Construction Plumbing of Sanitary Appliances - August 2006 (October 2007)

8/18/2019 Construction Plumbing of Sanitary Appliances - August 2006 (October 2007)

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Construction Crafts: Plumbing of Sanitary Appliances – Intermediate 2

Scottish Further Education Unit 3

Acknowledgements

SFEU is grateful to the subject specialists in Scotland’s Colleges and otheragencies and industry bodies who have been involved in the writing of this andother support materials in the Skills for Work series. SFEU is also grateful for thecontribution of the Scottish Qualifications Authority in the compilation of thesematerials, specifically for its permission to reproduce extracts from Course andUnit Specifications and the Skills for Work Rationale, and material originallyproduced for the Scottish Progression Award in Construction.

© Scottish Further Education Unit 2006


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Construction Crafts: Plumbing ofSanitary AppliancesDX0T 11

Introduction

These notes are provided to support teachers and lecturers presenting theScottish Qualifications Authority Unit DX0T 11, Construction Crafts: Plumbing ofSanitary Appliances (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 reproduceitems from the pack provided that this is to support teaching and learningprocesses and that no profit is made from such use. If reproduced in part, thesource should be acknowledged.

Enquiries relating to this support pack or issues relating to copyright should beaddressed to:

Marketing Officer - CommunicationsThe Scottish Further Education Unit Argyll CourtCastle Business ParkStirling

FK9 4TY

Website: www.sfeu.ac.uk

Further information regarding this Unit including Unit Specification, National Assessment Bank materials, Centre Approval and certification can be obtainedfrom:

The Scottish Qualifications Authority

Optima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk

http://www.sfeu.ac.uk/http://www.sqa.org.uk/http://www.sqa.org.uk/http://www.sfeu.ac.uk/


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Class Sets

Class sets of this pack may be purchased direct from the printer. Costs aredependent on the size of the pack and the number of copies. Please contact:

Elanders HindsonMerlin WayNew York Business ParkNorth TynesideNE27 0QG

Tel: 0191 280 0400Email: [email protected]

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 tocandidates is accurate and in accordance with the current SQA arrangementsdocuments. SFEU will accept no responsibility for any consequences derivingeither directly or indirectly from the use of this pack.

mailto:[email protected]:[email protected]


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Contents

Reference Section 8

What are Skills for Work Courses all about? 9

The Course in Construction Crafts (Intermediate 2) 12

Unit Outcomes, PCs and evidence requirements 15

Employability Skills Profile for Construction Crafts 18

Careers Scotland Support 19

Tutor Support Section 21

Introduction 22

How to use this pack 23

General guidance on Unit delivery 24

Unit Induction 25

Scheme of work 26

Learning and teaching with under 16s 28

Guidance on the integration of Employability Skills 32

Resources required 41

Extension studies 43

Student Support Section 45

Tutor Note on Student Activities 46

Introduction 47

Outcome 1: Select, use and maintain basic plumbing tools and materials 49

Outcome 2: Assembling sanitary appliances 70

Outcome 3: Installing the pipework to sanitary appliances 84

Student Activities 95


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Reference Section


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What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop:

• skills and knowledge in a broad vocational area

• Core Skills

• an understanding of the workplace

• positive attitudes to learning

• skills and attitudes for employability

A key feature of these Courses is the emphasis on experiential learning. Thismeans learning through practical experience and learning by reflecting onexperience.

Learning through practical experience

Teaching/learning programmes should include some or all of the following:

• learning in real or simulated workplace settings

• learning through role play activities in vocational contexts

• carrying out case study work

• planning and carrying out practical tasks and assignments

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

• preparing and planning for the experience

• taking stock throughout the experience

•

reviewing and adapting as necessary

• reflecting after the activity has been completed

• evaluating, self-assessing and identifying learning points

The Skills for Work Courses are also designed to provide candidates withopportunities for developing Core Skills and enhancing skills and attitudes foremployability.


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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 outlinedbelow:

• generic skills/attitudes valued by employers

• understanding of the workplace and the employee’s responsibilities, forexample 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 skil ls/knowledge

Course Specifications highlight the links to National Occupational Standards inthe vocational area and identify progression opportunities

Opportunities for developing these skills and attitudes are highlighted in each ofthe Course and Unit Specifications. These opportunities include giving youngpeople direct access to workplace experiences or, through partnershiparrangements, providing different learning environments and experiences whichsimulate aspects of the workplace. These experiences might include visits,visiting speakers, role play and other practical activities.


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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations forevery young person. These are that they should become:

• successful learners

•

confident individuals• responsible citizens

• effective contributors

The learning environments, the focus on experiential learning and theopportunities to develop employability and Core Skills in these Courses contributeto meeting these aspirations.


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The Course in Construction Crafts (Intermediate 2)

Course Rationale

The construction industry is a major employer and significant contributor to theScottish economy. There is a need for trainees in all of the trades in this diversesector. The Intermediate 2 Course allows candidates to gain an insight intoseveral of the important trades and make informed choices regarding a career inconstruction.

The Intermediate 2 Construction Crafts Course has been designed to provide abasis for progression into further education or for moving directly into training oremployment within the construction sector. The purpose of the Course is toensure that candidates start to develop the general skills, practical skills,knowledge and understanding and employability skills needed within the sector.

The Course structure has been designed to reflect important trades in theconstruction industry. The two trade-specific Units in the mandatory section dealwith brickwork and bench joinery. Brickwork contractors and joinery contractorsregularly act as principal or main contractors and co-ordinate the work of the othertrades as well as their own. The two optional Units deal with trades that arealways in demand – plumbing and painterwork. The mandatory Unit, ConstructionCrafts: Employability Skills – Intermediate 2, reflects those generic employabilityskills that are valued by employers.

The primary target group for this Course is school candidates in S3 and above

with an aptitude and enthusiasm for practical work or who have previousexperience of construction crafts at Intermediate 1. It is anticipated that, for thisgroup of candidates, the Course will rely on and build on existing partnershipsbetween schools and colleges (or other agencies). This may be particularlypertinent in the case of the Construction Crafts Course due to the specialistexpertise and facilities available in, for example, Further Education colleges andtraining providers. Nevertheless, the Construction Crafts Course is designed at alevel and scope such that it can be delivered in schools if the school has suitablefacilities and teaching expertise. The Course is also suitable for adult candidateswho are seeking to enhance their employability and develop introductoryvocational skills in the construction sector.


