GeTinVET - Result Learning Modules (Workpackage 5)
Objectives in detail:
1.) To expand and increase the qualification level of trainees in initial vocational education and training in the relevant training occupations (by supplementing cross-cutting competences from other occupations).
2.) To expand and increase the technical and methodological competences of teachers (or trainers) who teach in the relevant training courses.
3.) Raising awareness for increased interdisciplinarity between the occupations in the field of crafts by recognising interfaces (and drawing conclusions from this for one's own teaching).
4.) The concrete implementation of the learning modules or parts of them.
5.) A simple, quick and comprehensible adaptation of the learning modules (or parts of the learning modules) for own use in teaching for outsiders as well as ensuring the practical use.
6.) The promotion of sustainable thinking and action as an inherent part of education (here in the relevant professions in which the learning modules are developed).
7.) To increase the attractiveness of initial VET in general and in the partner institutions and to increase the attractiveness and quality of craft training throughout Europe.
Main results of this work package:
1.) Four ready-made learning modules for interdisciplinary learning between at least two occupations of initial vocational training (in the field of Service Building Engineering). The learning modules are divided into teaching phases. Within the teaching phases (introduction, problem identification, problem solving, etc.) a variety of teaching materials will be made available for use. The learning modules will be developed cooperatively in transnational cooperation by at least two partner organisations, prepared didactically and methodically and their results will be made available in a uniform basic structure in the respective languages of the participating partner organisations as well as in English for use and further development here in May 2025.
2.) Linked to this are four further training modules for teachers with didactic-methodical instructions on how to use the learning modules. Further subject-related information on important aspects of interdisciplinary cooperation between the trades will be produced. These notes will also be published as a separate result on the project homepage and additionally provided with comments on the learning modules with regard to possibilities of use, differentiation, previous knowledge, etc.
3.) As a further product, a guideline with instructions for the independent development of interdisciplinary learning modules for relevant trades in the field of Service Building Engineering will be created and made available digitally here in May 2025.
4.) In addition, a commented evaluation on the use of the project results of work package 5 is prepared and made available here in May 2025.
Requirements for all modules
Requirements_for_all_modules.pdf
Professional action situations - overview
Overview_action_situations.pdf
Modul 1: Installation of solar thermal systems on the roofs of buildings - Planning, commissioning and operation of a solar thermal system
For the energy-efficient heat supply of a new residential or commercial building, the installation of a thermal solar system should be properly dimensioned, selected and procured, installed and optimized by adjusting the control parameters during ongoing operation.
In this learning module, the installation and commissioning of a solar thermal system is planned for the energy-efficient heat supply of a new residential building and common and exemplary fault patterns of solar thermal systems are worked out.
Skills from different professions are required to solve the problems described in the modules. In order to successfully complete the learning module, skills from different professions are required. For this reason, the traditional skills of one trade are supplemented by skills from other trades.
The learning module is divided into a main module and two optional sub-modules in order to achieve the targeted competences and develop the technical content. There is an assignment for each module, which is divided into several subtasks that are worked on by the learners over several hours.
The learning modules are organised as follows:
Main Module
Teaching Sequence
| Description and Material | How to use?
|
Introductory scenario
| Introduction of the main learning situation (e.g.)
You have been commissioned to ensure the hot water supply of a residential building in a remote location with a solar thermal system. A plant mechanic and an electrician are sent to the project site for the installation.
A photovoltaic system has already been installed on the building, providing a reliable power supply. Drinking water is drawn from a domestic well that is fed with spring water.
Their task is to plan the installation of the solar thermal system and to commission the system after installation.
| - This learning situation is aimed at electricians or mixed classes of electricians and plumbers.
- The students are divided into interdisciplinary groups in which they work together. If plumbers and electricians are in the same class, they have the opportunity to learn from each other.
- If it is not possible to mix the two trades, they can also be taught separately, with the information materials of the other trade being made available.
Previous mechanical knowledge:
- Basic mechanical knowledge of hydraulic components (pipes, pumps, etc.)
- Basic knowledge of heat transfer (radiation, conduction)
- Basic knowledge of hydraulics (transport of heat transfer medium by pump)
Basic electrical knowledge:
- Basic knowledge of electrical safety devices (MCB, RCD)
- Basic knowledge of connecting electrical components (sensors, pumps, control unit...)
Link: "1.3 Main module - Solar thermal order"
Procedure:
1) The teacher introduces the situation and organises the groups.
2) In their groups, the learners consider how the assignment will be processed and develop an initial idea of the scope of the assignment.
3) Collection of ideas in plenary and agreement on a common approach as well as the quality and scope of the product to be created (functional diagrams).
|
Tasks
| Procedure:
1) Information on the function and structure of a solar thermal system
Duration: 0.75h
2) Inspection of the operating documents for the solar thermal system and reference book documents. Selection and compilation of the required information by the trainees
Duration: 0.75h
3) Creation of an overview diagram in which the basic mechanical and electrical components are professionally represented
Duration: 0.5h
4) Calculation of the electrical connected load and selection of suitable safety devices (RCD, circuit breaker)
Duration: 0.5h
| - The aim is to independently create a functional diagram with the electrical and mechanical components within the individual groups.
- The learners inform themselves using the information materials provided and the specialised literature on the various trades.
