Energy SFW Course Guidance and Employability Skills (August 2008)

Skills for Work:
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.
Scottish Further Education Unit 2008
Scottish Further Education Unit (SFEU)

Argyll Court
Castle Business Park
Stirling
FK9 4TY
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
SFEU is a Registered Scottish Charity No. SC021876 and a

Company Limited by Guarantee No. SC143514 VAT No. 617148346
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.
Enquiries relating to this support pack or issues relating to copyright should be

addressed to:
Marketing Officer - Communications

The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specifications, National

Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority

Optima Building
58 Robertson Street
Glasgow
G2 8DQ
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:
Elanders Hindson
Merlin Way
New York Business Park
North Tyneside
NE27 0QG
Tel: 0191 280 0400

e-mail: info@elandershindson.co.uk
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
Tutor Support Section 20

Introduction 21
Learning and Teaching with Under 16s 22
Recommended Sequence of Course Delivery 26
Resources 27
Course Induction Section 30

Approaches to Induction 31
Possible Induction Activities for Skills for Work Courses 33
Employability Support Section 36

Adopting a Team Approach to Employability Skills 37
Guidance on Integrating Employability Skills 38
Signposting of Employability Skills 39
Student Support Section 52

Tutor Note on Student Activities 53
Welcome to Energy (Intermediate 2) 54
What you will Study 56
What is Energy? 59
Employability Skills 65
Maintaining Good Timekeeping and Attendance 68
Maintaining a Tidy Workplace 72
Seeking Feedback and Advice 75
Following Instructions 76

Working Co-operatively with Others 78

Selecting and Using Tools Correctly 87
Using Personal Protective Equipment Correctly and Working Safely 88
Following Basic Drawings Correctly 93
Checking Quality of Work 96
Working to Agreed Deadlines 97
Organising Work Effectively 98
Working Confidently 100
Willingness to Learn New Skills or Techniques 102
Working Independently 104
Reflecting on Own Performance 106
Learning from Past Experiences 108
Awareness of a Range of Careers and Job Roles 110
Developing Investigation Skills 112
Developing Presentation Skills 114
Developing Creativity Skills 120
Course Evaluation Sheet 121
Glossary of Terms 122

How to Use this Pack

This Course Guidance Pack has been prepared to help tutors deliver and assess
the Energy (Intermediate 2) course. The Pack is aimed at Course teams and
individual Unit tutors. It has two main purposes:
To provide information which will assist Course teams in developing an
induction programme for students embarking on the Course
To provide guidance on integrating the content of this Unit, in particular the
employability skills, throughout the other component units of the Course.
None of the material in this pack is mandatory. Rather, it is intended as a guide

and an aid to delivery of the Course and integration of Employability Skills. It aims
to provide centres with a flexible set of materials and activities which can be
selected, adapted and used in whatever way suits individual circumstances. It
may also be a useful supplement to tried and tested materials and approaches
that you have developed yourself. The pack is available on the SFEU website in
Word format to enable you to customise it to suit your own needs.
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 Employability Support Section contains guidance on adopting a team

approach to the development and integration of employability skills.
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.
Activities are identified with the symbol:

Reference Section

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. This

means learning through practical experience and learning by reflecting on
experience.
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 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.

A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

every 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 the

opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.

The Course in Energy (Intermediate 2)

Course Rationale
This Course is intended to equip candidates with the necessary knowledge and
skills which will enhance their prospects for employment in the wide range of
opportunities within energy sectors. The Course will allow candidates to develop a
range of employability skills which are of particular relevance to energy industries.
Core Skills of Information Technology and Problem Solving will also be developed
throughout the Course where opportunities arise. The Course will offer a variety of
approaches to learning and teaching and will include a strong element of
experiential learning. It is intended that some of the Course will be delivered and
assessed in a different learning environment to that of the school through a
partnership arrangement with a college, training provider, or employer.
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 general aims of this Course are to:
widen participation in vocationally-related learning for 1416 year olds

allow candidates to experience vocationally-related learning
provide candidates with a broad introduction to the energy sector
allow candidates the opportunity to develop skills relevant to the micro-
generation energy sector
develop the candidates engineering skills
encourage candidates to evaluate the impact of energy generation on the
environment
encourage candidates to foster a good work ethic, including timekeeping, a
positive 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 motivate
candidates to achieve their full potential

facilitate progression to further education and/or training
In particular, the specific aims of the Course are to:

encourage candidates to consider a career in the energy sector
develop an awareness of the role of conventional and renewable energy
systems in the UK
develop an awareness of what opportunities there may be within the sector in
terms of the types and range of career options
provide candidates with knowledge and skills which are directly relevant to
employment within the energy sector, eg. solar hot water and wind turbines
provide opportunities for the personal development of skills and attitudes which
will improve the candidates employment potential within the energy sector
develop the candidates awareness of their individual strengths and
weaknesses in relation to the requirements of the sector, and to reflect on how
this affects their employability potential
raise awareness of the impact of the energy sector on the environment
raise awareness of the responsibilities of the energy industry with regard to the
environment
Rationale for Course content
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 development of most renewable energy systems is a recent innovation where

energy is generated from renewable energy sources, eg. wind, solar, geothermal,
bio-fuels, tidal, and wave. These systems have the advantage of generating
power with virtually zero carbon emissions. The bio-fuels and geothermal systems
can release power on demand, but most of the others depend of sources of
energy outwith the control of human beings, and consequently, do not have a
constant power output. For example, solar is not effective at night or when it is
particularly cold and cloudy; wind is not effective at low wind speeds or very high
wind speeds, and while tides are regular, they occur only a few times per week
and wind is required to generate waves in our oceans or seas.

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.