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The general aims of the Construction Crafts Course are to:

• widen participation in vocationally-related learning

• allow candidates to experience vocationally-related learning

• provide candidates with a broad introduction to the construction craftsvocational sector

• encourage candidates to foster a good work ethic, including timekeeping, apositive attitude and other relevant employability skills

• provide opportunities to develop a range of Core Skills in a realistic context

• encourage candidates to take charge of their own learning and development

• provide a range of teaching, learning and assessment styles to motivatecandidates to achieve their full potential

• facilitate progression to further education and/or training

In particular, the aims of this Course in Construction Crafts are to:

• give candidates the knowledge, skills and understanding associated with arange of craft skills in construction at this level

• develop an awareness that health and safety issues and risk assessment arecentral to the world of work and, in particular, to the construction industry

• encourage candidates to be proactive regarding health and safety

• encourage candidates to develop a positive attitude to waste minimisation andenvironmental issues

• enable candidates to develop and apply practical, technical andcommunication skills as a foundation for future learning and progression

• encourage candidates to interact with their peers and tutors to completepractical tasks

• encourage candidates to apply their knowledge and understanding ofconstruction by using skills of evaluation and problem-solving in a vocationalcontext

• encourage candidates to plan their work, review their progress and implementchange where necessary

• prepare candidates for further learning opportunities, study and training foremployment in construction and the built environment sectors and relatedoccupations


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The Intermediate 2 Construction Crafts Course has been designed with NationalOccupational Standards in mind. There is a link, though not directly, to theseStandards. The standards required of first-year apprentices in the building industryare significantly more onerous than those for this Course which is at anintroductory level.

While no formal entrance qualifications are required for this Intermediate 2Course, it would be expected that candidates embarking on the Course will findthe following learning skills and aptitudes helpful:

• basic proficiency in literacy

• proficiency in numeracy

• an aptitude and enthusiasm for practical crafts work

• some aptitude for graphical forms of communication (the reading of drawings

is specifically required by the Course)

• motivation to work independently

• ability to work as part of a small team

Candidates who have previously achieved the Intermediate 1 Construction CraftsCourse will find that the Intermediate 2 Course allows them to develop their skillsby tackling more complex crafts activities. The Intermediate 2 Course can,nevertheless, be attempted by candidates with no prior experience of constructioncrafts but who have an aptitude or enthusiasm for practical crafts work.

This Course supports progression into appropriate further education or training.The Course provides the basis for candidates to gain an insight into the craftoccupations of brickwork, joinerwork and plumbing or painting, and to use theirstudies to help them decide the career they wish to follow.

Candidates studying the Intermediate 2 Construction Crafts Course may progressinto a craft apprenticeship and undertake a Scottish Vocational Qualification whilstin employment. They may also choose to progress to a full-time pre-vocationalcourse in a Further Education college. All candidates will benefit from thetransferable employability skills developed in this Course, regardless of which

career they choose to follow.


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Unit Outcomes, PCs and evidence requirements

Unit: Construction Crafts: Plumbing of Sanitary Appliances(Intermediate 2)

Acceptable performance in this Unit will be the satisfactory achievement of thestandards set out in this part of the Unit Specification. All sections of thestatement of standards are mandatory and cannot be altered without reference tothe Scottish Qualifications Authority.

Outcome 1

Select, use and maintain plumbing tools and materials.

Performance Criteria

a) Selection of tools and materials is appropriate for the work to be done.

b) Tools are used in the correct manner.

c) Tools are used solely for the purpose which they are intended.

d) Tools are cleaned, maintained and stored correctly.

e) Surplus materials are carefully stored correctly.

f) Health and safety requirements are complied with during all activities.

Outcome 2

Assemble, fit and fix a sanitary appliance.


a) The appliance is assembled in accordance with manufacturer’s instructions.

b) The assembled appliance is free from damage and excessive marking.

c) The appliance is positioned correctly, levelled and secured in accordance withmanufacturer’s instructions.

d) Associated fittings are fitted and fixed in accordance with manufacturer’sinstructions.

e) A quality check is carried out on the finished work against prescribedstandards and tolerances.



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Outcome 3

Install pipework to a sanitary appliance.


a) Pipe material and associated fittings are selected correctly for a givenappliance and location.

b) Pipework is free from excessive marking.

c) Pipework is cut square and free from burrs.

d) Pipework is completed using appropriate fittings and in accordance withcurrent industry practice.

e) A quality check is carried out on the finished work against the prescribed

standards tolerances.



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Evidence requirements for the Unit

Performance evidence is required to show that all Outcomes and PerformanceCriteria have been achieved.

Performance evidence will be supported by assessor observation checklists. Thisevidence will be generated from assignments consisting of practical activitiescarried out in supervised workshop conditions. The evidence may be gathered atdifferent points throughout the Unit. The practical activities will cover:

• selecting appropriate tools

• using tools in a correct manner and solely for the purpose for which they areintended

• cleaning, maintaining and returning tools to store on completion

• selecting appropriate materials

• carefully storing surplus materials correctly

• assembling, fitting, positioning and fixing one sanitary appliance inaccordance with manufacturer’s instructions

• fitting and fixing associated fittings to the sanitary appliance

• measuring, cutting, fitting and fixing associated pipework to sanitary appliancein accordance with good practice (both plastic and copper pipework to becovered and each service to a length not exceeding 3 metres; the copper

pipework to include forming bends)

• carrying out a quality check on completed work before submitting for finalassessment

• maintaining a clean and tidy workplace and adhering to health and safetyrequirements throughout all activities.

The NAB item for this Unit provides an assessor observation checklist and detailsof the practical assignment which exemplify the national standard. Centreswishing to develop their own assessments should refer to the NAB to ensure a

comparable standard.

NB Centres must refer to the full Unit Specification for detailedinformation related to this Unit.


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Employability Skills Profile for Construction Crafts

E v i d e n c

e

A A A A A A A l l

A A l l

A A A l l

A l l

A B , D , E

C o n s t r u c t i o n C

r a f t s : E m p l o y a b i l i t y S k i l l s

= A


r a f t s : O n e B r i c k W a l l i n g = B


r a f t s : B e n c h J o i n e r y

= C


r a f t s : P l u m b i n g

= D


r a f t s : D e c o r a t i v e P a i n t i n g

= E

E m p l o y a b i l i t y S k i l l s P r o f i l e : C

o n s t r u c t i o n C r a f t s ( I n t e r m e d i a t e 2 )

I n a d

d i t i o n t o t h e s p e c i f i c , v o c a t i o n a

l s k i l l s d e v e l o p e d a n d a s s e s s e d

i n t h i s C o u r s e , e m p l o y a b i l i t y s k

i l l s a r e a d d r e s s e d a s d e t a i l e d b e l o w :