- The teacher is available to answer questions and provide assistance during the independent work phase. Possible questions are discussed within the groups and the learners support each other, especially with subject-specific questions.
- The functional diagram is a visualisation of the components of the solar thermal system and its electrical and mechanical (functional) connections. The standard symbols used in technical communication must be used when creating the diagram.
- Individual products are developed in the individual groups. These should contain the basic components of the solar thermal system, such as collector, solar pumps, collector sensor, heat storage tank and electrical equipment.
- A sketch is sufficient for the presentation if no further objectives are pursued in the lesson with regard to the correct presentation / creation of functional diagrams. In strong learning groups, the learners can sketch the diagrams of the other trade. In this phase, the learners give each other hints and tips for the correct and meaningful presentation of the functional diagram.
- Standard reference books and manufacturer documentation for the respective region and nation should be used as information material. In this way, the regional differences in the various construction methods of the solar thermal system (with/without frost protection; with/without central heating backup) can be taken into account.
- A possible solution can be found under the following link:
Left:
- 1.1 Main module - solar thermal order
- 1.2 Main module - solar thermal order
Horizon of expectations
|
Presentation and Assessment | 5) The groups present their products to each other, add to and/or correct them as required and agree on a joint or corrected system diagram. Possible questions or ambiguities are uncovered and documented.
Duration: 0.75h
6) Individual groups present their products for discussion in plenary as required.
Duration: 0.5h
7) Collection of possible questions, discrepancies and/or additional topics from phase 5) in a topic memory.
Duration: 0.25h
| Re 5) - If the groups are split to compare the products, half of the group switches to another group and presents their own products to the new group members.
- For the assessment, the newly formed groups are given a checklist with assessment criteria with which the products of the other groups are assessed. This enables the learners to check the products and provide feedback on the quality and completeness of the products based on the criteria.
- This gives learners the opportunity to check their own learning progress and to correct the products of the new group members (after the change). This helps weaker learners to present their products in a small "protected" circle and compare them with other products. This gives individuals the confidence to present their products to the whole group in the following phase.
Left:
- 1.3 Main module - Criteria checklist
Product evaluation
|
Reflection/Evaluation
| 8) In the student-teacher dialogue, the learners collect the possible problems from the previous phases of the learning situation. The interfaces and performance limits between the trades are also discussed with regard to the aforementioned objectives of the learning situation.
Duration: 0.5h
9) To reflect on their own level of knowledge, learners create a functional description using the most important components of the solar thermal system.
Duration: 1,5h
| Re 9)
- Working individually and looking back at the previous content, the learners create a functional description of the solar thermal system.
- This phase enables learners to review their own learning progress and close any final gaps in their knowledge.
- The learners can coordinate quietly with the other learners or turn to the teacher.
|
Submodule 1: Final Integration Testing and Commissioning --> The role of electrician/plumber and Workflow Coordination
In this learning module, the installation and commissioning of a solar thermal system is planned for the energy-efficient heat supply of a new residential building and common and exemplary fault patterns of solar thermal systems are worked out.
Skills from different professions are required to solve the problems described in the modules. In order to successfully complete the learning module, skills from different professions are required. For this reason, the traditional skills of one trade are supplemented by skills from other trades.
The learning module is divided into a main module and two optional sub-modules in order to achieve the targeted competences and develop the technical content. There is an assignment for each module, which is divided into several subtasks that are worked on by the learners over several hours.
Teaching Sequence
| Description and Material
Short description and Link to pdf`s/digital tools/etc.
| How to use?
Methodical and didactic explanations (approx. 10 sentences as a first orientation)
+ link to further documentation if applicable (pdf's)
|
Introductory scenario
| Introduction of the learning situation (e.g.)
In the meantime, the solar system has been fully installed, now only the final commissioning and electrical test are still pending.
Create a checklist of the work to be carried out and the tools required at . Use the technical documentation available for the solar thermal system and your specialist documentation for information.
Duration: 0.5h
| - This learning situation is aimed at electricians or mixed classes of electricians and plumbers.
- The students are divided into interdisciplinary groups in which they work together. If plumbers and electricians are in the same class, they have the opportunity to learn from each other.
- If it is not possible to mix the two trades, they can also be taught separately, with the information materials of the other trade being made available.
Prior knowledge:
The learning content of the main module "Planning and commissioning a solar thermal system"
Link: "2.1 Submodule - Commissioning order"
Procedure:
1) The teacher introduces the situation and organises the groups.
2) In their groups, the learners consider how the assignment will be processed and develop an initial idea of the scope of the assignment
3) Collection of ideas in plenary and agreement on a common approach as well as the quality and scope of the product to be created (checklist).
|
Tasks
| Procedure:
1) Inspection of the operating documents for the solar thermal system and reference book documents. Selection and compilation of the required information by the trainees.
Duration: 1,0h
2) Create a table (checklist) or enter the information from step 1) and determine the sequence of the work steps.
Duration: 0.5h
| - The aim of this teaching phase is for the individual groups to create the checklist independently.
- The learners inform themselves using the information materials provided and the specialised literature on the various trades.
- The teacher is available to answer questions and provide assistance during the independent work phase. Possible questions are discussed within the groups and the learners support each other, especially with subject-specific questions.