Employability Skills Profile

In addition to the specific vocational skills developed and assessed in this Course,
employability skills are addressed as detailed in the table below. For the purposes
of the table, the Units are referred to as A, B, C and D as indicated.
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
Employability skill/attitude Evidence

maintaining good timekeeping and attendance A, B, C, D, E/F/G
maintaining a tidy work place B, C
seeking feedback and advice A, B, C, D, E/F/G
following instructions B, C
working co-operatively with others A, B, C
selecting and using tools correctly and for the purpose B, C
they were designed
using Personal Protective Equipment correctly and A, B, C
working safely
following basic drawings correctly B, C
checking quality of work A, B, C, D, E/F/G
working to agreed deadlines A, B, C, D, E/F/G
organising work effectively A, B, C, D, E/F/G
working confidently A, B, C, D, E/F/G
willingness to learn new skills or techniques B, C
working independently A, B, C, D, E/F/G
reflecting on own performance B, C
learning from past experiences B, C
awareness of a range of careers and job roles D
developing investigation skills A, D, E/F/G

developing presentation skills A, B, C, D, E/F/G

developing creativity skills A, B, C, D, E/F/G

Careers Scotland Support

for School/College Collaboration for Scotlands Colleges in
the Scottish Enterprise area
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:
Providing careers advice, guidance and employability support to pupils and

their parents pre, during and post vocational education experience,
focusing primarily but not exclusively on SfW pupils - demonstrating how
these educational choices have implications for future career options, and
support the achievement of future career goals and supporting effective
transitions
Providing targeted support to pupils at risk of becoming unemployed who
would benefit from undertaking a vocational course
Partnership working to ensure vocational study is given parity of esteem
with other school and post school options, focusing on recruitment /
selection and retention of pupils on vocational courses
Capacity building through relevant shared CPD events and resource
development to increase understanding of the process of uptake of
vocational options and facilitate more effective support to pupils navigating
these options
For further information on Careers Scotland (SE)s involvement in school/college

collaboration locally, please get in touch with your Careers Scotland Regional
contact:
South East (Edinburgh & Lothians; Forth Valley; Borders)

Stephen Benwell 01786 452043 stephen.benwell@careers-scotland.org.uk
North East (Tayside; Grampian; Fife)

Val Ormiston 01592-631155 valerie.ormiston@careers-scotland.org.uk
South West (Dumfries & Galloway; Ayrshire; Lanarkshire)

Jean Geddes 01698 742192 jean.geddes@careers-scotland.org.uk
West (Glasgow; Dunbartonshire; Renfrewshire)

Sandra Cheyne 0141 242 8338 sandra.cheyne@careers-scotland.org.uk

Tutor Support Section

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.
Wherever the course is delivered in colleges or by other training providers, these

centres should ideally be actively involved in interviewing potential candidates for
suitability to join the Course. Indeed experience has found this to be helpful when
retention figures are being analysed.
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.

Learning and Teaching with Under 16s

Scotlands Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of self-
respect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
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 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.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on

computer; present key words from the course or unit and see how many they
recognise or know something about.
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 the beginning of each lesson, or session, review previous learning

and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language

which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning when
used vocationally.
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.
7. Giving instructions in the learning environment. This is one of the most

difficult tasks a tutor has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
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.
Essentially, learners are helped by being given a specific explanation of how

work can be improved. You can also use summative assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips Ask students themselves to identify their own strengths and

development needs self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the tutor can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about

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 - Health and safety is non-negotiable and consequences of non-

compliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, ie. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect, which,
while sometimes challenging to achieve, can be very powerful and work to
everyones benefit.
10. Care and welfare issues. School/college partnerships mean increasing

numbers of young learners in college. Tutors have to be aware of their
professional responsibilities and mindful of young peoples rights. However
tutors 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 is essential
that colleges ensure that tutors have a working knowledge of the Child
Protection policies (local authority and college documentation) and follow
procedures and policies diligently. School/College Liaison Officers will be
familiar with these documents and can provide support and advice. There are
also training sessions on Child Protection available from SFEU (see the
following page).
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.

Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEUs
Get Skilled Up half day workshops for tutors 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.
Child Protection Workshops

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

Recommended Sequence of Course Delivery

While the sequence of delivery of the Units is for individual centres to decide, it
would be most beneficial for centres to integrate delivery across Units. In this
case, it may be helpful to begin with the Energy: An Introduction Unit and one of
the practical units eg. Energy: Domestic Hot Water Solar Systems or Energy:
Domestic Wind Turbines. Integrated with both practical Units should be the
Energy: Careers and Employability Unit. These practical Units provide much of the
development of many of the employability skills elements in this Course. Some of
the more generic employability skills and attitudes should be developed
throughout the Course.
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.
Whatever sequence of delivery is followed it is important that the

employability skills are not taught or assessed in isolation.
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 following websites contain useful information on

the hospitality industry, job roles, career progression
and qualifications. Some can be used for student
activity, while others are more suitable for tutor
reference.
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
UK Government carbon footprint calculator:

http://actonco2.direct.gov.uk/index.html
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/
The Energy Story (by the California Energy Commission)

http://www.energyquest.ca.gov/story/
The Forum for Scotlands Renewable Energy Industry:

http://www.scottishrenewables.com/
Renewable Energy Kits for Schools: Wind Turbine Plans:

http://www.click4eco.co.uk/
Oil Rig Platforms - types of rigs:

http://www.rigjobs.co.uk/oil/oilrigs.shtml
Solar Hot Water: (build your own solar water heating panel):
http://www.bigginhill.co.uk/solar.htm

Online quizzes
Energy Quiz (from EcoKids Earth Day Canada)

http://www.ecokids.ca/pub/eco_info/topics/energy/quiz/index.cfm
Resource kits
Renewable Energy Kits for Schools - Wind Turbine, Solar Water Heating
http://www.click4eco.co.uk/index.ep?category=11
Solar-powered products from Maplin Electronics

http://www.maplin.co.uk/microsites/solar/
Books
Alternative energy resources: the quest for

sustainable energy
Kruger, Paul,
Hoboken, New Jersey: John Wiley, c2006.
Energy: a beginner's guide

Smil, Vaclav
Oxford, England: Oneworld, c2006
Renewable energy resources

Twidell, John,
Abingdon, Oxon, UK: Taylor & Francis, 2006
Energy matters
Cambridge, England: Independence, 2005
T206 Energy for a sustainable future: Block 1: Energy systems and

sustainability
Milton Keynes, England: Open University Press, 2004
T206 Energy for a sustainable future: Block 2: Renewable energy

Milton Keynes, England: Open University Press, 2004
Energy, society, and environment: technology for a sustainable future

Elliott, David
London, England: Routledge, 2003
The energy saving house

Salomon, Thierry
Machynlleth: the centre for alternative technology, 2003

Wind energy basics: a guide to small and micro wind systems

Gipe, Paul
White River Junction, Vt.: Chelsea Green Pub. Co, c1999
The solar economy: renewable energy for a sustainable global future

Scheer, Hermann,
London, England : Earthscan, 2003
Principles of solar engineering

Washington, D.C.: Milady SalonOvations Pub.; London, England: Taylor & Francis
Ltd., 1999

Course Induction Section

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.
It is particularly important that students understand what is meant by employability

skills in this Course. It is recommended that induction allows them to explore
different roles in the energy sector and look at the employability skills that they,
the students, will be encouraged to develop as they go through the Course.
Centres may choose to invite guest speakers to provide input on what it means to
work in the energy sector, about job prospects and to reinforce the value that
employers put on specific and soft employability skills. Video/DVDs, photographs
and other presentational material may be used to illustrate different roles as well
as good and bad working practices and attitudes.
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.