E m p l o y a b i l i t y s k i l l / a t t i t u d e

•

t

i m e k e e p i n g

• a

t t e n d a n c e

•

f

o l l o w i n g i n s t r u c t i o n s

•

t

a k i n g a d v i c e a n d d e a l i n g w i t h c

o n s t r u c t i v e f e e d b a c k

• m

a i n t a i n i n g t i d y w o r k a r e a

• w

o r k i n g c o - o p e r a t i v e l y w i t h o t h e r s

• p

l a n n i n g a n d p r e p a r a t i o n

•

b

a s i c r i s k a s s e s s m e n t

• c

h e c k i n g q u a l i t y o f o w n w o r k

• p

o s i t i v e a t t i t u d e t o l e a r n i n g

• r

e v i e w a n d s e l f - e v a l u a t i o n

• a

w a r e n e s s o f h e a l t h a n d s a f e t y i s s u e s

•

i n t e r p r e t a t i o n o f g r a p h i c i n f o r m a

t i o n

• c

a l c u l a t i n g m a t e r i a l s r e q u i r e m e n t s

• w

a s t e m i n i m i s a t i o n

A s s e

s s m e n

t e v

i d e n c e :

A

= S

t u d e n t R e v i e w S

h e e t ; S t u d e n t ’ s r i s k a s s e s s m e n t ; S t u d e n t ’ s m a t e r i a l s s c h e d u l e s .

B

= A

s s e s s o r o b s e r v a t i o n c h e c k l i s t : S t u d e n t q u a l i t y c h e c k .

C

= A

s s e s s o r o b s e r v a t i o n c h e c k l i s t : S t u d e n t q u a l i t y c h e c k .

D

= A

s s e s s o r o b s e r v a t i o n c h e c k l i s t ; S t u d e n t q u a l i t y c h e c k .

E = A

s s e s s o r o b s e r v a t i o n c h e c k l i s t ;

S t u d e n t q u a l i t y c h e c k .


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Careers Scotland Supportfor School-College Collaboration for Scotland’sColleges in the Scottish Enterpr ise area

In August 2006 Careers Scotland (SE and HIE areas) received funding fromScottish Executive to support college/school collaboration and encourage andpromote vocational educational choices for pupils in schools. Followingconsultation each area produced a local action plan outlining how they intendedtaking forward key activities. Careers Scotland’s focus is to support the careerguidance needs of all S2-5 pupils involved in the opportunities whichschool/college collaboration brings, supporting them to make vocationaleducational choices, and with particular consideration for those young people atrisk of becoming not engaged in employment education or training.

Skills for Work (SfW) courses are a key aspect of enhanced school/collegecollaboration and Careers Scotland has an important role in selection andrecruitment and pre-entry career guidance, as well as ongoing support and pre-exit career guidance, to ensure the pupils’ experience of SfW is capitalised uponin any future career planning. Careers Scotland also supports the career guidanceneeds of pupils involved in other vocational/pre-vocational programmes whererelevant. Career Box delivery is a valuable tool in helping meet the needs ofschool pupils and lessons reflect options available within colleges; both at schooland post school.

Careers Scotland activity takes place at local and national levels. This may

involve a combination of any of the following services which can be tailored tolocal needs:

• awareness raising of Skills for Work courses (and other vocationalprogrammes where relevant) – for pupils, teachers and parents -demonstrating how these educational choices have implications for futurecareer options, and support the achievement of future career goals

• careers guidance support for individuals and groups, before, during and afterinvolvement in SfW courses, resulting in better informed career decisions andeffective transitions

• providing support for pupils who have been unsuccessful in attaining a placeon a SfW course

• providing transitional skills development for those completing SfW courses

• capacity building through relevant shared CPD events, for Careers Scotlandstaff, teachers and college lecturers

• capacity building through the development of resources to support pupils,parents or teachers

• delivery of relevant Career Box lessons, where appropriate

• making connections with other existing support for pupils


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• participation in local planning and management arrangements

• contributing to local and national discussions on provision and strategicdevelopment

• capturing good practice and evaluating effectiveness, using the community of

practice site on our website (www.careers-scotland.org.uk) and sharingsuccesses and concerns

In addition there are opportunities for developmental activities which can help totake forward CPD, good practice, resource development and learningopportunities for Skills for Work for young people, teachers, college lecturers,parents, Careers Scotland Advisers and employers.

For further information on Careers Scotland (SE)’s involvement in school/collegecollaboration in your college, please get in touch with one of our Careers Scotland

Regional contacts:

South East Region (Edinburgh and Loth ians; Forth Valley; Borders)

Stephen Benwell 01786 452043 [email protected]

North East Region (Tayside; Grampian; Fife)

Pat Pugh 01224 252044 [email protected]

South West Region (Dumfries and Galloway; Ayrshire; Lanarkshire)

Jean Geddes 01698 742192 [email protected]

West Region (Glasgow; Dunbartonshire; Renfrewshire)

Sandra Cheyne 0141 204 8338 [email protected]

http://www.careers-scotland.org.uk/http://www.careers-scotland.org.uk/


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Tutor Support Section


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Introduction

The Unit Plumbing of Sanitary Appliances is one of the optional units in theConstruction Crafts Intermediate 2 Course. The Course comprises several unitsof a trade-specific nature as well as a unit on employability skills. TheEmployability Skills Unit requires students to produce evidence of specifiedemployability skills whilst carrying out practical construction activities. Centres areexpected to integrate the development and assessment of these employabilityskills throughout the course, including during the delivery of Plumbing of Sanitary Appliances.

The aim of this Unit is to introduce inexperienced students to the tools, equipment,materials and techniques required to carry out a basic plumbing installation. Therange of tasks includes cutting and joining copper water supply pipes and plasticwaste pipes, bending copper water supply pipes using bending machines, fixing

pipes to background materials using appropriate fixings, assembling and fixingsanitary appliances to walls and floors, onto base unit or into worktops usingappropriate fixings and performance testing the completed installation to ensurethat it works correctly.

Emphasis in the delivery of this Unit should be placed on experiential learning.Students should be encouraged to reflect on their learning experience and toevaluate their work and skills throughout the Unit so that they get the maximumbenefit.


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How to use this pack

Not all of the material in this pack is mandatory. It is intended only as a guide andan aid to delivery of the Unit. You may use it in whatever way you wish – in itsentirety, by adapting or amending sections or to supplement tried and testedmaterials that you have developed yourself and/or technical literature andmanufacturers’ information. The pack is available on the SFEU website in Wordformat to enable you to customize it to your suit your own needs.

The Reference material section contains an introduction to Skills for Work whichexplains the importance of employability as the underpinning theme of the Course,the rationale for the Course as a whole, as well as extracts from the UnitSpecification for Plumbing of Sanitary Appliances: An Introduction. It also containsthe Employability Skills Profile for the course, showing where the specifiedemployability skills and attitudes can be evidenced and assessed throughout the

Course.