- The checklist to be created is an overview of the steps required for the electrical commissioning of the solar thermal system. The list should also be used to work out the limits of the performance boundaries of the trades, but also the possible interfaces between them.
- Individual products are developed in the individual groups. These should show the most important work steps, tools and assignment of the work step of the respective trade.
- The apprentices from the two trades work together to create the checklist and jointly determine a sensible sequence of activities.
- Standard reference books and manufacturer documentation, as well as statutory regulations and standards of the respective region and nation should be used as information material. In this way, the regional differences in the various designs of the solar thermal system (with/without frost protection; with/without central heating backup) can be taken into account with regard to the electrical commissioning of the system.
- A possible solution can be found under the following link:
Left: Link: 2.2 Submodule - Commissioning Commissioning expectations |
Presentation
| 3) One group presents its products in plenary, projecting them onto the board. The other groups give strength-orientated feedback and jointly derive suggestions for improvement.
Duration: 0.5h
4) The learners return to the groups and complete and correct the checklists as required
Duration: 0.5h
|
|
Assessment
| 5) The products are collected and assessed by the teacher.
| to 5)
The most important criterion for the assessment is the sensible sequence of the work steps and the allocation of tasks to the two trades.
|
Reflection/Evaluation
| 6) The learners draw up a joint checklist in plenary in a student-teacher discussion.
Possible differences, advantages and disadvantages of the various approaches are discussed and weighed up.
Duration: 1,0h
7) Clarification of remaining questions
8) Agreement on the most important steps for the final commissioning of a solar thermal system with clarification of responsibilities (who is authorised to do what?)
Duration: 0.5h
|
|
Submodule 2: Problem solving on a solar thermal system
In this learning module, the installation and commissioning of a solar thermal system is planned for the energy-efficient heat supply of a new residential building and common and exemplary fault patterns of solar thermal systems are worked out.
Skills from different professions are required to solve the problems described in the modules. In order to successfully complete the learning module, skills from different professions are required. For this reason, the traditional skills of one trade are supplemented by skills from other trades.
The learning module is divided into a main module and two optional sub-modules in order to achieve the targeted competences and develop the technical content. There is an assignment for each module, which is divided into several subtasks that are worked on by the learners over several hours.
Teaching Sequence
| Description and Material
Short description and Link to pdf`s/digital tools/etc.
| How to use?
Methodical and didactic explanations (approx. 10 sentences as a first orientation)
+ link to further documentation if applicable (pdf's)
|
Introductory scenario
| Introduction of the learning situation (e.g.)
In the meantime, the solar thermal system has been fully installed, tested for function and put into operation. After one year, you carry out maintenance on the solar thermal system.
You realise that the solar pump is malfunctioning (see message below!). When removing the pump, you notice that the pump is stuck and that the solar fluid has changed considerably. The pH value of the solar fluid has dropped to pH=4.
When asked, the customer describes the operation of the system since commissioning:
- The first summer was very warm with many hours of sunshine. On many summer days, there was more solar heat available than the customer could use. The system therefore often switched off even though the sun was shining.
- The following winter there were very few hours of sunshine, so the system was not in operation over the winter months.
Your job is to describe to the customer in writing how the poor condition of the system could have come about. You also give the customer a list of tips on how to minimise these problems in the future.
Duration: 0.5h
| - This learning situation is aimed at electricians or mixed classes of electricians and plumbers.
- The students are divided into interdisciplinary groups in which they work together. If plumbers and electricians are in the same class, they have the opportunity to learn from each other.
- If it is not possible to mix the two trades, they can also be taught separately, with the information material of the other trade being made available.
- Prior knowledge:
The learning content of the main module "Planning and commissioning a solar thermal system"
Link: "3.1 Submodule - Troubleshooting order"
Procedure:
1) The teacher introduces the situation and organises the groups.
2) In their groups, the learners consider how the assignment will be processed and develop an initial idea of the scope of the assignment
3) Collection of ideas in plenary and agreement on a common approach as well as the quality and scope of the product to be created (tips for the customer to improve system operation).
|
Tasks
| Procedure:
1) Inspection of information material on the solar thermal system and textbook documents. Selection and compilation of the required information by the trainees.
Duration: 1,0h
2) Creation of a description of the effects of solar radiation on the condition of the solar pump
3) Development of possible recommendations for action for the customer for the long-term improved utilisation of solar thermal energy and avoidance of stagnation.
Duration: 1,0h
| - The aim of this teaching phase is for the individual groups to work independently on the assignment.
- The learners inform themselves using the information materials and specialised literature provided.
- The teacher is available to answer questions and provide assistance during the independent work phase. Possible questions are discussed within the groups and the learners support each other, especially with subject-specific questions.
- The description of the causes of corrosion and changes to the heat transfer medium can be created in the form of a list or in a continuous text using technical terms
- In addition to the causes of the stagnation, the individual description of the groups should also include suitable measures taken by the customer to avoid it.
- Standard textbooks for system mechanics and the information materials provided should be used for information. This learning situation can be used in regions with medium to high solar irradiation, in which outside temperatures < 0°C prevail in the winter months, so that antifreeze must be used as a heat transfer medium in the solar thermal system.
- In order to take into account further regional differences, additional information materials would have to be supplemented by the teachers concerned as required.