Options they might have at the end of the Course.

How about another activity to finish up with and leave the students raring to go?
eg. Ask them to list the energy appliances they use and put them into two
groups, essential and non-essential. Compare in small groups for similarities
and differences.
Work through the Future Generator as a group (see Resources section).
Make a model turbine or anemometer half hour activity.

Possible Induction Activities for Skills for Work Courses

Most of the young people arriving in colleges or school workshops to take part in
Skills for Work know about the programme, have made an informed choice to be
there and are looking forward enthusiastically to trying something new. Some
young learners may not be off to such a positive start but as school/college
partnerships develop and improve there will be fewer in this category.
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.
Word Games/Quizzes/Jigsaws/ Mind Mapping activities which can be done

as a group. Each person in the group should have a role to ensure all
participate, eg. time keeper, resource manager, quality manager, leader,
scribe.
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.
Introduction to the vocational area
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.)
Create a team game about getting orientated to the centre/college. Set up

tasks consisting of people they need to meet, leaflets they need to collect,
information they need to get. Once they have completed the tasks, get them to
look at the employability skills list and check which ones they were using, and
then evaluate their skills at this early stage to set them in the right direction for
reflecting and evaluating.

Warm-ups to learning
Show photos/pictures/videos of people doing the tasks common in your

vocational area and describe/explain what they see happening.
You can use the same resources to ease the way into tackling any unrealistic
expectations the students might have about the course. Show pictures/video
clips of people in the occupational area and have them make suggestions
about what other tasks the person would have to do in their job. Give an
example eg. working as a physiotherapist may involve treating your favourite
football players, but it could also be helping someone recover from a car crash.
Letting them know that care work can be very emotionally demanding as well
as rewarding etc.
Encourage the students to think about the other jobs that need to be done to
keep the workplace a happy and productive one and introduce the idea that
these will be part of the course too, eg:
tidying away equipment
keeping the workplace safe, clean and tidy
helping out workmates etc.
Have them put their ideas on stickies and put on a flipchart.
Word puzzles of the key words they are learning in the vocational area, eg.
word finds, anagrams, crosswords all act as warm-ups as well as re-enforcing
learning.
Team building exercises which involve some aspect of vocational resources or
skills, eg:
build a tower which can stand unsupported for 1 minute and support a
tennis ball on top using 9 sheets of newspaper, some sellotape and 6 pipe-
cleaners time limit 15 minutes
create a game for 5 7 year olds using resources from the workshop;
create an advert to sell a new shampoo complete with jingle.
All of the above activities encourage aspects of communication, teamwork and

problem solving which are key employability skills. They also help to ascertain
prior knowledge, skills and attitudes and provide opportunities for observational
assessment and, in addition, will hopefully give you lots of ideas on how you can
adapt your Skills for Work curriculum to involve and interest learners.
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.

Employability Support Section

Adopting a Team Approach to Employability Skills
Integration of employability skills throughout the Course is most effectively

achieved when the tutors delivering and assessing the Course work as a team.
This means that the Course team must meet prior to and regularly during the
Course to discuss issues such as:
where to highlight, develop and generate evidence for employability skills

how effectively employability skills are being integrated into Course delivery
and assessment
student progress in developing self-evaluation skills
when reviews take place and by whom and in what context etc.
For integration to be successful it is important that the team have a common

understanding of what is meant by employability skills in the context of the
Course, and that team members adopt a consistent and transparent approach to
the delivery and assessment of these skills. While its important that employability
skills specific to energy are highlighted during induction, equally important is the
value which employers place on the generic employability skills the idea of
transferable skills and the fact that the Course will help them regardless of the
employment area they eventually choose should be stressed.
Employability skills for this Course include respect for people and their views,
which incorporates respecting diversity and having a non-judgemental attitude.
Take for example two points of view on nuclear power:
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.

Guidance on Integrating Employability Skills

It is strongly advised that course teams meet together to discuss and agree a co-
ordinated approach to the teaching and developing of the employability skills
throughout the Course and to ensure that the team has a common interpretation
of the skills and attitudes.
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.
Creativity: designing the wind turbine tail vane

Communication: using drawings for manufacture and assembly
Health and Safety: personal protective equipment and keeping a tidy
workplace
Checking their own work
Timekeeping and attendance
The following tables on employability skills give a more detailed view on how
these skills can be developed in individual Units.

Signposting of Employability Skills

1, 5, 6, 7
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
Seeking feedback Working to agreed Awareness of a

3 10 17
and advice deadlines range of careers
and job roles
Following Organising work Developing
4 11 18
instructions effectively investigation skills
Work cooperatively Developing
5 12 Working confidently 19
with others presentation skills
Selecting and using
Willingness to learn
tools correctly and Developing
6 13 new skills or 20
for the purpose they creativity skills
techniques
were designed
Using Personal
Protective Working
14
7 Equipment correctly independently
and working safely
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!

Generating Evidence and Assessment Opportunities for Employability Skills
Employability Delivery Advice Possible Activities/Contexts

Skills
Good timekeeping and attendance is relevant throughout the Course.

Turning up for classes on
Discuss the importance of good timekeeping within the energy sector and time
getting students to assess their past timekeeping record. They should
identify what improvements, if any, are needed. This should take place at Returning from breaks on
the start of the Course and will set the expected standards. time
Staff should make their expectations clear right from the start of the course Arriving on time to visits
or Unit.
Sticking to planned work
A good initial activity is to have the students write the class guidelines schedules regarding timing of
1 themselves by identifying pros and cons of good and poor attendance and activities
timekeeping the benefits in the workplace of one and the consequences of
the other. Staying in class for the
duration of the planned
These guidelines or ground rules can be posted in the workshops and
Maintaining activity (no extended toilet
classes and referred to on a regular basis.
good breaks)
timekeeping Relate the ground rules to the world of work, eg. arrive on time, back from
and breaks on time etc. The measure of a students success in this aspect is for
attendance them to be honest in their appraisal of their performance and in making
progress. Distance travelled should be adopted, rather than a particular
minimum percentage of classes attended.
Attendance and timekeeping should be monitored throughout the Course.
Students should be given feedback on their performance both good and
bad in this regard. If you take note of patterns of performance it should be
easy to give the students accurate feedback.