The Tutor Support section contains a suggested approach to teaching the Unit,advice on learning and teaching with under-16s and advice on integrating thecontent of the Employability Skills Unit with the trade-specific Unit Plumbing ofSanitary Appliances : An Introduction.

The Student Support section contains guidance and instruction on specificplumbing techniques and the materials, tools and equipment used in this trade, aswell as useful information on health and safety and the workplace in general. Ittakes an Outcome by Outcome approach, which ultimately must all be brought

together to produce the finished article, although you may decide that an element ofintegration in learning and teaching is in order. This might occur when, for example,you teach the class about bending copper pipe where you may decide to work withthe group of students at a work bench to allow them to gain confidence in pipebending prior to starting the Unit.

This is followed by a Student Activities section which includes step by stepguidance on carrying out some of the tasks described in the Student SupportSection. Tutors will want to demonstrate, explain and discuss these activities withstudents, rather than give out the printed instructions for the students to read. Theyare not intended to be given out without tutor support but rather as reminders

or reinforcement that students can refer to during and after practical work.

You may also wish to take your students on site visits, eg. to building sites, majorplumbing work projects (refurbishment of schools/hospitals etc) or to plumbers’merchants. Your students will enjoy such visits but they need to be well planned,bearing in mind the health and safety issues that relate to construction sites andpersonnel. The students need to be well prepared for them and clear about whatthe objectives are if they are to gain maximum benefit from the experience. Bear inmind too that you may also need to plan for follow-up activities associated with thevisits

Activities are identified with the symbol


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General guidance on Unit delivery

The Unit contains three Outcomes. The first deals with the selection, use andmaintenance of tools and materials and the other two each consider theassembly, fitting and fixing of a sanitary appliances and the installation of thepipework requirements which will allow the sanitary appliances to be used. Theemphasis throughout the Unit should be on experiential learning and practicalwork. Theory is to be kept to the minimum required to help the studentaccomplish the practical tasks effectively and safely. National OccupationalStandards may be broadly explained to students but the emphasis should be onproducing the completed operational and fully functional sanitary appliance asindicated in the Unit.

There is little doubt that students could lose interest if too much emphasis is puton theory and they will want to get on to the practical ‘hands on’ activities as soon

as they possibly can.

To keep up their enthusiasm, you should plan to introduce some practical workfrom the word go.


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Unit Induction

It’s important to include an induction to the Unit so that the students know exactlywhat it’s all about and what will be expected of them. You might include:

• an outline of the Unit content – what they’re going to be doing

• how it fits in to the Intermediate 2 Construction Crafts Course

• your plans for teaching of the Unit - how they’ll be learning the skills

• how they’ll be assessed

• where Employability fits in – start by asking them what they think!

• you might also think about inviting a professional plumbing contractor fromindustry to speak to the class about the work of the plumber, about job

prospects in this aspect of the construction industry, and to reinforce the valuethat employers put on employability skills

• a section on health and safety

• Students need to understand their roles and responsibilities in relation tohealth and safety. As part of the Course, they will learn how to carry outrisk assessment of a specific work activity or a specific workspace (forexample, the workshop or part of it). Students may already have beenhelped to an appreciation of health and safety issues in other trade-specificUnits in this Course. It should be emphasised to them that with plumbing

we are dealing with a different set of potential hazards. You shouldprobably also tell the students that they’ll get a reminder of health andsafety issues before and during each practical session, even if they thinkthey know all about it already!

• an introduction to the concept of risk assessment in plumbing.

• a practical activity on setting up or preparing the workshop and tidying up oncompletion, eg. maintaining tools and economic use of materials

• the importance of regular attendance and good timekeeping to encouragethem to get into good habits – as if they were at work and in employment!


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Scheme of work

Timetabling for the delivery of the Unit remains entirely at the discretion of centresbut due to the amount of preparation, practical work, clearing and storing ofmaterials, tools and equipment involved, it is recommended that each sessionshould last a minimum of two hours. As the Unit is completed on an ongoingbasis, assessment would also be ongoing after initially teaching students the basicskills required, and for this reason a checklist to record individual studentachievement would be beneficial.

This sample Scheme of Work is based on ten timetabled sessions of three hourseach:

Week Topic Suggested Approaches

1 Unit induction • Unit content and tie in with Course/Employability Skills Unit

• talk from plumbing contractor emphasisingemployability skills as well as practicalaspects

• general health and safety in the workshop

• health and safety specific to plumbingactivities

• plan of work for learning and teaching – what

you’ll be doing, and learning about the toolsrequired to do the work

• show a video / DVD of plumbing tasks whichthey will be involved in

2 Copper pipe andfittings (work benchexercise)

• cutting to accurate dimensions using a rangeof different tools

• joining sections of pipe together using avariety of fittings

3 Waste pipe and

fittings (work benchexercise)

• cutting to accurate dimensions using a range

of different tools

• joining sections of pipe together using avariety of fittings

4 Pipe brackets andfixings (perhapscarried out inanother area of theworkshop)

• using power tools to provide fixings forcopper and plastic pipes

5 Copper pipe bending(work benchexercise)

• forming bends, offsets and saddles using arange of copper pipe bending machines


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6 Assembly of sanitaryappliances (workbench exercise)

• consider the different types of sanitaryappliances the students could be working onand allow them to assemble cisterns, taps,waste outlets, etc.

• practice in use of tools and equipment andtechniques

7 Start work on theassessment

• assemble and install the item of sanitaryware and fix it in place

• informal review of employability skills

8 Assembly of wastepipework

• accurately measure and install plastic wastepipe and secure it to background materialusing appropriate fittings and fixings

• test this section of the installation by perhapspouring a bucket of water into the applianceand checking for leaks


9 Assembly of watersupply pipework

• accurately measure and install copper watersupply pipe and secure it to backgroundmaterial using appropriate fittings and fixings

• test this section of the installation by turningwater on to the appliance and checking for

leaks


10 Final testing andchecking theinstallation

• carry out final checks and performance testson the complete installation including andoperation of the overflow, cistern water level,etc

• carry out a final ‘clean up’ of the entireinstallation and final check for water leaks ordefects

• explain the full operation of the installation(simulate ‘hand over’ to customer)


Once you’ve planned what you’ll do when, you should take time to think about andplan how you’ll tailor what is very familiar content to you, to the young learnergroup that Skills for Work is primarily aimed at. Their expectations, previouslearning experience, attitudes, abilities and concentration span may all be quitedifferent from the students you routinely teach. The next section contains someadvice which you should bear in mind when planning your learning and teaching

activity.


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Learning and teaching with under 16s

Scotland’s Colleges have made significant progress in meeting the needs ofyoung learners. Our knowledge of the learning process has increasedsignificantly and provides a range of strategies and approaches which gives us aclear steer on how lecturers can add to their skill repertoire. Lecturers can, anddo, provide a stable learning environment where young students develop a senseof self-respect, learn from appropriate role models and see an opportunity toprogress. There are basic enabling skills for practical application which canfurther develop the learning process for this group of students. So what are thecharacteristics of effective learning and teaching which will help to engage younglearners?