- The documents for this learning module can be found under the following link:
Left: Link: "3.1 Submodule - Troubleshooting order"
"3.2 Submodule - Troubleshooting assignment Expectation horizon"
"3.3 Submodule - Glycol info"
|
Presentation
| 4) One group presents its product in the plenary session, which is projected onto the board. The other groups give strength-orientated feedback and jointly derive suggestions for improvement.
Duration: 0.5h
5) The learners return to the groups and complete and correct their products as required
Duration: 0.5h
|
|
Assessment
| 6) The products are collected and assessed by the teacher.
Alternatively, the content of the entire learning situation can be tested in a written examination.
| to 6)
The evaluation should take into account the use of technical terms and the number of meaningful suggestions.
|
Reflection/Evaluation
| 7) The students discuss the limits of solar thermal energy in a student-teacher dialogue.
8) Clarification of remaining questions.
Duration: 0.5h
| Re 7)
- Possible problems with the dimensioning of the solar thermal system can be discussed. For example, it could be discussed that, on the one hand, the customer wants to generate the highest possible solar yield, but on the other hand, the system should not be dimensioned too large in order to avoid too frequent stagnation.
- Furthermore, the following aspects can be integrated in this phase with a view to sustainability:
- Conservation of resources through long-term utilisation of the heat transfer medium.
- Compliance with environmental regulations for the handling and disposal of glycol.
- Improved utilisation of solar gains through adapted usage behaviour.
|
Modul 2: Installation of a photovoltaic system on the roof of a residential or commercial building
For the electrical power supply of a residential or commercial building, the installation of a photovoltaic system should be properly dimensioned, selected and procured, installed and set into operation.
Module 2: Customer request for a photovoltaic system
General description: Target groups for this learning module are electricians, roofers and basically every trade that deals with photovoltaic systems. The aim of the module is to get a better understanding of the potential for reducing carbon emissions with the help of photovoltaic systems. Hereby, it is also mandatory to understand the principles of photovoltaic systems and to know about components, their functions and their assembly in such systems. To successfully complete the learning module, skills from different professions are required. For this reason, the traditional skills of one trade are supplemented by skills from other trades.
These are specific to this module:
Roofers:
• Working with hazardous voltages.
• Components of a pv-system and their functions.
• Assembly of electrical components.
Electricians:
• Working at heights with regards to safety and protection gear.
• Roof construction and where to move safely.
• Assembly of pv-panels on roof tiles.
Teaching Sequence
| Description and Material
| How to use?
|
Introductory scenario
| A customer would like to receive information on photovoltaic systems. She has read a newspaper article about green energy and wants to get information on how she can reduce her carbon emission footprint and if it is possible at the same time to reduce her energy cost at home. She owns a house in the city of Basel, Switzerland which has a gable roof. One side of the roof is directed towards the north, the other side faces the south. Each side is eight meters long and six meters high.
Your boss wants you to talk to the customer and convince her about the possibilities of energy savings and carbon emission. You should also outline which components are needed for the photovoltaic system and what the installation process looks like to have the customer informed about all the work that needs to be done. You can decide if you prepare a presentation, a podcast, a video or provide any other informative material for the customer.
| The scenario is designed to create a real-life situation in which the student must act to succeed.
Therefore, he/she needs to inform himself, make a workplan, decide on different possible solutions, come up with an idea for a pitch and create the needed materials and finally act and conduct the pitch with the customer.
The scenario is flexible in the way that it can easily be adapted to national standards and requirements or depending on the institution it is taught at.
For example, you can choose the location of the customer building or its size and orientation. You can also alter details of the building and the surroundings to create a scenario that fits your specific requirements.
You can also omit single lessons if the content does not fit to your training program or if you cannot provide materials and rooms for practical approaches. Take the lesson structure as a basic idea and adapt it to your individual needs.
|
Lesson 1:
| Introduction to the Scenario Objective:
Students will gain insight into the assignment and the client’s expectations. They will learn why solar energy, sustainability, and safety are essential.
Preparation by the Instructor:
• Study the scenario and ensure you understand the basic principles of solar energy.
• Prepare a brief presentation on solar energy and sustainability.
Assignment for the Student:
1.1 Clearly describe the assignment and the client's expectations.
1.2 Identify three reasons why solar energy and safety are important.
1.3 Explain how a photovoltaic system affects costs and environmental impact.
Assessment grid: Rating: 0 points (insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria: - Clear analysis of the client’s request.
- Well-founded identification of three reasons why solar enery and safety are important
- Clear explanation of how a photovoltaic system affects costs and environmental impact.
- Total score
| The teacher should introduce learners to this topic making a small informative power point or by showing pictures concerning energy consumption, problems of fossil fuels and introduce the idea of green power.
Students then should get into the scenario and define their expected outcome. Also, they should think of all the aspects they would need to do and to learn to successfully create the expected outcome.
After this, students can work on the assignments. We recommend social methods like a group work, placemat method or the like.
For example material see ‘Material 1’
|
Lesson 1: Assessment grid
| |
|
Lesson 2:
| Roof Orientation and Yield Calculation
Objective:
Students will learn how roof orientation affects energy yield and how to estimate energy production.
Preparation by the Instructor:
• Gather visual aids (e.g., diagrams of roof orientations and solar panel yields).
• Prepare a sample calculation.