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
Deadlines will be used in all Units in the Course.

Checking progress against
10 Discuss the need to keep to deadlines and the effects that can result if deadlines
they are not maintained. Demonstrate the importance in the real world of
keeping to deadlines eg. industry employs project managers whose main Derive time remaining until
role is to keep work on schedule. deadlines
Working to
agreed Students made aware of the benefits of keeping to deadlines and of the Plan work schedule to meet
deadlines possible outcomes of work going beyond deadlines. deadlines
Staff discuss with students on their progress and ability to meet the
deadlines.

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
Working independently will occur in all Units in the Course.

Individual activities and
14 Discuss the advantages and disadvantages of working individually, eg. research
advantages could include taking full responsibility, having complete
ownership and not depending on others; to disadvantages such as not Discussions with tutor
being able to share problems with others and having little social Checking quality
Working interaction.
independently Students can be helped when you discuss their performance with them. Self evaluation
Such discussions can help them get into the habit of evaluating their Range of materials for
performance as a natural part of their work routine. investigations
Question students verbally about their performance as the work is

proceeding in the workshop. Individual presentations

Retain brief notes on these conversations about progress as evidence for
employability.
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.
Learning from past experiences is relevant throughout the Course.

Practical tasks
16 Discuss how past experiences can be a useful way of learning, these
experiences dont need to be successful - poor experiences or failure can Assembly tasks
still be useful learning situations. Testing energy systems
Learning from Students should be aware that learning can come from past experiences Investigations
past that were successful and fulfilling
experiences Presentations
Students should be aware that learning can come from past experiences
that were unsuccessful or demoralising.
Tutors should try and bring out the positive when things go wrong.

Careers and job roles is relevant to the careers/employability Unit.

Discussions on careers
Discuss the careers available within the energy sector and the routes, Investigations
Awareness of a skills and qualifications needed for these careers. Site visits
range of careers Students should be aware of the range of careers available within the External speakers
and job roles energy sector.
Careers advisors
Students should be aware of the qualifications needed for careers in the
energy sector. Individual presentations
Students should be aware of the employability skills required for a range
of careers in the energy sector.
Students will develop investigation skills throughout the Course and
should be given directions to help them find relevant information. Investigations
Interviews with family, friends
Discuss the role of investigating to find out information. Students are very
etc.
used to using the internet to find things out but they dont always see it as
carrying out investigations. Discuss the various methods of finding out Books, journals, Internet,
Developing information using a wide range of sources e.g. internet, interviews, papers, leaflets
investigation papers, TV, books, experiments etc.
skills Small experiments
Use a full range of resources for investigations.
Extracting useful information
Encourage students to interview family, friends etc.
Validate Internet sites is it a reliable website?
Cross match information from two or more sources.
Log details of the students investigations.

Presentation skills are relevant to all Units in the Course.

Short talks
Students often find giving presentations a daunting task. They should
progress from a group presentation onto individual presentations. Staff Tutor support and discussions
should demonstrate how presentations should be planned and practised. Group presentation
Students may feel comfortable using mobile phone technology to video a
Developing presentation, load it onto a computer and run it on the screen. Individual presentations
presentation
skills Staff should demonstrate how to give a presentation. Planning
Give students opportunities to give very short talks throughout the Course
to help develop these skills
Give encouragement to help them overcome fears.
Use a range of media to help overcome fears eg. PowerPoint or video.
Creativity should be introduced as a skill which comes up with novel
solutions to a problem. Creativity in design is the most usual way to
demonstrate this but other ways can be used to show creativity eg. a new Group presentations
procedure to assemble a system, giving a presentation, methods of Individual presentations
reducing their carbon footprint, integrating energy systems etc.
Creativity will be recognised when students give presentations, ie. the Planning work
methods they use should increasingly involve the use of technology eg. Carbon footprint
Developing from initially giving a simple talk, moving on to using PowerPoint, digital
creativity skills pictures or/and video etc. Use of technology
Staff should demonstrate creative solutions to problems eg. spring radio,
insulation from wool etc.
Staff should give students feedback on how to increase their level of
creativity.
Encourage novel ways of doing things.
Encourage a wide range and imaginative ways of presentation.
Encourage the integration of presentation methods.

Student Support Section

Tutor Note on Student Activities
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.

Welcome to Energy (Intermediate 2)
Whats different about this course compared to other subjects at school?
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!
This course is relevant to the real workplace.

It has been designed so that your tutors will not only be helping you to
develop specific skills that are important to energy systems employers but
also the skills that make you more employable.
Youll be introduced to these employability skills in a lot more detail later
on. These are very important and are skills that youll be able to take from
job to job as you move through life.

What you will Study
Heres a summary of the Units that you will have to study as part of this course.
The mandatory Units are:
Energy: An Introduction
Energy: Domestic Wind Turbines Systems
Energy: Domestic Solar Hot Water Systems
Energy: Employability and Careers
In addition youll also study one from the following options:
Energy and the Individual

Energy: Oil/Gas Extraction
Energy: Conventional Technologies and the Grid

Mandatory Units
Energy: An Introduction
You will discover:
how energy is converted from one form to another

and the systems that are used to generate it
how energy is generated using fossil fuels
how energy is generated from renewable energy
systems
about energy conservation
a working energy generation system through a visit
how to review your own progress during the unit.
Energy: Domestic Wind Turbine Systems
You will:
discover about engineering drawings, engineering materials,

tools and equipment to mark, shape and make a simple artefact
become familiar with a range of hand tools, cables, components
and test instruments and make a simple electrical circuit
find out about assembling and testing a small wind turbine
be assessed in a practical situation - somebody will watch you
carrying out tasks
develop a set of employability skills
Energy: Domestic Solar Hot Water Systems
You will:
find out about engineering services, drawings,

engineering materials, tools and equipment to mark,
shape and make a simple artefact
find out about assembling and testing a solar hot water
panel
be assessed in a practical situation - somebody will
watch you carrying out tasks
develop a set of employability skills

Energy: Employability and Careers
You will:
review all of the employability skills

identify your strengths and weaknesses
identify employability skills for careers
match careers with your strengths and weaknesses
review your own progress during the unit
Optional Units
Energy and the Individual
You will:
identify individual energy consumption

develop your existing carbon footprint
develop and plan changes in the energy you use
develop an updated carbon footprint
Energy: Oil/Gas Extraction
You will:
find out about oil and gas fields

find out about oil and gas platforms
find out about oil and gas extraction equipment
Energy: Conventional Technologies and the Grid
You will:
find out convention energy systems production

values
find out about the national grid
find out about environmental issues

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.
Energy comes from a range of sources:
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:
a battery will convert chemical energy to electrical energy

a generator will convert rotational energy to electrical energy
a turbine will convert steam energy to rotational energy etc.
Energy systems usually consist of a combination of energy transfers eg. in a

wind turbine wind energy to rotational energy at the blades and rotational
energy to electrical energy at the generator.
Wind Blades Generator

Air Rotational Electrical
Flow Energy Energy
Energy
Energy Transfer Block Diagram
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.