Ten ways to improve the learning process for under 16s(This list is not exhaustive!)

1. Activate prior knowledge and learning – ascertain what the learner knowsalready and teach accordingly. Young people do have life experience but it ismore limited than adult learners and they may not always be aware of how itwill assist them in their current learning.

Tips - Question and answer; Quick Quiz; Quick diagnostic assessment oncomputer; present key words from the course or unit and see how many theyrecognise or know something about.

2. Tune learners in to the Big Picture – the lecturer knows the curriculum insideout 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 ofdiagrams, photographs, flow charts; explain the learning outcomes in languagethey will understand; We Are Learning Today (WALT) targets and What I‘mLooking For (WILF) targets; give clear and visible success criteria for tasks.

3. Use Advance Organisers – these are lists of the key concept words that arepart of the course or unit.

Tip – Highlight on any text the concept words that you will be using; make avisible list and put it on display – concept words can be struck off or referred toas they occur (NB this helps with spelling and independent learning as they donot have to keep checking meaning); highlight essential learning and actionpoints.

4. Vary the teaching approaches. The two main approaches are instructingand demonstrating, however try to provide opportunities to facilitate learning.

Tips – Ask students what they know now that they did not know before, orwhat they can do now they could not do before, at appropriate points in thelesson or teaching block; ensure there are problem solving activities that canbe done individually or in groups; ask students to demonstrate what they have

learned; use a range of question and answer techniques that allow


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participation and dialogue, eg. provide hints and cues so that they can arrive atanswers themselves.

5. Preview and review of learning. This helps to embed previous learning andlistening skills and provides another opportunity to elicit learner understanding.

Consolidates and reinforces learning.

Tips – At the beginning of each lesson, or session, review previous learningand preview what is coming up; at the end of each lesson or session, reviewwhat has taken place and what will be focussed on next time – these can bothbe done through question and answer, quizzes and mind mapping activities.

6. Language in the learning environment . Do not assume that the languagewhich is used in the learning environment is always understood by younglearners, some words may be familiar but do not have the same meaning whenused vocationally.

Tips – At appropriate points ask students what words mean; explore thevarious meanings of words to find out if they may have come across thislanguage in another context; by looking at the structure and meaning of wordsthere is an opportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment. This is one of the mostdifficult tasks a lecturer has to do whatever the curriculum area. With younglearners this may have to be repeated several times.

Tips – Ask a student to repeat back what you have asked them to do beforebeginning a task; ask them to explain the task to one of their peers; use theKISS principle – Keep It Short and Simple so that they can absorb and processthe information.

8. Effective feedback. Feedback is very important for the learner to assess theirprogress and to see how and what they can improve. Provide opportunities toengage in dialogue about the learning function of assessment – provide detailsof the learner’s strengths and development needs either in written or spokenform. With younger learners identifying one or two areas for development issufficient along with acknowledgement of what has been done well.Essentially, learners are helped by being given a specific explanation of howwork can be improved. You can also use summarise assessment formatively,ie. as an opportunity to identify strengths, development needs and how toimprove.

Tips – Ask students themselves to identify their own strengths anddevelopment needs – self evaluation; peer evaluation of work can besuccessful once they have been taught how to do it; the lecturer can produce apiece of work and ask students to assess it anonymously; have a discussionabout the success criteria for the task and ensure the students are clear aboutthem; allow learners to set criteria for success and then measure theirachievements against these.


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9. Managing the learning behaviour . Under 16s are coming into Scotland’sColleges and training establishments from largely structured and routine-drivenenvironments in schools and early feedback from those undertaking Skills forWork courses indicates that they very much enjoy the different learningenvironment that colleges and other training providers offer. Remember

though that these are still young learners. They will still expect lecturers toprovide structure and routine, and will perform best in a calm, orderly learningenvironment. Young students will respond to firm, fair, and consistentmanagement. Such routines have to be established quickly and constantlyreinforced.

Tips – Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at alltimes; set out your expectations from day one and provide a consistentmessage; have clear beginnings, middles and endings for each session; be apositive role model for your students, ie. be there before they are and manage

the learners with respect; always deliver what you promise; build up goodrelationships and get to know the learners, make the curriculum interesting andstress the relevance of the learning; set up a positive behaviour managementsystem. By following these guidelines you will build up two-way respect,which, while sometimes challenging to achieve, can be very powerful and workto everyone’s benefit.

10. Care and welfare issues. School/college partnerships mean increasingnumbers of young learners in college. Lecturers have to be aware of theirprofessional responsibilities and mindful of young people’s rights. Howeverlecturers have rights too, in terms of feeling safe and secure in working with

young people and there are basic steps staff can take to minimise risks. It isessential that colleges ensure that lecturers have a working knowledge of theChild Protection policies (local authority and college documentation) and followprocedures and policies diligently. School/College Liaison Officers will befamiliar with these documents and can provide support and advice. There arealso training sessions on Child Protection available from SFEU (see thefollowing page).

Tips - Avoid one-to-one situations with young students in a closed area; do notdo or say anything that could be misinterpreted; if the opportunity arises, dosome observation in schools to see and discuss how teachers use the

guidelines for their own protection as well as the young person’s.

Most young people are a delight to work with and they will positively enjoy theexperience of learning in college. However, there will inevitably be some who aredisengaged, disaffected and who have not yet had an opportunity to experiencesuccess. ‘Skills for Work’ is a unique educational initiative that young people canbe motivated to buy into – you as the lecturer are key to the success of theseprogrammes.


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Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEU’s‘Get Skilled Up’ half day workshops for lecturers delivering Skills for WorkCourses, 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. Tofind out when the next event is visit our website www.sfeu.ac.uk or contact theLearning Process team at SFEU on 01786 892000.

Child Protection Workshops

These are run on a regular basis by SFEU staff at SFEU in Stirling and also incolleges. For more information on these workshops please contact members ofthe Access and Inclusion team at www.sfeu.ac.uk or contact the team at SFEUon 01786 892000.

http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/


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Guidance on the integration of Employabili ty Skills

The Employability Skills Unit is a mandatory aspect of the Course. However, theUnit cannot be delivered or assessed discretely and therefore the evidence for itmust be gathered whilst students carry out work in a practical context in the trade-specific units, including Plumbing of Sanitary Appliances. In fact, if the studentsare properly taught and learn good work habits in their trade-specific Units, theassessment of the Employability Skills Unit will be accomplished, for the mostpart, as a natural consequence of their diligent work and by following good workpractices in their trade activities.

