you would not want in your team and write down your
reasons.
Activity
Make a list of positive things that you can do to make the team work well. Some
have been given for you:
You may wish to use this list to make up a set of guidelines for good team work for
your group.
Activity
Give an example of each of the above that would have a negative impact on the
team. For example blanking people in a meeting when they are speaking to you
gives the message that you are not interested in what they are saying.
Body language
Written communication
It is important for effective team working that we have ways of breaking down
these barriers and each team member has to take responsibility for the work of
the team. You may have to talk to someone outside the team to resolve any
issues.
It is vitally important that all tools and equipment are used in a safe
and correct manner and only used in the way the tool was designed to be used. It
is important to you and the continued safe use of the tool that the tool is stored in
the correct way and in the correct place.
Tips
Every time you enter the work area you are responsible for your own
safety and the safety of others and this will include:
overalls, and
safety footwear.
Overalls not only protect you, but also protect your clothing from wear and tear or
damage.
Safety footwear has steel toecaps and a thick sole for protection against sharp
objects such as nails. In most cases safety footwear will have soles that are oil
and grease resistant.
Personal Hygiene
Personal hygiene is the basic concept of cleaning, grooming and caring for our
bodies. While it is an important part of our daily lives at home, personal hygiene
isn't just about combed shiny hair and brushed teeth; it's important for worker
health and safety in the workplace. Workers who pay attention to personal
hygiene can prevent the spread of germs and disease, reduce their exposures to
chemicals and contaminants, and avoid developing skin allergies, skin conditions,
and chemical sensitivities.
Form a barrier over the skin eg. gloves, overalls, boots, barrier cream etc.
Wash hands periodically during the day, especially before snacks, drinks or
meals
Shower or bathe regularly
Health and safety awareness is probably the most important employability skill
in the engineering or construction workplace.
What is a hazard?
A hazard is anything within the workplace that could be a danger to the health
and safety of the people in that workplace.
What is a risk?
A risk is the chance (high or low) that somebody is likely to be harmed by that
hazard.
If the risk is high, its vital that steps are taken to minimise that hazard.
Activity
Identify the Health and Safety Issues in the following six pictures:
1.
2.
3.
4.
5.
6.
Solutions
Activity
3 Dimensional Drawings
Most projects are much larger than the piece of paper we want to draw them on
so we have to scale the sketch/drawing down. If this is the case we will be
required to use a scale to produce the sketch/drawing in its smaller form but still
keeping the correct proportions.
Tip
Remember that in the industrial workplace, all these drawings and specifications
will be accessed through a computer system so work hard at those IT skills as
well!
Have you ever watched an expert craftsperson at work? These people frequently
check their work to make sure it is conforming to the correct standards.
Remember, the standards are set out in the specification or drawing. The
specification or drawing is constantly referred to until the task is completed.
Checking your own work is a very important skill to develop especially if you
would like to be a skilled worker.
During the course, check your work regularly to ensure that it is meeting the
necessary standards.
If you can get things right first time you can move on to something else,
perhaps something even more interesting than the task youve already
completed.
The difference between a craftsperson and a good DIY person has been defined
like this:
The good DIY person will work out a method to complete the task and carry it
out.
The craftsperson will work out several methods to complete the task, select the
best method, and carry it out.
All projects, whether they are large or small, depend on everyone involved
working to agreed deadlines. Many industries face large financial penalties if they
do not work to the deadlines that have been agreed and built into a contract.
Activity
Can you think of times at school or college when youve had to work to a
deadline?
1. How did you make sure you met the deadline?
2. If you didnt meet the deadline why do you think this was?
List 3 tips you would give someone on meeting deadlines and discuss your ideas
with the rest of the group.
Activity
Think about a personal goal, or a goal in relation to this course. Maybe you
want to get fitter or you might decide to create a weekly plan to help you
become more organised.
Now use the SMART plan model to map out your goal. Heres are some tips
on how to go about it but remember, you should decide your own goal and
how youre going to reach it.
How will you know when you achieve it? eg. will
be able to run 3 miles around the track and not
be out of breath and collapse.
Working Confidently
12
Confidence themes
Negative thoughts
I usually see myself falling flat on my
face.
I feel nervous around others
I worry that people may laugh at me
I always feel unsure when I do
something new
I never seem to reach my goals
If you have more agrees in the negative category you should try and follow some
of the tips below to try and increase your level of confidence.
Everyone has something to learn when they start a new job and with most jobs
nowadays that learning is ongoing, especially with constant changes in
technology.
Activity
Take a moment and think how you might show a positive attitude to learning on
this Course and in an energy sector job? Write your ideas in the space below.
Suggested Answers
contributing to discussions
asking questions
being reliable
following instructions
volunteering to help.
Working Independently
14
Activity
Work in small groups and compare the advantages each of you have found when
you have worked on a small project on your own, eg. repairing a puncture, trying
to master a new game on a Wii, mastering the functions on a new mobile phone,
buying clothes, setting up software on a PC etc
being your own boss; nobody constantly checking what you are doing
making all the decisions, eg. what to do next, what is best, when you have
had enough etc
not having to ask others for permission to do things
being able to select things you want
working at a rate which suits you
having responsibility for the work being carried out and the decisions that
have been made
satisfaction of doing something all on your own
taking on a challenge or problem all on your own.
We can also benefit from the opinions of others who are watching or helping us to
do a task. Sometimes this can be difficult; were all very happy to be told that we
have done something very well but its much more difficult to accept any sort of
constructive criticism. If you think about it though, even the most successful
people in the world are still accepting feedback and reflecting on their skills eg.
successful sportsmen and women seek feedback from their coaches all the time
because they recognise that no matter how good they are, theres always room for
improvement - and for superstar sportspeople: improvement means more
money. Its just the same in the world of work improvement means you increase
your chances of progressing in your job and maybe earning promotion.