The various forms of energy we will look at in this course include:
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)
the Power consumed is:
Energy (J) = 1000

Time (s) = 120 = 8.3 Watts

How much energy do you consume?
Activity
Discuss the energy you consume during a normal

day in your life. Think of the systems, equipment or
appliances you use that consume energy. You
could take a normal day and go through it from the
time you get up until the time you go to bed and list
the appliances or systems used and the length of
time they were used for.
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.
Guide to domestic power ratings

Appliance Watts (W) Cost to run per hour
Hair Drier 1200 = 1200W x 0.01p= 12p
CD Player 20
Laptop 50
Desktop PC 150 = 150 x 0.01 = 1.5p
Printer 100
Coffee Maker 800
Dishwasher 1200
Dryer (Clothes) 4000 = 4000 x 0.01 = 40p
Electric Blanket 200
Electric Clock 1
Toaster 1000
Tools:- 12mm drill 750
Vacuum Cleaner 700 = 750 x 0.01 = 7.p
VCR 40
Washing Machine 500
42 Plasma TV 300
40 LCD TV 180 = 180 x 0.01 = 1.8p
Traditional light
100 =100 x 0.01 = 1p
bulb
Low energy light
12
bulb
Microwave 1000
Shaver 15
Stereo 15
Electric Shower 900 = 900 x 0.01 = 9p
X-Box

Completed Grid - Guide to domestic power ratings

Appliance Watts (W) Cost to run per hour
Hair Drier 1200 = 1200 x 0.01 = 12p
CD Player 20 = 20 x 0.01 = 0.2p
Laptop 50 = 50 x 0.01 = 0.5p
Desktop PC 150 = 150 x 0.01 = 1.5p
Printer 100 = 100 x 0.01 = 1p
Coffee Maker 800 = 800 x 0.01 = 8p
Dishwasher 1200 = 1200 x 0.01 = 12p
Dryer (Clothes) 4000 = 4000 x 0.01 = 40p
Electric Blanket 200 = 200 x 0.01 = 2p
Electric Clock 1 = 1 x 0.01 = 0.01p
Toaster 1000 = 1000 x 0.01 = 10p
Tools:- 12mm drill 750 = 750 x 0.01 = 7.5p
Vacuum Cleaner 700 = 750 x 0.01 = 7.5p
VCR 40 = 40 x 0.01 = 0.4p
Washing Machine 500 = 500 x 0.01 = 5p
42 Plasma TV 300 = 300 x 0.01 = 3p
40 LCD TV 180 = 180 x 0.01 = 1.8p
Traditional light
100 =100 x 0.01 = 1p
bulb
Low energy light
12 = 12 x 0.01 = 0.12p
bulb
Microwave 1000 = 1000 x 0.01 = 10p
Shaver 15 = 15 x 0.01 = 0.15p
X box 200 = 200 x 0.01 = 2p
Electric Shower 900 = 900 x 0.01 = 9p
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.
You will be:
assessing yourself on the skills and attitudes

setting goals for yourself
practising the skills and attitudes
reflecting on your progress
taking account of feedback from people (tutor and each other)
developing your skills.

Activity
So what do you think these employability skills and attitudes are?
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.
Employers will expect their new employees to:
Be on time
Show interest in learning new things

Employers in all areas of work like their employees to:
fit in with how the workplace operates

act responsibly - such as being able to treat people correctly
exercise good timekeeping
maintain a tidy appearance
be able to evaluate (make a judgement about) your own work and skills
have a positive attitude to learning
work cooperatively with other people
be able to solve problems in a flexible way
have a positive attitude to change
have the confidence to set goals, reflect and learn from experience.

Maintaining Good Timekeeping and Attendance

1
Good timekeeping is one of the employability skills youll be able to develop

through attending classes on time; turning up for visits on time and class activities.
Good timekeeping is important in any job. If you are

regularly late youll be considered unreliable. Behind
good timekeeping is good time management. If you
organise your time well then you should keep to
deadlines and turn up when you need to.
Good timekeeping is about being able to use your time

well this is an important part of your Skills for Work
course as you will need to plan and time your workload
carefully. If you are working as part of a team, others will be relying on you to
deliver the goods on time. Your tutor/lecturer will set you deadlines for
submitting work too.

Good Timekeeping Quiz
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.
A = Always B = Often C = Rarely D = Never
Beside each sentence below write the letter that best describes what you do.
I know what I have to do and plan ahead for it.
I try and work out which tasks will take me longer.
I note down when I have study time.
I note down special dates and work round them.
If I know I have studying to do I stay in and do it.
If I have studying to do I dont spend ages on my mobile.
If I have studying to do I dont watch television instead.
I arrive for classes and other appointments on time.
When I plan I have a clear idea of what Im doing.
. I get things done on time.
Total number of responses to each letter A:_____B:_____C:______D:_______
Multiply A by 10, B by 6, C by 3 and D by 1
Number of points for A:__________B:___________C:___________D:_________
Total number of points___________

75 100 points you are an excellent time keeper

50 74 points you are a good time keeper but you could change a few things
25 49 points fairly good but think carefully about what you should change
1 24 points you need to look at how you manage your time
Are you a good timekeeper? Yes/No
If your answer is No, what stops you from being a good timekeeper?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Tips for Good Timekeeping
Here are some top tips for good timekeeping:
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.

Maintaining a Tidy Workplace

2
Untidiness in the workplace can be very dangerous, as well as being

a nuisance when workers are looking for their tools or materials.
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).
Likewise, untidiness in the workplace can lead to many problems. Tools,

equipment or materials can be mislaid leading to time wasting searches to find
what you are looking for. More seriously though, untidiness in the workplace can
be very dangerous.
Activity
Can you think of more examples of untidiness in the workplace that are
dangerous?

Examples of untidiness leading to dangerous situations:
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.