It is strongly recommended that course teams meet together to discuss and agreea coordinated approach to the learning and teaching of employability skillsthroughout the Course and to ensure that the team has a common interpretationof each of the employability skills, eg. timekeeping and attendance – the

messages communicated to students must be the same from all members of thecourse team. Students will appreciate consistency but conversely will find a lackof consistency in interpretation, approaches and tutor expectations both confusingand discouraging.

It is important that the integration of both assessment and learning for theEmployability Skills Unit with Plumbing of Sanitary Appliances is carefully planned.However, you should also be on the lookout for evidence of competence in any ofthe employability skills as it occurs naturally. Evidence observed outwith a formalplan is perfectly valid. You just need to note it down!

Employability skills and attitudes which are directly assessed in Plumbing ofSanitary Appliances are:

• Planning and preparation

• Checking quality of own work

• Awareness of health and safety issues

• Interpretation of graphic information

• Waste minimisation

In addition, students will have opportunities throughout the Unit to demonstrateevidence of the following employability skills and attitudes for the EmployabilitySkills Unit:

• timekeeping

• attendance

• following instructions

• taking advice and dealing with constructive feedback

• maintaining tidy work area


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• working co-operatively with others

• basic risk assessment

• positive attitude to learning

• review and self-evaluation

• calculating materials requirements

Students should be encouraged to commit to, and identify the benefits of,improvement and reliability in all of these employability skills from Day One of theUnit!

Throughout the Pack there are numbered flags. These show where specificemployability skills can be highlighted and/or assessment evidence recordedwhen students are busy with the trade activities in the Plumbing of Sanitary

Appliances Unit:

1 Timekeeping 6 Maintaining a tidywork area

11 Checking quality ofown work

2 Attendance 7 Working co-operatively withothers

12 Positive attitude tolearning

3 FollowingInstructions

8 Planning andpreparation

13 Review and self-evaluation

4 Taking Advice anddealing withfeedback

9 Basic riskassessment

14 Awareness of healthand safety issues

5 Interpretation ofgraphic information

10 Calculatingmaterialsrequirements

15 Waste minimisation

The flag shown here indicates that within a particular section ofmaterial, employability skills 8 and 9 have been identified and can be

developed and possibly evidenced too.

As a tutor you will find or create countless opportunities to helpstudents develop employability skills. Here are some ways of going about it to getyou thinking!

• Make your expectations clear from Day One. You can have thestudents more or less write the class guidelines themselves byidentifying pros and cons of good and poor attendance andtimekeeping – the benefits in the workplace of one and theconsequences of the other. Relate your ground rules to the world

of work. The Employability Skills Unit does not prescribe required attendanceand timekeeping in numerical terms, but a policy on attendance will most likely

1 & 2

8 & 9


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5

be addressed in your centre’s partnership agreement. The measure of astudent’s success in this aspect is for them to be honest in their appraisal oftheir performance and to make progress. Thus the measure of success wouldbe one of ‘distance travelled’ or progress rather than a particular minimumpercentage of classes attended.

Attendance and timekeeping should be monitored throughout the Unit. If youtake note of patterns in performance it should be easy to give the studentsaccurate feedback.

• It can be difficult to keep the attention of under-16s. When youwant them to cultivate the skill of following instructions it’simportant to transmit the instructions clearly and concisely. Tryingto get students to think of the reason behind an instruction canhelp them to remember it. Get them to repeat the instruction orexplain it in their own words to make sure they’ve understood and know what’s

required. If an individual student is struggling with an aspect of the work –perhaps the skill of applying the correct amount of mortar to the beds – he/shemay appreciate personal assistance and quiet one-to-one instruction. Thiswould be an opportunity for you to note their positive response to anyinstructions you give them at that time.

• Closely allied to following instructions is the ability to take adviceand deal wi th construct ive feedback. Some people don’t takecriticism well, constructive or otherwise, so you must haveempathy for the students when giving them unsought for advice. Always start with a positive observation before suggestingimprovements. Make sure that, as far as possible, you give students equalattention and give advice to each and every one! The students should beactively encouraged to seek advice from teachers and lecturers. For recordingpurposes, again, take note of particular instances of advice given and thestudent’s response.

• Whether students are working to drawings during tutorials or forthe Unit assessment there will be opportunity to gather evidence ofinterpretation of graphic information.

•

Teach the class to keep the work area tidy at all times. Allowthem to reason for themselves about the potential consequencesof an untidy work area! Perhaps one at a time, in pairs, or in smallteams, the students could be on ‘tidy up’ duty. If students get intoa good routine with this it should be only on rare occasions thatyou have to pull them up on their tidiness.

3

4

6


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• Working co-operatively with others is in many ways a questionof communication. Get the class into the habit of working as ateam to set up the workshop for activities and tidy up during andat the end of work sessions. Get them to speak to each other –and to you – about the sharing of workspace, tools, equipment

and materials. Get them to create a schedule – with your guidance – for thesharing of communal equipment. Work in pairs or small teams whenappropriate. There should be plenty of opportunities to evidence the studentsworking co-operatively with others. Watch out for specific instances of thestudents working cooperatively together – they may also at any timedemonstrate a specific awareness of health and safety issues. You shouldnote this evidence. It is perfectly valid and in fact it is more valuable in a sensethan evidence that arises from a ‘staged’ activity because it shows that thecandidates are working well without prompting.

• Guidance on how students should plan and prepare theirplumbing activities properly should become the norm from the firstsession. Spend a little time identifying the objectives of thesession and encouraging the students to think about how they willgo about it, what equipment they will need, what the sequence ofthe work should be etc.

You might devise a planning sheet that can be used at the beginning of everysession so that planning and preparation becomes a routine part of each task.

• Students carry out risk assessments every day of their lives –

whether they know it or not – and you can use their priorexperience to reassure them how basic a risk assessment can be.Every day they cross a road. To do so safely they look forhazards, assess the risk and make sure that it is safe before theystep out onto the road. There will be ample opportunity to carry out riskassessments during the Unit. Students will look for potential hazards, assessthe risks involved and, if required, do something about them.

• Make sure that you get your students into the habit of being proactive regarding risk assessment.

• Get them into the habit of identifying hazards before and during practicalwork sessions.

• Teach them how to carry out basic risk assessments for workspaces as wellas for work activities.

• Reassure them, however, that as they do this they do not have to recordevery minor hazard or incident in writing.

• Also reassure them that the official risk assessments – those required bylaw – are not their responsibility but that of designated individuals in thecentre.

7

8

9


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• All the same, let them know that if they spot a hazard – maybe a spill – thatas well as informing a responsible person in the workshop there areoccasions where they can themselves take some initiative, eg. by warningpeople working around them and perhaps cordoning off the area. Theirprompt action could very easily prevent an accident!