Activity
Please think and reflect on all of these points as you complete the following
sentences:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Reviewing
The following sheet can be used with students at the review stage to allow them to
review this or any other aspect of their course. This can be used alongside the
NAB material for each Unit as it meets the evidence requirements for the
portfolios and can be adapted accordingly. Students should score themselves 1 -
4 for each SMART point:
1 very good
2 good
3 fair
4 unsatisfactory
They should be encouraged to share and discuss their scoring with their teachers
or lecturers and particularly their peer group. Students should use this sheet to
identify areas that could be improved upon, thus completing the planning cycle.
When developing interview skills students would benefit from seeing interview
footage from a variety of sources, eg. news interview, football and pop stars and
examine different styles of interview techniques. They could, for example,
compare Jeremy Paxman with Jonathon Ross.
Name: Class:
Unit: Task:
There are many careers within the energy sector. Traditional careers include high
voltage electrical engineers, nuclear power engineers, hydro power engineers,
oil/gas engineers etc and these careers could divide into areas of electrical,
control and instrumentation, fabrication and mechanical engineering and
construction or civil engineering.
There are also different job roles within each of these careers:
The range of technologies involved within the energy sector has grown over the
last few years with the increase of renewable energy systems. Careers in these
technologies include:
wind
biofuel
solar
micro-hydro
hydrogen
wave and tidal technologies.
Full scale systems include wind farms or anaerobic digestors which take
gases from waste for biofuel power stations.
The large range and levels of careers available means that entry into this field of
technology is also wide. For example, you can enter into the vocational level with
standard grade passes, into technician level with an HNC or HND level
qualification and into the design side with a degree qualification.
Energy production has a great effect on our environment and there are many jobs
available within this area eg. environmental assessors, environmental consultants,
conservationists and climatologists.
Youll learn more about careers in the Energy: Employability and Careers unit.
One of the activities you will be involved in during this Course will be
investigating.
These skills are important ones that are valued by employers in every sector.
showing respect
being non judgemental and
respecting diversity.
Type of presentation Once you have chosen the If you do not decide
method of presenting your which type of
findings you can gather presentation you are
appropriate information, eg. if going to make you might
you plan to make a poster not have enough
you will need to gather information.
interesting pictures.
Now watch the same recording without the sound. Did you get a feel for what the
information was about? Did the presenters body language suit the content?
You might want to assess the presenters abilities and skills using the following
code.
Assessment of presenter
Using this code, what do the following gestures and body language say about a
persons style of communicating?
Other factors will affect how you choose to present your information. Some of
these are:
Think
SMART
o children
o parents
o tutors
o classmates
o employers
1. Introduce your topic. Look the members of your audience in the eye, take a
deep breath, smile and start slowly:
Introduce yourself
Outline the main areas of your talk tell people what you are going to talk
about
3. In your conclusion:
Review your main points focus on the points you wish people to remember by
giving an example.
Activity
Decide what visual aids she could use to make her talk more
interesting.
9 Get your timing right dont rush through because you took too long to get
going, or spin it out because you havent got enough to say
9 Give examples, repeat points. This gives time for the important points to sink
in.
9 If there is something funny, thats fine but dont crack jokes unless you feel
confident doing it otherwise it can fall flat.
Everybody can be creative! Everyone has the ability to come up with a novel way
of doing something.
Great inventors have their lives steeped in creativity since they are constantly
striving for new ideas or concepts. We, on the other hand, use our creativity skills
on occasions. These may be when we need to overcome a problem or when an
idea suddenly hits us.
This Course will give you an opportunity to design a tail-vane for a wind turbine
that will involve your creativity skills.
You will also be using your creativity skills when giving your presentations, initially
your presentations will consist of a talk and maybe a PowerPoint presentation.
The latter presentations in the Course should be more creative eg. use of digital
pictures, video diary, poster etc. You should be more imaginative as the Course
progresses and this could involve a greater variety of methods integrated into the
presentation.
Agree completely
Disagree mostly
Agree mostly
completely
Disagree
1. The course lived up to my expectations.
2. The staff were approachable, helpful and
supportive.
Glossary of Terms
Term Meaning
the study or principles of fluids flowing over
Aerodynamics
surfaces
the amount of Carbon Dioxide you release into the
Carbon footprint
atmosphere
Energy the ability to do work eg. heat, electricity etc.
how good a system is at using its inputs to deliver
Efficiency
its outputs, ie. how big are the losses?
Gearbox a system of gears to increase or decrease speed
Generator a system that generates electricity
Ground Source Heat a system that takes heat from the ground and
Pump transfers it to a house or building
Hydro water power
Insulation material that keeps energy in a building
Oil/gas platform/rig a structure used to drill for oil or gas
Circulation pump a system that pushes water around a system
using the splitting of atoms to generate heat in a
Nuclear fission
nuclear power station
materials that have been in contact with nuclear
Nuclear waste radiation and have become dangerous to human
health
the ability to think back on something; in this
Reflect course it means thinking back on how a situation
has been handled and learning from it
self-evaluation is about making a judgement about
Self-evaluation
your abilities and skills
a skill is an ability that you have gained through
Skill
practice; this course is all about developing skills
a system that uses heat from the sun to heat water
Solar hot water system
in a building
a system that transfers heat energy from the sun
Solar photo voltaic (PV)
to electrical energy
a system that transfers steam energy into
Steam turbine rotational energy (usually used to drive a
generator)