Seeking Feedback and Advice

3
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.
Advantages of getting Feedback and Advice
It will be an opportunity to discuss your ideas or thoughts

You will benefit from the wide range of knowledge of an experienced person
It will be an opportunity to discuss any results from work or tests
It will help the teacher/lecturer to judge your performance
It will raise your level of confidence in the work you are doing
It will raise your level of confidence in dealing with questions and getting
feedback from others
The quality of your work will be better and it will remove doubts about how
well you have done.
Remember - you dont have to do everything on your own!

Following Instructions
4
To follow instructions we first have to listen. It takes real effort to

listen properly. Its easy to be distracted if someone in the class is trying to interest
you in something else. Thats when you have to make more effort to listen and not
be put off by those who dont want to learn. Listening is a skill that some people
find difficult.
Some tips on listening
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?
Your tutor will discuss your answers with you.

Some examples of when you must respond to instructions are:

following all health and safety requirements when in the workshop
when there is a fire alarm.
Have you thought of other examples?
Remember, be a good listener, take in instructions and learn.

Working Co-operatively with Others

5
The ability to work with others, or teamwork, is

an essential skill within the Energy sector.
Some of the benefits of working as part of a team are:
More hands mean many tasks can be completed quicker

Everyone knows what has to be done and all the work tasks required
More ideas are generated to solve problems
Complex tasks can be split into specialist tasks
Support from team members helps motivation
Activity
Now add some benefits of your own:

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:
carrying out investigations

planning sequences of work
assembling energy generation devices
testing energy generation
contributing to presentations

Strengths and weaknesses
As teams are made up of people and every person is different,

its possible that you wont share the same opinions and views
as everyone in your team. In a team its important to
remember that everyone has different strengths and
weaknesses and this is what makes a balanced team.
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.
Name Strength Weakness

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.

Working as Part of a Team

The essence of a team is that its members cooperate with each other and divide
up the tasks involved so that the person best suited to the task is doing that task
for the benefit of the whole team.
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.
Discuss your thoughts with the class.
Tasks and Responsibilities
In a team everyone has different responsibilities and tasks. These responsibilities

and tasks should be decided according to individual team members strengths and
weaknesses. You will need to consider your role in the team because your
behaviour can help to make the team work. Working with others is fun but you
need to take your own role seriously if you wish to succeed.
Activity
Make a list of positive things that you can do to make the team work well. Some
have been given for you:
Always be pleasant and polite

Listen to others and show that you are listening
Be reliable and turn up on time
4.
5.
6.
You may wish to use this list to make up a set of guidelines for good team work for
your group.

Barriers to Good Team Working

Sometimes teams do not work well and this can lead to bad feeling amongst the
team members and this can have a negative effect on the setting. One of the most
common barriers to effective team working is lack of communication between
team members. There are three main ways to communicate with others in our
team:
Verbal communication: we need to think about what we say and how we

say it, eg. shouting, whispering, using long words etc
Body language: we use visual clues to work out someones feeling and
attitudes, eg. shaking your head, smiling, nodding, arms folded etc
Written communication: as part of your Skills for Work Course you will be
required to write things down or draw sketches, for your personal use, to
hand to your teacher/lecturer, or to give to other team members.
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.
Type of Communication Example of negative behaviour

Verbal
Body language
Written communication

There are other barriers to effective team working:
problems with attitude

discrimination
not liking someone
clashes of personality.
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.

Selecting and Using Tools Correctly

6
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
Alter adjustable wrenches for correct fitting on nuts or bolts

Use a scriber for marking out lines and a centre punch for marking hole
centre
Hold hammers firmly in one hand near the end of the shaft
Ensure drills are turning at the correct speed for their size
Ensure drills are turning at the correct speed for the material being drilled
Ensure the correct type of drill is being used for the material being drilled.
Use a ring spanner in preference to an adjustable spanner
Centre punch the centre of a circle prior to using dividers to mark out a hole
Ensure the saw blade is fitted so that it cuts on the forward stroke
Secure parts firmly near the vice jaws prior to cutting with a hacksaw

Using Personal Protective Equipment Correctly

and Working Safely 7
Every time you enter the work area you are responsible for your own
safety and the safety of others and this will include:
Conduct and behaviour in all activities

Safe working practices in workshops
Safe use of tools and equipment
Tools and equipment in good usable condition
Removal of any form of jewellery
Personal dress
Personal Protective Equipment (PPE).
The most basic PPE items are:
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.
Hazards and Risks
Almost everything in life can be a safety risk but we can

minimise that risk if we are aware of what the hazards are
and take steps to minimise them.
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
Picture 1 - No safety glasses

Picture 2 - No chains etc while operating a machine and hair not tied back
Picture 3 - Using a mobile phone while operating a machine
Picture 4 - No overalls
Picture 5 - No safety footwear
Picture 6 - No throwing in the workshop

Following Basic Drawings Correctly

8
Youll be using drawings quite a lot in this course so its as well to

take some time to think about the various purposes that drawings can have.
Activity
What do you think some purposes of a drawing might be?

In simple terms a drawing displays graphical information about a project.

Drawings can represent a set of job instructions that detail the specification,
and sometimes the sequence of the work.
The specification will give details of sizes, materials and may even state if
special tools are required.
In addition, technical information can be given in the form of a drawing.
Drawings can be anything from a simple sketch giving an approximate
outline of the project to a detailed diagram showing all the relevant details
including the dimensions of the various components and elements.
Drawings can be produced by hand or on a computer using a suitable

drawing package (CAD - Computer Aided Drawing). Nowadays such
computer generated drawings can be displayed in two dimensions or three
dimensions.
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 Quality of Work

9
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.
This ability will come with experience:
it will come if you actively seek advice

it will come if you check your work.

Working to Agreed Deadlines

10
Time management is about being able to

use your time well this is an important part of your
Skills for Work course as you will need to plan and time
your workload carefully. If you are working as part of a
team others will be relying on you to deliver the goods
on time. Your teacher/lecturer will set you deadlines for
submitting work.
In energy sector settings there are many jobs to be

done, some are routine and others are longer term
tasks. You need to be able to manage these tasks
effectively. It is easy to blame the lack of time for tasks
not being completed.
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.

Organising Work Effectively

11
Here is a useful model to help you get organised. Its called a

SMART plan.
Be specific about your tasks.

Know exactly what you need to do.
How will you know when you have achieved

your tasks? What will you have in your
possession? What will you be able to see?
Make sure your plan and tasks are

achievable. Dont be too ambitious.
Is your plan relevant or have you gone off on

a tangent? Are you going to get what you
need?
Set a time limit for your plan or tasks and

keep to it!
SMART is a mnemonic for:

specific
measurable
achievable
relevant
time limited.