Whatever happens, do not leave the students unsupervised.

• Students will naturally develop the skill of calculating materialsrequirements as they progress through the Unit and gainexperience in practical plumbing work. They will learn the correcttechnical terms for materials and equipment and will learn how toestimate how much to allow for waste of materials. The actualquantities of materials involved in this Unit will be miniscule compared to actualcommercial joinery. All the same, students should learn how to complete amaterials schedule (or requisition) correctly. Get them into the habit of using

correct trade terms and manufacturers’ names for materials and equipment.

• Students must check the quality of their own practical work aspart of the Plumbing of Sanitary Appliances Unit, but they need toknow what the criteria for making any assessment of qualityshould be. Give them a clear brief as to what you’re looking for(remember WILF?) and allow them to discuss what they mightinclude in their own quality checklist. Have a ‘here’s one I made earlier’ whereappropriate so that they can see the standard. Teach them what is involved inquality checking in this trade from an early point in the Unit.

• The students will have lots of opportunity to demonstrate apositive attitude to learning throughout their experience in this joinery Unit – because they have a lot to learn! However, theirattitude to learning will be influenced greatly by their impressionsof the Unit and how quickly they get stuck in to the practical bit.(See section on Induction).

When students are attentive, follow instructions, volunteer for tasks, askquestions, demonstrate a desire to learn more, take advice, carry out qualitychecks on their own work, and identify how they’ll do better next time they are

showing a positive attitude to learning. They may achieve this aspect of theEmployability Skills Unit with ease simply because they are enjoying their workand their attitude to learning is a positive one.

10

11

12


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• Closely allied to a positive attitude to learning is review and self-evaluation, which in the context of this Unit means the studentsreviewing the work they’ve carried out, the skills they’vedeveloped, their attitudes to what they’ve been doing and thenand setting action plans for future activities.

Students can be helped to do this when you discuss their performance withthem. Such discussions can help them get into the habit of evaluating theirperformance as a natural part of their work routine, especially when there is nopaperwork involved. On the other hand you may get them to completeabbreviated student review sheets after each practical activity, although this isnot a requirement of the Unit. If students get into this habit then the paperworkwill be just a part of the job in hand and will not take long to complete.

Some teachers and lecturers have found it helpful to quiz candidates abouttheir performance verbally as the work is proceeding in the workshop. Theteachers and lecturers themselves have made brief notes on the conversationsand have found this to be a quick and unobtrusive way to get candidates toreview their own performance in both practical work and in their developmentof employability skills.

• Health and safety is a key part of the learning and teaching of theUnit from the first workshop session to the last and so thereshould be ample opportunity to collect evidence of awareness ofhealth and safety issues.

•

Students should be learning about waste minimisation from theword go. To do it, they need to understand the reasons for thisrequirement. Get them to think about why this might be importantto an employer, a customer, the environment etc.

13

14

15


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Specific opportun ities to develop and assess employability ski lls

Specific opportunities may present themselves for the development andevidencing of employability skills. Here are a few ideas – you can add your ownthoughts to help you plan your approach to this aspect of the Course. In this table

we have put the Employability Skill first. The challenge for you, as tutor, is to thinkabout what activities you can devise in order to stimulate learning of and evidencefor specific employability skills.

Employability Skills Possible Activi ties

1. Timekeeping • turning up for class

• returning from breaks

• sticking to planned work schedulesregarding timing of activities

2. Attendance • turning up for class

• returning from breaks

3. Following instructions • re health and safety

• re practical work and trade techniques

• re sequencing of work

• re quality checking

• re planning and preparation

4. Taking advice and dealing with

feedback• applying advice on trade practice and

techniques

• applying advice on use of tools

• applying advice on use of materials

• applying advice on health and safety

5. Interpretation of graphicinformation

• reading diagrams

• reading drawings

• reading manufacturers’ literature withphotographs/diagrams etc

6. Maintaining a tidy work area • use of dustsheets and othertemporary protection

• tidying workspace generally as thework proceeds

• cleaning up as a result of spillage ofwater, leaks, etc


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7. Working co-operatively withothers

• co-operation with others re use oftools, materials and workspace

• assisting others in measuring and

setting out prior to work activities• assisting with quality checks

8. Planning and preparation • carrying out a risk assessment

• wearing PPE

• use of dustsheets and othertemporary protection

• correct selection and laying out oftools

• correct selection and laying out of

materials• co-operation with others re use of

tools, materials and workspace

9. Basic risk assessment • identifying hazards

• carrying out a risk assessment

• suggesting safety precautions

10. Calculating materialsrequirements

• calculating quantities of materials andsundry items

• producing materials schedules

11. Checking quality of own work • quality checking as the work proceeds

• quality checking at end of practicalactivity

12. Positive attitude to learning • listening to instruction

• applying feedback

• asking questions

• persevering with a practical activitywhen initial results are discouraging

• personal research

• carrying out self-evaluation exercises

• genuine participation in reviewprocess

• quality checking of own work

• assisting others in their work

• reading manufacturers’ literature andsafety data

• practising specific trade skills

• conversations with teacher/lecturer


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13. Review and self-evaluation • carrying out self-evaluation exercises

• quality checking

• action planning and setting goals

• conversations with teacher/lecturer

14. Awareness of health & safetyissues

• carrying out a risk assessment

• wearing PPE

• safe use of tools

• safe use of materials

• tidy workspace

• reading manufacturers’ literature andsafety data

• following local safe systems of work

15. Waste minimisation • sensible quantities of materials forimmediate use

• returning excess or surplus materialsto store

• sharing of materials with others

• proper storage of materials and toolsafter use

• use of environmentally-friendly

materials where possible

The tutor as a role model

You as the tutor have considerable influence on how much the young learners willbuy into the need to develop these employability skills and be persuaded of thebenefits of them. You must yourself be a good example in timekeeping,attendance and each of the other employability skills. Always demonstrate apositive attitude to learning.


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Resources required

Centres should possess suitable and adequate stores of tooling and equipment toprovide students with the opportunity to achieve the required competencies in allof the tasks.

Students should have ready access to pipe bending machines, work benches,vices, cordless power tools and PPE, step ladders/scaffolding where watersupplies have to be connected at high level.

Students should be allowed to practise work at work benches prior to actuallyworking on their assessment.

Centres should have ample supplies of dust sheets to protect floors and mops andpails for use in the event of spillage.

Adequate washing and drying facilities for students are an essential pre-requisiteto any practical trade programme. Centres must also ensure that students haveaccess to appropriate and well-fitting personal protective equipment (PPE). Thismay include overalls, safety footwear, hard hats and goggles. Not all of theseitems of PPE may be required to be worn at all times and it is up to centres tocarry out risk assessments and ensure the reasonable safety of students bywhatever means are appropriate.