Assignment for the Student:
2.1 Analyse the roof orientation and determine the optimal placement for solar panels. 2.2 Calculate the potential power output based on the available roof surface and tilt angle.
2.3 Describe how weather conditions and shading affect solar panel performance.
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Correct analysis of roof orientation and placement.
- Accurate and well-supported energy yield calculation.
- Understanding of external factors and their impact.
- Total score
| Introduce the class to a building with a PV-system maybe based on pictures or a short film if possible. Start a discussion of which factors contribute to the overall output power of a PV-system and collect those arguments for later falsification/verification.
Show an example for an output power calculation of the introduced system and let students work on the assignments.
We recommend tandems or groups of not bigger than three students. Each student must create their own documents.
At the end of the lesson, you can look back at the collected contribution factors of power outcome and verify/falsify them together with the students.
For example material see ‘Material 2’
|
Lesson 2: Assessment grid
| |
|
Lesson 3:
| Components of a Photovoltaic System
Objective: Students will learn about the key components of a PV system and understand their functions.
Preparation by the Instructor:
• Gather images and physical examples (if available) of solar panels, inverters, and mounting systems.
• Prepare a brief explanation of how the components work together.
Assignment for the Student:
3.1 Create a poster or visual overview of the components (panels, inverter, mounting system, cabling, and connection to the electrical panel).
3.2 Describe the function of each component and how they work together in the system.
3.3 Explain which components are required for the scenario and why.
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Clear and informative visual representation.
- Correct and complete description of components.
- Application to the scenario with justification.
- Total score
| Introduce the class to this lesson maybe by showing a picture of a building with a PV-system and its components (inverter, fuses etc.) Ask what these components do within the system.
Let the students work on the assignments with the aid of information materials. Provide posters and pens or the like for the students to create a visualization of the whole PV-system and its components.
We recommend groups of 3-4 students per group during the working phase and a gallery walk at the end of the lesson.
Students can use the gallery walk to compare own findings with the findings of other groups and ask questions with the aid of sticky notes which can be put on the posters of each group.
For example material see ‘Material 3’.
|
Lesson 3: Assessment grid
| |
|
Lesson 4:
| Working Safely on Roofs
Objective:
Students will learn to identify and manage risks when working at heights, with a specific focus on a gable roof, as in the scenario.
Preparation by the Instructor:
• Gather safety guidelines and videos on safe roof work.
• Create a list of common risks and corresponding preventive measures.
Assignment for the Student:
4.1 Identify and describe at least three risks associated with working at heights.
4.2 Develop a plan with appropriate safety measures and required protective equipment.
4.3 Explain how the use of sustainable materials can enhance safety.
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Accurate and Complete identification and description of at least 3 risks.
- Accurate plan with appropriate safety measures and required protective equipment
- Clear and accurate explanation of how the use of sustainable materials can enhance safety
- Total score
| Firstly, it is important to check local regulations and professional associations’ regulations to know about the regulations in your own country.
The lesson could start with a report or a photo of an accident at work which lets students focus on the possible risks and dangers while at work. Then we suggest having a think-pair-share phase in which students work on the assignments based on the given accident.
During the share-phase an open discussion should evolve among students.
For example material see ‘Material 4’.
|
Lesson 4: Assessment Grid
| |
|
Lesson 5: | Solar Panel Installation Process
Objective:
Students will learn how to correctly install solar panels.
Preparation by the Instructor:
Gather information and visual materials on the solar panel installation procedure.
Prepare a practical example.
Assignment for the student:
5.1 Describe step by step how to install a PV system.
5.2 Use terminology correctly
5.3 Specify which materials and tools are required.
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Clear and logical step by step description of PV system installation
- Correct use of terminology.
- Appropriate material selection and justification.
- Total score | This lesson is optional or at least very flexible in the way it is held. If you have the possibilities to have students install and assemble real PV-panels that is an optimal way of training. If you do not have the materials, facilities etc. You could at least do a theoretical training on how to correctly assemble PV-panels. We recommend looking out for manufacturer materials and handbooks as they usually provide good visual materials and are usually free to use for educational purposes.
If you have the capabilities of a real material training, we suggest showing students once the correct way of assembling and then let them try with the aid of manufacturer’s handbooks.
If that is not the case, we suggest for students to develop an assembly explanation on their ow with the aid of manufacturer’s handbooks.
For example material see ‘Material 5’.
|
Lesson 5: Assessment Grid
| |
|
Lesson 6:
| Electrical Connection and Grid Integration
Objective:
Students will learn how to connect a solar panel system to the electrical grid.
Preparation by the Instructor:
• Gather an example of an electrical diagram and safety regulations.
• Prepare an explanation of grid integration.
Assignment for Students:
6.1 Design a correct and complete electrical diagram for grid integration.
6.2 Describe the safety regulations and procedures.
6.3 Give a clear explanation of the grid connection
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Correct and complete diagram.
- Description of correct safety procedures.
- Clear explanation of the grid integration.
- Total score
| This lesson has a practical approach. If that is not possible in your institution you can omit this lesson or turn it into a theoretical lesson.
It is also possible to combine the contents of lessons five and six if you work on the theoretical aspects.
It is important to check local regulations and professional associations’ regulations to know about the regulations in your own country.