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.
Be specific eg. want to run 3 miles.
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.
Check its achievable; eg. are you pretty unfit

and really need longer than a month!
Is this a suitable plan/goal to go for? Would it be

better if you tried something else?
Put a date on when you will have achieved your

goal eg. want to run 3 miles by the 1st
December.

Working Confidently
12
To work confidently you need to be trained to the appropriate level.

This usually means that you have no fears in tackling a task and feel you have a
high chance of success. To remain confident it is essential that you develop on an
ongoing basis and learn new skills and techniques that keep you competent in
what you are doing.
Confidence themes
Positive thoughts Your view agree or disagree

I contribute my own ideas to the team
I listen to the others opinions
I am assertive (but not bossy)
I can take constructive criticism
I contribute to the work of the team
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.
Ensure you get the correct kind of training

Try and concentrate on learning everything you are shown or told
Develop all your skills to your maximum ability
Look for someone who can be your mentor ie. an example you can follow
Focus on your achievements not your failures what you can do rather than
what you think you cant do
Work on developing you weaker skills so that they become can dos

Prepare thoroughly for everything

Set reachable goals, dont be too ambitious
Give your self a reward if you are successful
Dont be too competitive

Willingness to Learn New Skills or Techniques

13
Something all employers appreciate is employees who have the willingness to

learn new skills or techniques. Employers like to invest in their staff - it makes
good financial sense but they arent going to do so unless people have a positive
attitude to their work and to learning.
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
You may have included some of the following ideas:
turning up for classes and activities on time
turning up for classes and activities well prepared
contributing to discussions
asking questions
submitting work on time
being reliable
reading up on the topics discussed
researching information on workplaces you visit
following instructions
learning by observing others
being respectful of the people you work with
volunteering to help.

Working Independently
14
Working independently is a skill most people should have whether or

not they are mainly involved in teamwork. Even when working within a team you
will at times be doing things on your own and this requires a different set of skills
from your team working ones.
Working independently requires you to know what needs to be done. You
should have a very clear idea of what the task is in front of you and how you
are going to tackle it.
You must monitor yourself and the work you are doing to ensure it will be
finished on time and to the correct standard.
You have to take the initiative rather than wait for someone else to tell you
what to do.
You need to work at a pace which suits you and one which is sustainable
over a long period of time.
You have to take the blame whenever anything goes wrong; there is no one
else to pass the buck to!
You have to work against self doubt and negative feelings, particularly when
things are not going as well as you think they should be.
You have to motivate yourself to work hard and to the correct quality
standards.
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

Possible advantages of working independently
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.

Reflecting on Own Performance

15
A very important part of developing practical skills and becoming

better at any job is to review your own progress. This means that at each stage
of a task and especially at the end of a task you reflect on what went well and
maybe what did not go so well, and why.
Dont worry if you make mistakes sometimes - most people need

time and practice to get things right every time! Learning from mistakes and good
and bad experiences is something that we do in everyday life. For example, if you
cut yourself with a bread knife, you would reflect on what it was that caused you to
do that and try to make sure that you didnt do it the next time you were cutting
bread!
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.
During this course youve been expected to develop a positive attitude to

learning during and so we have been working on our:
ability to complete set tasks

confidence to set ourselves goals and organise ourselves to achieve them
evaluation skills to reflect on an experience and to learn from it.
We have been aspiring to become successful learners through:
working as individuals researching information and taking notes

working together in teams to exchange information and encourage each
other
taking part in a variety of planned experiences
problem solving and adapting as necessary
managing our time effectively
organising and sharing resources to maximum effect

There has been a variety of learning experiences during this course:
listening to information from a tutor

interviewing for information from a practitioner
watching videos, reading textbooks, using the Internet
observing a situation and making notes
making components and circuits
assembling systems
testing systems
Activity
Please think and reflect on all of these points as you complete the following
sentences:
I learn quickly when _________________________________________________
________________________________________________________________
I learn slowly when__________________________________________________
________________________________________________________________
I find learning easy when_____________________________________________
________________________________________________________________
I enjoy learning when________________________________________________
________________________________________________________________
I learn well from someone who_________________________________________
________________________________________________________________
Feedback from lecturer:

Learning from Past Experiences

16
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.

Skills for Work Review Sheet Using SMART
Name: Class:
Unit: Task:
Score: 1 - very good, 2 - good, 3 - fair, 4 - unsatisfactory
SMART Score Suggestions for improvement

yourself 1 - 4 next time
Was your task specific

enough?
Was your task

measurable?
Were you able to achieve

your task?
How relevant was your

task?
Did you complete your

task within the
timescale?
Any other comments you

would like to make:

Awareness of a Range of Careers and Job

Roles
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:
craftsman or vocational level which could include manufacture, installation

and maintenance of systems
technicians who monitor, control and test systems
design engineers who design systems
project managers who plan and schedule the installation of and test new
systems.
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.
These careers can be further split into:

full scale systems and
microgeneration systems.
Microgeneration systems are smaller systems that are mainly focussed on

the domestic market. These are the systems you will see on houses eg. wind
turbines, solar hot water panels or solar photo-voltaic (PV) panels.
Full scale systems include wind farms or anaerobic digestors which take
gases from waste for biofuel power stations.

Careers within the microgeneration sector (engineering services) include

plumbers for the installation of solar hot water panels and electricians for the
installations of wind turbines and solar PV panels.
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.
These careers tend to be through having a science based qualification, although

there are specific conservation courses available at non advanced level as well as
those ranging to degree level and above.
Youll learn more about careers in the Energy: Employability and Careers unit.

Developing Investigation Skills
One of the activities you will be involved in during this Course will be
investigating.
Investigating involves you in developing many of the employability skills

mentioned before. Youll be involved in investigations on your own and as part of
a group investigation.
Youll need to:
plan out your investigations

work with others and on your own
carry it out
present your findings, and
review your investigations and presentations.
These skills are important ones that are valued by employers in every sector.
Your investigations will therefore give you opportunities to:
practise your communication and listening skills

develop your planning and organising skills while you carry out instructions
learn about your roles and responsibilities in relation to the investigations
and throughout, develop your awareness of care values such as:
showing respect
being non judgemental and
respecting diversity.