Teachers and lecturers should be able to show students finished examples ofeach section of the work. This provides exemplars so that the students know

exactly what is expected of them


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For convenience a list of recommended resources is given below. You may wishto add to the list any resources that you find particularly appropriate.

• PPE • saws

• files • rasps

• copper pipe cutters • plastic pipe cutters

• spanners • pipe wrenches

• copper pipe bending machines • cordless power tools

• electric power tools • screw drivers

• measuring tapes • spirit levels

• squares and protractors • pencils and notepads

• copper pipe • compression fittings

• PTFE thread tape • ‘Plumber’s Mait’ jointing compound

• plastic pipe and fittings • ‘P’ traps and ‘S’ traps

• wash hand basins, brackets,pedestals, gratings, plugs, chainsand stays and taps

• WCs, cisterns, cistern lids, floatoperated valves, flushing valves,handle linkages, overflowconnections and flush pipes

• copper pipe brackets • stainless steel sink units, wastegrating and overflow assembliesand taps

• plastic pipe clips • screws and wall plugs

• dust sheets • mops and pails


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Extension studies

People have asked what they should do if they finish the work in the Unit early.Here are a few ideas for extra work or ‘extension studies’ your students might liketo try out with your guidance.


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Suggested extensionstudies for

Plumbing of Sanitary Appl iances

Notes

Carry out a water orpressure test on acompleted pipeworkassembly

Students could carry out such a test on their ownpipework model. Maybe a prize for the best?

Pipeboxing If joinerwork is one of the students’ other skills, youcan have them can make up some pipeboxing forthe runs of pipework? Students could work in pairsor small teams.

Traps Install different types of trap. Discuss the reasonsfor using any one trap instead of another?

Dismantle a completedplumberwork appliance

Explain that lots of plumbing jobs start by taking outthe old installation. Students can dismantle theirown or others’ work.

Investigate a real lifeplumbing installation

Using their recently acquired practical knowledgeof plumbing and plumbing materials, students canexplore a plumbing system and sketch the piperoutes – taking note of the location of fittings suchas tees and branches. Pipe routes will sometimes

be under the floor or in pipeboxing – so don’texpect perfect and complete results.

Context: They could explore the plumbinginstallation in their homes or at school or collegewith guidance from tutors.

Make a site visit Looking at underground drainage installationsstudents could find out:

How the rainwater downpipes connect to theunderground drains.

How deep the manholes and inspection chambers

are.How many houses feed into the one manhole.

What routes the internal drainage pipes take.

Can they see them or are they hidden?

Inside the building they should take note of locationof fittings such as gate valves, inspection valvesand screw-down stopcocks.

A report including a diagram of routes that the

pipes took can be written upon return toschool/college.


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Student Support Section


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Tutor Note on Student Activities

This section includes both student notes and activities. Use of these materials isnot mandatory. Rather, they are offered to centres as a flexible set of notes andactivities which can be selected, altered and used in whatever way suits individualcentres and their particular situation – for example as a supplement to centres’own tried and tested materials. In the case of the student activities you may wantto explain and discuss the instructions with the learners before issuing on paperas reminders. Likewise, tutors should decide how much support students will needwith notes and information sheets prior to issuing them. In some cases they maybe designed to reinforce knowledge gained through practical activities or followingdiscussion of specific issues or underpinning knowledge.

This section should not be issued as a pack of student notes in its entirety.


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Introduction

Welcome to Plumbing of Sanitary Appliances!

If you worked on and achieved the previous Introductory Plumbing Units atIntermediate 1 level, you’ll have learned about the tools and materials plumbersuse for water supply and waste pipe installations. If you haven’t had theopportunity to learn about plumbing before then we hope you enjoy your work inthis very popular trade!

Don’t worry if you’re starting this Unit with no previous plumbing experience. Wewill take you through the Unit right from the start. And if you can already bend and join and connect pipes then we have a bigger challenge for you – at the end of theUnit you should be able to assemble a real sanitary appliance as well as all thepipework.

The Unit is divided into three Outcomes:

1. Select, use and maintain tools and materials.

2. Assemble, fit and fix a sanitary appliance.

3. Install pipework to a sanitary appliance.

If you did complete the Intermediate 1 Plumbing Units, you’ll recognise theinformation relating to some of the work you have already done. But it takes yearsto become a skilled plumber and there’s no harm in practising your skills again!

You will also see as you progress through the Unit that there are new tools, thatwere not previously required, that you have to learn to use to complete someareas of your work.

You don’t have to test the sanitary appliance to achieve the Unit, but you’ll betaken through the steps that would be involved in properly testing a plumbinginstallation. Who knows? You might even have time to carry out such a test afteryour assessment is done!

So, here we go ….. we hope you enjoy the work and get great satisfaction from

the fact that you actually complete a real working example of Plumbing.


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Health and safety matters

You should note that as this Unit is mainly workshop based there are a number ofhealth and safety matters that should be remembered:

• Always wear and make use of the appropriate Personal Protective Equipment(PPE).

• Always keep the work area clean, tidy and free from obstructions.

• Act responsibly and don’t ‘fool around’.

• Make sure you fully understand the item of work you should be doing beforeyou start the task.

• Checks tools and equipment before you use them. This ensures that they arein good ‘working order’.

• If you’re not sure of the task you are about to carry out … Ask!

• When you have finished working remember to tidy up the workshop and put alltools and equipment in the appropriate storage areas.

Remember to leave the work area the way you would like to find it!!!


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Outcome 1: Select, use and maintain basic plumbingtools and materials

This part of the Unit requires you to have a knowledge of the basic and specialist

tools you’ll use in this Unit and also have a knowledge of maintenancerequirements to ensure that tools remain in good condition and are capable ofdoing the task they were designed for.

The plumber uses a very comprehensive range of tools but for the purposes ofthis Unit, you need to know about the following:

Hacksaw

Figure 1 Hacksaw

• This is designed for cutting metals. To make best use of the hacksaw, theitem to be cut should be secured in a vice.

• You would normally use both hands when using a hacksaw – one on thehandle and the other on the top front edge of the frame.

• You should ensure that the screw which holds the handle and frame togetherhas been firmly tightened and that the hacksaw blade is also securely fixed inthe frame.

• The cutting direction of the blade is indicated by an arrow on the blade and thisshould point away from you when you use the hacksaw. In this position, you’ll

also note that the teeth of the blade point away from you as you use thehacksaw.

• As the hacksaw is used, the blade will wear and it should be replaced regularlyto ensure it provides the best performance.


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Junior hacksaw

Figure 2 Junior Hacksaw

• A

Documents

Construction Plumbing of Sanitary Appliances - August 2006 (October 2007)