ctrical Technology Qualificat

-- Associate level -Course 2015-2016

CONTENTS
1. Identification
2. The program, as is prescribed
3. Program analysis
4. Course structure approach
5. Course planning. General
6. Course planning. Modules and Units level
7. Course planning. Lesson Level
8. Learning and teaching materials
9. Learning spaces and resources

1. IDENTIFICATION

rom the analysis of the Qualification design:

The associate level (Associate
Diploma) corresponds to a basic
occupational profile. That equivalent
to an assistant or to an entrant
to the electrical trade.
The competency profile is intentionally
broad.
He is prepared to work in residential,
commercial and industrial contexts
doing (basic) planning, building and
maintaining/repairing electrical
infrastructures (wiring electrical
systems) and systems (control
systems, security systems, lighting,
etc.).
The next level (Diploma) deep and broaden this sort of

2. THE PROGRAM, AS IS PRESCRIBED

Notes:
Recommended Learning Hours (RLH) = Guided Learning Hours (GLH) +
Students independent work
GLH is any kind of teacher-led contact hours with the students (time at school)
In addition, students must invest some learning hours out of school (independently).
This time is estimated about 20% to 25%.

3. PROGRAM ANALYSIS

Occupational
/ practical

Occupational
/ practical

From the point of view of the occupation, these Units are the
more important.
Generically they cover basic planning, building and
repairing basic electrical installations and systems . They

3. PROGRAM ANALYSIS

Basic/
Instrumental
Basic/ Instrumental

Employability
(Basic/Instrument
al)

These Units provide basic knowledge/skills which can be seen as

instrumental under the point of view of the electrical occupation.
This is to say, the electrician applies this knowledge during his
practical work but he is not paid for this. Part of this content 6

3. PROGRAM ANALYSIS

Basic/fundamental
s

Basic

Basic

These Units provide the fundamentals of electricity circuits and

systems. Without this knowledge and skills is not possible to
qualify an electrician. These units need to be planned to
support appropriately the developing of more occupational
competencies.

3. PROGRAM ANALYSIS
01. Solve Problems in DC Circuits UEENEEE104A
02. Use drawings, diagrams, schedules,
standards, codes and specifications UEENEEE107A
03. Carry out basic repairs to electrical
components and equipment UEENEEG111A
04. Assemble and set up basic wired
and wireless security systems UEENEEH050B_R1
05. Apply Occupational Health and
Safety regulations, codes and practices
in the workplace - UEENEEE101A
06. Solve problems in low voltage AC
circuits - UEENEEG102A
07. Solve problems in single and three
phase low voltage electrical apparatus
and circuits -UEENEEG033A
08. Select wiring systems and cables for
low voltage general electrical
installations
UEENEEG107A 09. Develop and connect electrical
control circuits - UEENEEG109
10. Solve problems in electromagnetic
devices and related circuits UEENEEG101A

Original Australian Units of Competency. Many Units in the

Qualification are almost direct copies. This is a good reference for

4. COURSE STRUCTURE APPROACH

A structure or general organization for the course based on the
identified nature of units which we can group in MODULES.

(9
90
GL
H)

30 hours/week

FUNDAMENTALS MODULE

Note: what is
relevant (from the (UNITS OF BASICS INCLUDED, ORGANIZED
AND SEQUENCED)
point of view of
learning) is to
work these
structuring
INSTRUMENTAL MODULE
Learning Modules (INSTRUMENTAL/GENERIC UNITS INCLUDED,
or broad
ORGANIZED AND SEQUENCED)
Competencies
(fundamentals,
instrumental and
practical) making
PRACTICAL MODULE
them significant to
(PRACTICAL UNITS INCLUDED,
students.
ORGANIZED AND SEQUENCED)

This can imply

segment and or
ENGLISH MODULE
integrate some
(COURSE/S OF ENGLISH INCLUDED, ORGANIZED AND SEQUENCED)
units and
synchronizing

ON THE JOB LEARNING MODULE

33 weeks in an academic year

4. COURSE STRUCTURE APPROACH

Example. This a program organized additionally in SEMESTERS.
Semesters, trimesters in this kind of decision play other factors
(administrative, etc.). It doesnt include On the Job Learning Module.

PRACTICAL MODULE

INSTRUMENTAL MODULE

FUNDAMENTALS MODULE

ENGLISH MODULE

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5. COURSE PLANNING. GENERAL

Planning facilitates training development and quality of teaching. Also,
planning is needed in order to select and/or develop materials and
resources effectively and more efficiently. In general, course planning
happens at three levels:
This the highest level of planning and it has
to do with organizing the course as a whole
COURSE/PROGRAM
PLANNING
(what, when, how) or a set of courses that
form a study program. The Course Structure is
an example of planning at this level.
This a medium level of planning and it has to
do (essentially) with organizing, sequencing
COURSE/UNIT
and basic timing the content/objectives of a
PLANNING
particular course, or group of courses,
according some criteria: logic of matter,
learning, application of a particular
etc.
methodology,
This the lowest
level of planning and it has to
do (essentially) with defining methods and
LESSON PLANNING
activities conductive of intended learning
objectives, as they have been planned in the
previous level.
To selection/development
of materials and
other resources, and preparation for training