With the knowledge of all the components of the PV-system and the assembly of the PV-panels it is necessary to get an understanding of how to connect the system to the grid. The extend of the importance or even the allowance for students to work on the grid needs to be vetted before conducting this lesson.
We suggest starting the lesson with a brainstorming session on what is needed and what needs to be considered when we want to connect the PV-system to the grid.
Information materials regarding breakers, fuses, switches can come in handy here for students to inform themselves. We would recommend collaborative group work of 2-4 people with split areas of responsibility.
For example material see ‘Material 6’.
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Lesson 6: Assessment Grid
| |
|
Lesson 7:
| Financial Aspects and Payback Period
Objective: Students will learn how to calculate the costs and payback period of solar panels.
Preparation by the Instructor:
• Gather up-to-date data on solar energy and energy prices.
• Prepare a sample calculation.
Assignment for Students:
7.1 Calculate the total costs and payback period of the customer's PV system.
7.2 Describe a logical financial justification of the total costs
7.3 Present a clear presentation of the calculation
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Accurate and correct calculation.
- Logical financial justification.
- Clear presentation of the calculation.
- Total score
| An introductory presentation with a representation of rising energy consumption and cost could be used to introduce students to financial aspects.
After that they can work individually on the assignment, if possible, with the aid of mobile devices or computers and the internet to gather facts and figures on PV-systems and the cost of these systems to calculate the time it takes for a PV-system to amortise.
Student findings should be presented individually and discussed with the class.
For example material see ‘Material 7’.
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Lesson 7: Assessment Grid
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Lesson 8:
| Sustainability Impact and Environmental Effects
Objective:
Students will analyse the ecological benefits of solar panels.
Preparation by the Instructor:
• Find comparative studies on solar energy, CO₂ reduction, fossil fuels, and environmental effects.
• Check the UN sustainable development goals for a deeper understanding of sustainability.
Assignment for Students:
8. Compare the CO₂ savings of solar panels with fossil fuels and explain why it might be useful to use regenerative energies like PV.
Be sure you:
8.1 Use correct and relevant data
8.2 Make a clear comparison and justification
8.3 Use convincing argumentation
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Correct and relevant data.
- Clear comparison and justification.
- Convincing argumentation.
- Total score
|
Introduce the lesson with pictures and/or videos of recent natural disasters like floods, draughts, earthquakes and the like to raise students’ awareness.
Start with an open discussion on why these catastrophes have come up and why they are so severe and why their occurrence is on the rise.
Students should come up with the concept of global warming and its effects on nature. With that established, introduce the concept of sustainability and gather aspects and definitions in a short brainstorming.
Then give the student the assignment together with informative texts or if possible, give students the chance to do web research on this topic.
Students can then exchange their findings individually and discuss them in small groups.
For example material see ‘Material 8’.
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Lesson 8: Assessment Grid
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Lesson 9/10:
| Presentation and Customer Advice
Objective:
Students will learn how to deliver a professional and persuasive customer consultation.
Preparation by the Instructor:
• Guide students in creating a customer-oriented presentation.
• Gather examples of effective customer advice and presentation techniques.
Assignment for Students:
9.1 Prepare a professional presentation, in an appropriate format (e.g., video, brochure, conversation) that convinces the customer of the benefits of solar energy.
9.2 Justify the proposed solution with calculations and scenario-specific data.
9.3 Respond to potential customer questions or objections.
Assessment grid:
Rating: 0 points
(insufficient), 1 point (sufficient), 2 points
(good)
Assessment criteria:
- Professional and appropriate presentation.
- Strong argumentation and persuasiveness.
- Appropriate respond to potential customer questions or objections.
- Total score
| To start the lesson, gather students’ ideas on what makes a good pitch/presentation.
Usually, students can already go into detail. Sometimes it is advisable to talk to colleagues if students have already dealt with this topic.
After establishing what a good pitch or end-product should look like, students can go into preparation phase and create their final pitch/product. (Cf. ‘Presentation’ for more details).
You could create evaluation forms together with the students to let students assess other students pitches and products.
Or you evaluate the pitch and products based on given criteria yourself.
For example material see ‘Material 9’.
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Lesson 9/10: Assessment Grid
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* Lesson 11:
| * Final Exam
| *This is optional.
If your training program and/or legal regulations require a formal final exam you can do that at the end of the unit. It might be advisable to include a couple of practice lessons with smaller tasks to prepare for an exam. However, you are not obliged to do an exam.
The modules idea is to have the students create a portfolio which is the document for the final assessment (cf. ´Assessment’ down below)
|
Presentation
| The students must conduct a customer pitch and provide accurate and appropriate information on the request.
The way in which the customer receives the information is completely up to the student’s creativity. It can be a leaflet/brochure with all aspects together with a formal presentation. It can also be a videocast or podcast which contains all the information.
| The style of the presentation is very flexible with this module. It can be adjusted to the learners’ needs and aims. If for example you find a class that struggles with the openness and creative approach of the pitch you can also alter the scenario and specify the outcome product. You could for example specify that the customer requests informational material via E-Mail (brochure) for everyone to create a uniform product.
It is very important to have the criteria very clear before starting the learning situation with students. It is also advisable to share these criteria to create transparency.
|
Assessment
| Assessment is based on a portfolio which contains tasks from every single lesson. This means that after each lesson, students have to hand in an assignment which is rated.