What to consider when choosing methods for research
Factor Help Hinder

Available resources A wide range of resources A lack of resources may
will offer a wider range of mean students are not
information. able to gather the
information required.
This may restrict the
scope of the
investigation.
Skills of team A skills mix within the team Lack of skills will lead to
will add strength to the quality poor quality information
of the investigation which will being gathered.
lead to success.
Timescale A realistic timescale will allow An unrealistic timescale

you to work to achievable will put pressure on you,
goals. Timescales should not which is demotivating.
be too short or too long.
Working as part of Working as part of a team Working as part of a

team or by self can give you support from team means that you are
other team members. relying on others and
they might not deliver.
Working on your own allows Working on your own
you to set your own means that you do not
deadlines and you are not have support from others
relying on anyone else. and it can be lonely.
Information you If you know exactly what The more complex the
require information you require this information the more
can be easily found. complex the
investigation.
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.

Developing Presentation Skills
Watch a video or record a television programme which illustrates

someone communicating information. What is good or not so good
about it?
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.
F friendly C confident Ag aggressive A anxious
Assessment of presenter
Using this code, what do the following gestures and body language say about a
persons style of communicating?
Face Hands Body
lots of eye contact pointing/wagging finger fidgeting

glare touching hands on hips
smile fidgeting/twiddling standing still
nodding head hands behind back standing close
looking down clenched fist tapping feet
enough eye contact thumping table relaxed stance
blinking/twitching open gestures moving around
stare waves hands about jerky movements
chin out picking at nails swaying

Presenting Your Information

When you are planning a Skills for Work task you should
consider how you are going to present the information
which will be collected. You should choose a method of
presentation appropriate to the type of task and the
nature of the information you plan to collect. For
example: if you are investigating what energy systems
best suit a building you may consider writing an
illustrated report to present to your tutor, but if you are
investigating a particular type of environmental concern
you may choose to make a poster or set up a display of
related play materials.
You can present information in the following ways:
by writing a report making a video diary

making a leaflet keeping a logbook or a diary
making a poster demonstrating a practical skill
setting up a display
talking to a group
making a PowerPoint presentation
Add some ideas of your own.
Other factors will affect how you choose to present your information. Some of
these are:
whether you are working as part of a group or on your own

the resources available to you
your skills or the skills of the group members
the time available to you
combining techniques
Think
SMART

Top Tips for Presenting Information
Think about who you are presenting the information to:
o children
o parents
o tutors
o classmates
o employers
Make your presentation interesting

Make sure your information is accurate
Combine different methods of presentation, eg. use handouts when giving a
talk
Make it memorable
Dont use slang
Dont use jargon
Keep to the point and dont waffle

How to Give a Talk

Many of us get anxious about giving talks to even small groups of people.
However employers expect members of staff to be clear and concise
communicators, and working in Energy requires people to share ideas and
communicate with colleagues.
Planning your Talk

Plan your talk so that it is easy to follow. Plan three parts:
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
2. In the main part of your talk:
Plan which points you will put across in words only

Which points can you make more memorable using another device:
photographs, pictures, a short video
3. In your conclusion:
Review your main points focus on the points you wish people to remember by
giving an example.

Activity
Think about the following case study:
Myra has recently been promoted to section leader for energy in a

company that builds large wind turbines.
She has been asked to give a presentation to the local environmental

group on Why wind turbines are necessary to generate electricity.
In small groups decide what the main points of Myras presentation

could be.
Decide which of these points should be in the introduction, the main

part and the conclusion.
Decide what visual aids she could use to make her talk more
interesting.

Top Tips for Giving a Talk
9 Look at your audience.

9 Be prepared to repeat, go more slowly, and add details in response to how you
feel your audience are reacting.
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.

Developing Creativity Skills
Creativity can be described by any of the following:
creativity is using imagination rather than imitating something else

creativity is generating ideas, images and/or solutions
creativity is the ability to produce something new, to generate unique
approaches and solutions to issues or problems or opportunities
creativity is a principle of design
creativity is being imaginative or inventive
creativity is the ability to create
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.
Creative examples of wind turbine tail vanes:

Course Evaluation Sheet

To help us to make the first steps of this course easier for new students, wed be
grateful if you would take a few minutes to complete and return this survey.
Name: ______________________________________ Date: ___________
Agree completely
Disagree mostly
Agree mostly
completely
Disagree
1. The course lived up to my expectations.
2. The staff were approachable, helpful and
supportive.
3. Things seemed well organised.

4. I had enough practical experience.
5. I now have a better understanding of what
employability skills are.
6. I now know the importance of self-evaluation and
review in all aspects of my life.
7. I now have a good understanding of what work in
the energy industry is all about.
8. I enjoyed my time on this course and feel that it is
a good way to learn.
9. I intend to work in the renewable energy sector.
10. The thing(s) I liked most about the course:
11. The thing(s) I enjoyed least about the course:
12. What I think could improve the course:
Many thanks for completing this evaluation.

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)

a system that transfers water flow energy into

Water turbine
rotational energy
a system that transfers wind energy into rotational
Wind turbine
energy and then into electrical energy

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Skills for Work:

Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU)

SFEU is a Registered Scottish Charity No. SC021876 and a

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Enquiries relating to this support pack or issues relating to copyright should be

Marketing Officer - Communications

Further information regarding this Unit including Unit Specifications, National

The Scottish Qualifications Authority

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Tel: 0191 280 0400

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Tutor Support Section 20

Course Induction Section 30

Employability Support Section 36

Student Support Section 52

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Working Co-operatively with Others 78

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How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guide

The Employability Support Section contains guidance on adopting a team

Activities are identified with the symbol:

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What are Skills for Work Courses all about?

A key feature of these Courses is the emphasis on experiential learning. This

Learning through practical experience

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

Learning through reflecting at all stages of the experience

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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

The learning environments, the focus on experiential learning and the

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The Course in Energy (Intermediate 2)

The general aims of this Course are to:

widen participation in vocationally-related learning for 1416 year olds

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facilitate progression to further education and/or training

In particular, the specific aims of the Course are to:

Rationale for Course content

The development of most renewable energy systems is a recent innovation where

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Employability Skills Profile

Employability skill/attitude Evidence

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developing presentation skills A, B, C, D, E/F/G

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Careers Scotland Support

Providing careers advice, guidance and employability support to pupils and

For further information on Careers Scotland (SE)s involvement in school/college

South East (Edinburgh & Lothians; Forth Valley; Borders)

North East (Tayside; Grampian; Fife)

South West (Dumfries & Galloway; Ayrshire; Lanarkshire)

West (Glasgow; Dunbartonshire; Renfrewshire)

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Tutor Support Section

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Wherever the course is delivered in colleges or by other training providers, these

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