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6. COURSE PLANNING. MODULES AND UNITS LEVEL

Criterion 1. The Modules and associated Units provide a basic
criterion for organizing all the learning contents. The program structure
already reflects this and even sequence logically the whole content
(UNITS) to facilitate learning (by analyzing basically Modules and Units
ELECTRICAL
relationships).
TECHNOLOGY
-ASSOCIATE-

PRACTICAL
MODULE

TRANSVERSA
L
MODULE

FUNDAMENT
ALS
MODULE

UNIT A
Content
Parts/segments/blocks in
which a particular Unit is
planned to cover prescribed
learning outcomes. Only
the learning outcomes are
prescribed and not these

PART 1

UNIT B

PART 2

ENGLISH
MODULE

UNIT C

PART 3

ON THE JOB
MODULE

Units belonging to a Module

could be treated in a more
integrate manner: divided,
combined, evaluated, etc.

PART 4

Lesson plan level: teaching and learning

methods and activities

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6. COURSE PLANNING. MODULES AND UNITS LEVEL

Criterion 2. We want/(or need) to make the program more practical,
significant (and appealing), and more attainable for our students.
In order to do so, several strategies are possible:
Emphasize the Practical Module/Units (more learning time by
doing).
Lighten/reduce the theoretical/technological knowledge
(Fundamental M.).
Integrate (as much as possible) Instrumental and Fundamental
Content.
Apply appropriate methods: more practices, use appropriate
learning resources, more support and individual support,
continuous feedback, promote self-learning and other metacognitive (employability) skills, use performance assessment (as
in capstone tests),
etc.
Practic
Example: the Practical
Units can be (relatively) easily planned
al
UNIT
according to a project/task
based approach. In this approach,
Proposal of technical projects
the students learn through the work on aand
series
(more
thanand
just
supportive
practice
one) of projects or practical/(realistic) knowledge
tasks.
PART 1

PART 2

PART 3

PART 4

These projects can even

13
integrate various UNITS (even

6. COURSE PLANNING. MODULES AND UNITS LEVEL

Example of Unit Planning

Practical Module (1st Semester)

In these
Parts/Blocks one
or more projects
can be posed to
students
(Part) I
INSTALLING
LIGHTING &
SOCKECT
CIRCUITS

UNIT 07
UNDERSTAND LOW
VOLTAGE APPARATUS
AND CIRCUITRY (60
GLH)

UNIT 03 REPAIR
ELECTRICAL
COMPONENTS
AND EQUIPMENT
(36 GLH)

II
INSTALLING
FIRE AND
SMOKE
DETECTORS

III
ANALYZING
ELECTRICAL
HEATING
APPLIANCES

Timing
PREREQUIS
ITE
CONTENT

Ref.:
Unit
Description
and Learning
Outcomes

SPECIFIC
CONTENT &
EXERCISES

PARTIAL
PRACTICE

IV
ANALYZING
ALTERNATIVE
POWER SUPPLY
SYSTEMS

UNIT 04 INSTALL
SECURITY
SYSTEMS (36 GLH)

V
INSTALLING
EMERGENCY
LIGHTING
CIRCUITS AND
CONTROL

VI
ANALYZING
LIGHTING
SYSTEMS AND
LAMPS

Could exist different ways for managing

the work on projects: from more
directive to fully autonomous practice
learning)
PROJECT (self-directed
OR

INTEGRATIVE
PRACTICAL
WORK
COREQUISITE CONTENT

PART
ASSESSME
NT

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7. COURSE PLANNING. LESSON LEVEL

At the level of lesson planning, relatively short periods of training
(standard lesson time, or group of lessons) are planned and a great
precision is got in specifying what the students and teacher should do
(and with what, when, etc.) in order to attain a very specific learning
objective.
A typical lesson teacher-directed (direct instruction)
followscontent
this
Introduce lesson/new
LESSON
Say/explain lesson objectives
generic instructional cyle:
Motivate students.
INTRODUCTI
Activate previous relevant knowledge
This is very time
ON
Review or build prerequisites.
consuming. When the
Present new content/information
designer or final user of
Exemplify new content or demonstrate
instructional plans
Assure assimilation and understanding.
Provide practice to students, with
LESSON
(trainer, teacher, etc) are
support.
BODY
familiarized with the
Provide feedback/formative assessment.
Provide more and more autonomous
training, probably is not
practice. Fade support.
necessary so much detail.
Provide problem solving (transfer or
Even so, this is the level
where teaching
approaches, timings,
methods and resources

LESSON
CLOSING

apply the acquired knowledge in more

practical
Summarize
lesson.
contexts).
Promote reflection and integration.
Connect.
Remediate
Evaluate. Summative assessment. 15