At the end, all ratings are added to calculate the overall result.
See the table below.
General Assessment Table: A. Lesson 1-9 B. Title:
- Introduction to the Scenario
- Roof Orientation and Yield - Calculation
- PV System Components
- Working Safely on Roofs
- Installation Process
- Electrical Connection
- Financial Aspects
- Sustainability Impact
- Presentation and Customer Consultation
C: Criteria - 1-8: 3 criteria × 2 points - 9: 3 criteria × 4 points D: Max points - 1-8: 6 points
- 9: 12 points
E: Total: 60 points | Learning is a process. Thus, the assessment should not only take one point of time into account but should be a process as well, which is reflected in a portfolio. A portfolio which is continuously monitored and rated guarantees continuous control of the learning process and gives the chance to interfere and readjust in time.
The assessment based on the criteria for every lesson can be done by the teacher after every lesson but can also be done using peer review, which means that you can discuss the criteria at the start of every lesson and then have work tandems exchange their products and assess them for the other person. This does contribute to the learning effect and deeper understanding when going through other products.
Additionally, a final assessment, like a test or exam, can of course be added to adhere to national curriculums and legal frameworks. (cf. ‘Lesson 11’)
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*Lesson 11: Table General Assessment
| |
|
Reflection & Evaluation
| At the end of every lesson, there should be a little room for reflection on the student’s learning process.
The effectiveness of the learning module is evaluated at the end with a “Can-do-checklist".
| During wrap up of every session, students should be encouraged to reflect on their learning process. This can be achieved by talking about the assessment criteria and reflecting if these are clearly shown in the individual learning products.
The Can-do-checklist (cf. ‘Material 11’) summarizes all competences and contents which are part of the learning module. The student self-evaluates his/her learning process by assessing own learning outcomes. It might be helpful to include a think-pair-share phase in which students can check their own skills, then talk to a neighbor about what they have learned and what they want to learn more and finally to share these thoughts in class. The reflection/evaluation process can be conducted during a whole lesson of its own but can also be conducted in a small slot of maybe 20 minutes, depending on your training programs needs and aims.
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Modul 3: Building automation
For the electrical power supply of a residential or commercial building, the installation of a photovoltaic system should be properly dimensioned, selected and procured, installed and set into operation.
Modul 3: Reducing the energy consumption of a residential building with a smart home system
The trainees use statistical data to create an overview of the energy consumption of residential buildings and derive recommendations for the use of a smart home system to reduce the energy consumption of an existing building.
The module's target group is trainees in the vocational fields of electrical engineering and supply engineering as well as IoT-related professions (EQF level 4).
In order to successfully complete the learning module, skills from different professions are required. For this reason, the traditional skills of one trade are supplemented by skills from other trades.
These are specific to this module:
Supply technology:
• Areas of application and function of smart home systems
Electrical engineering:
• Functionality of various heating and heat distribution systems and their control options
• Knowledge of the use and function of smart home systems
IoT specialists:
• Functionality of various heating and heat distribution systems and their control options
All:
• Distribution of residential building's energy consumption and the options for reducing it.
• Professionals learn how to educate their customers about energy savings by using smart home systems and the resulting economic and environmental benefits by switching from a technical role to an advisory role.
The module is designed for a duration of approx. 12 – 14 lessons.
Teaching Sequence
| Description and Material
| How to use?
|
Introduction scenario
| The owner of an apartment or small house has heard that it is possible to save energy by using smart home components in their home. They contact an electrician or heating engineer with the following request:
“I would like to optimize my home's energy consumption and have heard that this is possible by installing smart home components.
Specifically, I have the following questions:
• What is the potential to save energy with the help of smart home, and how big is it?
• Can you give me a recommendation where a smart home system makes the most sense and where the cost/benefit ratio is most favorable?
• Can you tell me how complex the installation of a Smart Home system is and what kind of work I will have to do?
• Please suggest a suitable manufacturer and compile a list of all the components I need for my home.
Please send me a written consultation.”
| The introductory scenario is about reducing the energy consumption of an old existing building only by installing smart home components. The trainees develop a proposal for this as a basis for an advice for the customer and write it down.
The example of the given building can vary from region to region; for Germany, for example, it is a single-storey residential building that was built in the 1980s.
Target groups and levels:
Trainees in the following professions
• Electrical engineering
• SHK plant mechanic
• IoT
All at EQF level 4
Objectives:
The trainees should be able to create a detailed consultation concept for the implementation of a smart home system to save energy, depending on the customer's apartment or house.
In principle, energy can be saved with the help of a smart home system in terms of lighting and heat consumption. As heat consumption accounts for by far the largest proportion of energy requirements, it makes sense to start here first.
Such a concept can include the following points:
• The automatic closing of a thermostatic valve when a window is opened.
• Time-controlled temperature reduction.
• Control of the thermostatic valves via presence detectors.
Optionally, further energy-saving potential can be discussed through automated lighting control or automated control of shutters or blinds.
|
Tasks
| In order to solve the questions of the introductory scenario, the tasks described below must be completed:
| Form of work and use of materials:
The tasks are worked out in groups.
In a learning group with members from different sectors (e.g. electrical engineering trainees and HVAC plant mechanics), the groups should be mixed.
The material is provided in the form of documents (links and PDF’s).