7. COURSE PLANNING. LESSON LEVEL

An intermediate approach between Unit/Module and Lesson
planning is recommended in order to plan the course and
develop/select materials and resources.
Its assumed that lesson planning will be made at the colleges by
the teachers or departments, based on this more higher level of
planning and according to UNIT
contextual
factors (specific to every
OR UNITS
MIXED IN A
college).
MODULE
COMPOSING
PARTS OR
BLOCKS OR
ACTIVITIES

Timing is
Timing
Relationships
PROJECT OR
PREREQUIS
SPECIFIC
PART
suggested
Assessme
PARTIAL
INTEGRATIVE
with other Units/
ITE
CONTENT &
ASSESSME
PRACTICE
PRACTICAL
CONTENT
EXERCISES
NT
nt is
WORK
Contents are
COREQUISITE CONTENT
planned
also identified in
the plan
This content is
This partial practice
This integrative
basically identified in
is identified in the
practices are
16
the planning.
planning and
identified in the

7. COURSE PLANNING. LESSON LEVEL

Some important elements in planning the training according
the general approach chosen, are:
Parts (or content Blocks, segments, process steps, etc.). They
reflect the way in which content/objectives are grouped and
sequenced. Content belong to a Unit or Units in a Module (or
even, to a more complex arrangements of Units). Typically,
they represent a pretty amount of GLH depending of the
grouping criteria (there is no a fixed rule: from a few to maybe
20 or 30 Hours).
Projects. They represent integrative, complex and realistic
practices, and often team-based and (relatively) self-directed
practices. A lot of supportive knowledge and skills are required
for the students can cope with this sort of technical challenge.
Typically, these practices are application practices put
at the end of a Part or group of related Parts, or even Units
(could exist several Projects in a simple-to-complex sequence).
However, there exist some other ways of managing the
projects. For example, step by step along the Part lesson
plan delivering (the students acquire the knowledge/skills 17

7. COURSE PLANNING. LESSON LEVEL

Some important elements in planning the training according
the general approach chosen, are:
(Continue) Projects. Different forms of project management.

Time

Supportive
Lessons/Content
Project/Task
Time

PART(s)/UNIT(s)
Sup.

Sup.

Project/Task
Sup.

Sup.

Performan
ce
Assessmen
t

Performance
Assessment

Project/Tas
k

Supportive
Lessons/Conte
nt

Performance
Assessment

PART(s)/UNIT(s)

PART(s)/UNIT(s)

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Time

(Partial) Practice. In general, all practice intended to develop

transferrable knowledge and skills (applicable to practical o more
complex situations, such a technical project). In technical
education, this partial practice is typically oriented to develop
relevant skills (motor or/and cognitive skills).
(Supportive) Knowledge/Content. In general, all kind of
information that, once processed/learned by the student, become
in transferrable knowledge. In technical education, this is the

8. LEARNING AND TEACHING MATERIALS

To support our (and any) learning approach and planning we need
basically some STUDENT MATERIALS and TEACHER MATERIALS.
LEARNING AND
TEACHING
MATERIALS

TEACHER
MATERIALS

TEACHING GUIDES/COURSE
PLANS, ETC.
TEXTBOOKS AND CONTENT
REFERENCES
PROJECTS, PRACTICES,
ASSIGMENTS, ASSESSMENTS
GUIDES OF MANAGEMENT (of
equipments & spaces,
academic).
PRESENTATION MATERIALS

Paper, digital
or audiovisual
TEXTBOOK
, or
tutorial,
lecture
notes, etc.

STUDENT
MATERIALS
PROJECTS/INTEGRATIVE
PRACTICE
PARTIAL PRACTICE
SUPPORTIVE CONTENT AND
EXERC.
LEARNING GUIDES/
RULES/ORIENT.
OTHER SUPLEMENTARY
MATERIALS
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8. LEARNING AND TEACHING MATERIALS

The students materials are primarily written in English.
According to support strategies, some initial materials could be
handed-out in Arabic or bilingual.

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9. LEARNING SPACES AND RESOURCES

Any practical approach
requires a careful
planning about
resources.
To teach this Associate
Level basically we need:
An electrical
workshop.
A Laboratory (can
be integrated in the
workshop).
Other general
classrooms and/or
In the
workshop the students make
computer
practical
work: build, install, diagnose,
classroom.
repair
In the Laboratory the students learn
electricity principles through
experimentation.
In other spaces the students attend

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9. LEARNING SPACES AND RESOURCES

To teach this Associate Level basically we
need:
Experimentation equipment and
laboratory instruments.
Specific trade tools and other general tools
and machines.
Specific instrumentation.
Electrical materials and components for
building.
Frames for electrical systems and
installations.
If
we use
a practical
and atools
project
Other
electrical
systems,
andbased teaching approach, we
must
know(safety,
that this
requiresetc.).
a lot of materials, and for every
materials
software,
student.
This can be really expensive. The more accurate we are with our
teaching plans (projects and practices, type of materials
required, quantities, etc.) the more accurate/optimized our
resources estimates will be.

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