Also, the trainees can research freely. This depends on the time available and the ability of the trainees to carry out free internet research effectively and purposefully.
|
Task 1:
| The trainees analyze the customer order and create a work plan.
Competence:
The ability to solve problems systematically.
Duration: 2h
| The creation of a work plan is optional and can be carried out both in the fixed working groups or before together with the whole learning group.
The guiding questions serve as orientation for the work steps of the work plan
Material:
• 01a-Scenario task.docx
• 01b-Scenario key questions.docx
• 02-residential building customer.docx
|
Task 2:
| The trainees describe and interpret the energy consumption of a residential building with the help of national statistics. They derive a recommendation for action to realize the desired energy savings.
Competence: The ability to develop a target-oriented solution proposal with the help of verifiable statistical data.
Duration: 2h
| The statistics show that heat consumption, and in this case heating, accounts for most of the energy required. It therefore makes sense to start with heating when considering potential savings.
Material:
• 03-Energy-consumption-residential-buildings-Germany.docx
|
Task 3:
| Description of the different types of heating and heat distribution systems
Competence: - Trainees can name the basic components of a heating system and describe their function.
- The students explain how the different types of heating and heat distribution systems work and the differences between them.
Duration: 2-4 h
| This teaching unit provides an overview of the basic functioning of a heating system and the different heating technologies. On this basis, it is possible to assess where and how heat consumption can be reduced by using smart home components for the existing building (and also for other customer inquiries with other heating systems).
Material:
• 04a-Information Heating systems.docx
• 04b-tasks-Heatingsystems-blanc.docx
• 04b-sample-solution-tasks-Heatingsystems-blanc.docx
Links to the structure and function of heating systems (selection Germany)
• https://www.baunetzwissen.de/heizung/fachwissen/
heizungsanlagen/bestandteile-einer-heizungsanlage-161168
• https://www.buderus.de/de/heizung
• https://www.vaillant.ch/privatkunden/ratgeber-heizung/heiztechnologie-verstehen/funktionsweise-einer-heizung/
• https://www.viessmann.de/de/wissen/technik-und-systeme/welche-heizung.html
Links to technical articles and videos about the thermostatic valve function (example Germany)
• https://haustechnik-wissen.de/thermostatventil/
• https://www.youtube.com/watch?v=4Eg613ZBexU
• https://www.bosch-smarthome.com/de/de/loesungen/heizen-und-kuehlen/richtig-heizen-und-heizkosten-sparen?srsltid=AfmBOorgV-3CCOmGEgMUs3kaOjBMQzYOeTKOmcgepMX9xcLMmQ6VZVSH
|
Task 4:
| A proposal for the reduction of the heat demand of the customer's residential building with the help of a smart home system.
Competence:
- The trainees interpret technical data of components of smart home systems.
- The trainees select a provider, and all components required for heating control and describe their basic functionality
- The trainees justify the selection of components with regard to the customer's desire for energy savings through smart home systems.
Duration: 4 h
| In this teaching unit, the trainees gain an overview of the various automation options of a smart home system.
They draw up a list of the necessary components and use company documents to select specific components. They describe how the individual components work and how they interact as a system.
Material:
• 05-Smart-Home-systems.docx
• 06-Blanc-Consultation-Concept.docx
• 06-Sample-consulting-concept.docx
Links (example Germany):
• https://www.bosch-smarthome.com/de/de/produkte/
• https://www.busch-jaeger.de/systeme/busch-freeathome
• https://homematic-ip.com/de
• https://www.philips-hue.com
• https://fritz.com/produkte/smart-home/
|
| Optional:
Further options for saving energy in a residential building by using a smart home system
| Further possibilities arise, for example, through the use of
• Intelligent lighting (time and presence-controlled)
• Intelligent actuators for controlling shutters, blinds and awnings (time and presence-controlled)
|
Documentation
| Creation of digital documentation with all the necessary information that can be handed over to the customer
| The documentation takes the form of a written document. A blank paper can be provided as a structuring aid.
(6-Blanc-Consultation Concept.docx)
The results of the work are presented by the working groups.
This can take the form of a role play, for example, in which some of the trainees take on the role of the customer and others the role of the advising expert. The role of the customer can also be taken on by the teacher.
The presentation can also take the form of a short talk in which each group answers one of the client's questions and the members of the other groups comment and add to it.
|
Assessment
| Evaluation of the written concept created for the customer to reduce the heat demand.
• A further competence check can be carried out by:
• Online with a quiz tool (self-evaluation)
• Online multiple-choice test
• Conventional paper-based multiple-choice test
• Partial task as part of a class assignment
| Assessment of the written documentation and / or the technical quality of the answers in the role play.
A multiple-choice test is recommended if an individual grade is to be determined for each student.
A more “playful” performance assessment can be carried out using an online quiz such as Kahoot!.
Material:
• 07-question-assessment.docx
• 07-sample-question-assessment.docx
|
Reflection/Evaluation
| Proposals:
• Evaluation: with an online survey
• Reflection discussion: with the learning group
| An online survey can be carried out using MS Forms or similar software.
Material:
• 08-question-evaluation.docx
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Modul 4: Troubleshooting in building systems and building installations
The customer reports a cold room in a residential building. The service technician's task is to determine the cause of the cold room and rectify the cause.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. |
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